University of Wisconsin–Milwaukee

About: University of Wisconsin–Milwaukee is a education organization based out in Milwaukee, Wisconsin, United States. It is known for research contribution in the topics: Population & Gravitational wave. The organization has 11839 authors who have published 28034 publications receiving 936438 citations. The organization is also known as: UWM & University of Wisconsin-Milwaukee.

Controllable Synthesis of Hollow Si Anode for Long‐Cycle‐Life Lithium‐Ion Batteries

Abstract: DOI: 10.1002/adma.201400578 Here, we report a facile, surfactant-free method to prepare hollow Si with tunable morphology from hollow cubes, spheres, tubes, to fl owers and other shapes. Figure 1 a illustrates the controllable synthesis of hollow Si materials. We controllably synthesized various carbonates, followed by Si deposition and removal of carbonate templates by washing in a dilute hydrochloric acid. Hollow Si with various morphologies was obtained, including cubes, spheres, tubes, and fl owers. Carbonates have not been reported as templates for fabrication of hollow Si until now, which is likely due to potential reactions between carbonates and Si; for example, thermodynamic calculations indicate the changes in Gibbs free energies are −97.7, −95.2, and −94.7 kCal mol −1

Optimal Contract Design for Mixed Channels Under Information Asymmetry

Abstract: The mixed-channel model is becoming increasingly popular in the marketplace. In this model, a firm selling through the traditional supply chain of wholesaler and retailer opens a direct channel to the customer through Internet sales. Because both channels have their respective advantages, the manufacturer is attracted to this business model. However, it also leads to channel conflict, with the retailer feeling threatened by direct competition. One way of eliminating the possibility of this channel conflict, where the retailer is allowed to add value to the product to differentiate its offering to the customers, is proposed in this paper. The retailer is also given full authority to make pricing decisions. This paper presents a model, under this scenario, of obtaining optimum pricing decisions by both parties, the amount of value added by the retailer, and the manufacturer's wholesale price to the retailer. Our model incorporates information asymmetry, where the manufacturer has incomplete information about the retailer's cost of adding value. We obtain closed-form contracts with incomplete information and compare them with those with complete channel coordination. We also develop a number of managerial guidelines and identify future research topics.

Detection and examination of anthrosols by phosphate analysis.

Abstract: Land-use analysis of anthrosols has been performed by a new, two-part method. A rapid qualitative field test assists in locating past settlements and determining their areal and temporal extent, even where artifacts are missing. The field-test results are verified and samples are analyzed further by quantitative soil phosphate fractionation. Laboratory fractionation reveals much more than the simple phosphate test used at present. Like the chemical field test, it uses minute soil samples and may be invaluable where disturbance of the landscape is forbidden. Phosphate fractions reflect the details of man-induced changes in the soil and the timing of their appearance.

A Meta-Analytic Perspective on Sex Equity in the Classroom

Abstract: This meta-analysis examines patterns of sex differences in teacher-initiated teacher–student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall interactions and more negative interactions, but not more positive interactions, with male students than with female students.