University of Illinois at Chicago

About: University of Illinois at Chicago is a education organization based out in Chicago, Illinois, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 57071 authors who have published 110536 publications receiving 4264936 citations.

Measurement of the properties of a Higgs boson in the four-lepton final state

Abstract: Austrian Federal Ministry of Science and Research and the Austrian Science Fund; the Belgian Fonds de la Recherche Scientifique and Fonds voor Wetenschappelijk Onderzoek; the Brazilian Funding Agencies (CNPq, CAPES, FAPERJ, and FAPESP); the Bulgarian Ministry of Education and Science; CERN; the Chinese Academy of Sciences, Ministry of Science and Technology, and National Natural Science Foundation of China; the Colombian Funding Agency (COLCIENCIAS); the Croatian Ministry of Science, Education and Sport, and the Croatian Science Foundation; the Research Promotion Foundation, Cyprus; the Ministry of Education and Research, Recurrent Financing Contract No. SF0690030s09 and European Regional Development Fund, Estonia; the Academy of Finland, Finnish Ministry of Education and Culture, and Helsinki Institute of Physics; the Institut National de Physique Nucleaire et de Physique des Particules/CNRS and Commissariat a l’Energie Atomique et aux Energies Alternatives/CEA, France; the Bundesministerium fur Bildung und Forschung, Deutsche Forschungsgemeinschaft, and Helmholtz-Gemeinschaft Deutscher Forschungszentren, Germany; the General Secretariat for Research and Technology, Greece; the National Scientific Research Foundation and National Innovation Office, Hungary; the Department of Atomic Energy and the Department of Science and Technology, India; the Institute for Studies in Theoretical Physics and Mathematics, Iran; the Science Foundation, Ireland; the Istituto Nazionale di Fisica Nucleare, Italy; the Korean Ministry of Education, Science and Technology and the World Class University program of NRF, Republic of Korea; the Lithuanian Academy of Sciences; the Mexican Funding Agencies (CINVESTAV, CONACYT, SEP, and UASLP-FAI); the Ministry of Business, Innovation and Employment, New Zealand; the Pakistan Atomic Energy Commission; the Ministry of Science and Higher Education and the National Science Centre, Poland; the Fundacao para a Ciencia e a Tecnologia, Portugal; JINR, Dubna, the Ministry of Education and Science of the Russian Federation, the Federal Agency of Atomic Energy of the Russian Federation, Russian Academy of Sciences, and the Russian Foundation for Basic Research; the Ministry of Education, Science and Technological Development of Serbia; the Secretaria de Estado de Investigacion, Desarrollo e Innovacion and Programa Consolider-Ingenio 2010, Spain; the Swiss Funding Agencies (ETH Board, ETH Zurich, PSI, SNF, UniZH, Canton Zurich, and SER); the National Science Council, Taipei; the Thailand Center of Excellence in Physics, the Institute for the Promotion of Teaching Science and Technology of Thailand, Special Task Force for Activating Research and the National Science and Technology Development Agency of Thailand; the Scientific and Technical Research Council of Turkey and the Turkish Atomic Energy Authority; the Science and Technology Facilities Council, United Kingdom; the U.S. Department of Energy and the U.S. National Science Foundation.Individuals have received support from the Marie-Curie program and the European Research Council and EPLANET (European Union); the Leventis Foundation; the A. P. Sloan Foundation; the Alexander von Humboldt Foundation; the Belgian Federal Science Policy Office; the Fonds pour la Formation a la Recherche dans l’Industrie et dans l’Agriculture (FRIA-Belgium); the Agentschap voor Innovatie door Wetenschap en Technologie (IWT-Belgium); the Ministry of Education, Youth and Sports (MEYS) of the Czech Republic; the Council of Science and Industrial Research, India; the Compagnia di San Paolo (Torino); the HOMING PLUS programme of Foundation for Polish Science, cofinanced by EU, Regional Development Fund; and the Thalis and Aristeia programmes cofinanced by EU-ESF and the Greek NSRF.

Formation of silicon carbide nanotubes and nanowires via reaction of silicon (from disproportionation of silicon monoxide) with carbon nanotubes.

Abstract: One-dimensional silicon−carbon nanotubes and nanowires of various shapes and structures were synthesized via the reaction of silicon (produced by disproportionation reaction of SiO) with multiwalled carbon nanotubes (as templates) at different temperatures. A new type of multiwalled silicon carbide nanotube (SiCNT), with 3.5−4.5 A interlayer spacings, was observed in addition to the previously known β-SiC (cubic zinc blende structure) nanowires and the biaxial SiC−SiOx nanowires. The SiCNT was identified by high-resolution transmission microscopy (HRTEM), elemental mapping, and electron energy loss spectroscopy (EELS). The multiwalled SiCNT was found to transform to a β-SiC crystalline structure by electron beam annealing under TEM.

Religion as a Determinant of Marital Stability

Abstract: This paper develops hypotheses about the effects of husbands’ and wives’ religious affiliations on fertility. The hypotheses are based on two central ideas. First, religions differ in their fertility norms and corresponding tradeoffs between the quality and quantity of children; differences in religious beliefs between husband and wife may thus lead to conflict regarding fertility decisions and possible resolution through bargaining. Second, a low level of religious compatibility between the spouses may raise the expected probability of marital dissolution and thereby decrease the optimal amount of investments in spouse-specific human capital. Analyses of data from the 1987—1988 National Survey of Families and Households conducted in the United States suggest that both of these effects play important roles in explaining the observed linkages between the religious composition of unions and fertility behavior.

Influences on students' openness to diversity and challenge in the first year of college

Abstract: It appears clear that diversity comprises a central aspect of America's future. According to a 1989 Census Bureau projection, during the next four decades (1990-2030), the white population of the United States will grow by about 25 percent. During that same 40-year period, the African-American population will increase by 68 percent, the Asian-American, Pacific Island-American, and American Indian populations will grow by 79 percent, and the Latino or Hispanic population of the United States will leap by 187 percent.... The Population Reference Bureau has projected that, by the year 2080, the United States of America may well be 24 percent Latino, 15 percent African-American, and 12 percent Asian American--more than half of the nation's population [15]. If the trends projected above represent the country's future demographic reality, then it is likely that future college graduates will be challenged by a society that is increasingly diverse in terms of race, culture, and values. It seems reasonable, therefore, to be concerned with identifying the ways in which American postsecondary institutions engender in students a greater openness to racial, cultural, and value diversity. A substantial amount of inquiry has addressed the issue of the impact of college on attitudes, values, and the ways in which individuals relate to their external world. While only indirectly related to openness to racial, cultural, and value diversity, the weight of evidence from this research suggests that during college, students tend to change in the direction of greater openness and tolerance. From freshman to senior year, students become less authoritarian, dogmatic, and ethnocentric [7, 8, 10, 11, 13, 16, 17, 18, 20, 23, 26, 27, 28, 31, 40].They also demonstrate statistically significant shifts in the direction of greater social, racial, ethnic, and political tolerance and greater support for individual rights [5, 6, 9, 21, 22, 24, 25, 29, 30, 38, 39, 41, 43]. Moreover, as Pascarella and Terenzini [35] point out in their synthesis of the literature on college impact, the evidence is reasonably clear that on most of the above dimensions a statistically significant part of the change observed can be attributed to college attendance itself, above and beyond that attributable to normal maturation or to societal changes. Another line of inquiry has attempted to identify the specific college experiences that influence changes in values, attitudes, and the ways in which individuals relate to their external world. Perhaps the clearest generalization that can be made from this evidence is that it is the student's interpersonal environment (for example, the frequency and nature of his or her interactions with peers and faculty) that has the greatest impact on value, attitudinal and psychosocial change during college [for example, 4, 12, 19, 35]. Of course, a major shortcoming of the existing body of evidence is that it fails to address directly the impact of specific dimensions of the college experience on students' appreciation and acceptance of cultural, racial, and value diversity. What research does exist has investigated the extent to which diversity and multiculturalism on campus influence other outcomes of college. This work was conducted by Astin [3, 4] in his analysis of 25,000 students attending 217 four-year colleges and universities between 1985 and 1989. Controlling for important precollege characteristics and other potential confounding influences, he found that three different measures of diversity (institutional diversity emphasis, faculty diversity emphasis, and direct student experience with diversity) had significant positive impacts on a number of salient college outcomes. For example, the extent to which an institution emphasized and supported racial and multicultural diversity among faculty and students had a positive impact on an individual student's commitment to promoting racial understanding. …