35 research outputs found

    Reliability of fibre Bragg gratings in polymer optical fibre

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    In this paper we report on investigations of some of the factors that have a bearing on the reliability and repeatability of polymer fibre Bragg gratings. The main issues discussed are the fibre preform composition, the fibre drawing conditions and the thermal history of the fibre grating

    Electrically tunable Bragg gratings in single mode polymer optical fiber

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    We present what is to our knowledge the first demonstration of a tunable fiber Bragg grating device in polymer optical fiber that utilizes a thin-film resistive heater deposited on the surface of the fiber. The polymer fiber was coated via photochemical deposition of a Pd/Cu metallic layer with a procedure induced by vacuum-ultraviolet radiation at room temperature. The resulting device, when wavelength tuned via joule heating, underwent a wavelength shift of 2 nm for a moderate input power of 160 mW, a wavelength to input power coefficient of-13.4 pm/mW, and a time constant of 1.7 s-1

    The Relationship Between Availability and Changes to Perceived Workplace Support and Their Impact on the Mental Health, Well-being and Burn-Out of Healthcare Professionals (HCP): Insight and Mitigating Strategies From the CoPE-HCP Cohort Study

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    AIMS: To examine the relationship between self-reported level of workplace support (WS) and various mental health outcomes in HCPs and non-HCPs at different time-points during the COVID-19 pandemic, and to examine whether improved WS is associated with improved mental health outcomes over time. Lastly, to identify what support healthcare professionals (HCPs) perceive to be most helpful. METHODS: Cohort survey study at baseline (July-September 2020) and follow-up (approximately four months later). Setting HCPs working in primary or secondary care, from UK and other countries, and non-HCP controls from primarily London-based universities. Participants 1574 HCPs and 147 non-HCPs (academic and research staff at London-based universities). The inclusion criteria for the study were: 1) aged 18 or older, 2) electronic consent given, and 3) identified as HCP or non-healthcare academic staff or self-declared non-HCPs. Main outcome measures Presence of generalized anxiety disorder (assessed using the GAD-7), clinical insomnia (ISI), major depressive disorder (PHQ-9), well-being (SWEMWBS), and burnout (emotional exhaustion and depersonalization; EEDP2Q). Qualitative data exploring what support HCPs perceive as most useful was gathered using free-text inputs. RESULTS: At baseline and follow-up, consistently, compared to those who felt unsupported, those who felt supported had significantly reduced risk (odds) of generalized anxiety disorder (baseline: 59% [95% CI of OR, 0.29 to 0.57], follow-up: 41% [0.38 to 0.92]), clinical insomnia (51% [0.34 to 0.69], 66% [0.20 to 0.55]), major depressive disorder (58% [0.31 to 0.58], 54% [0.31 to 0.74]), emotional exhaustion (65% [0.26 to 0.46], 61% [0.27 to 0.56]) and depersonalization (58% [0.28 to 0.61], 68% [0.21 to 0.50]). At follow-up, self-reported improved WS (vs. baseline) was associated with significantly improved GAD-7 (adjusted difference. −1.73 [-2.54 to −0.91]), ISI (-0.96 [-1.88 to −0.04]), PHQ−9 (-1.32 [-2.16 to −0.49]), SWEMWBS (0.97 [0.37 to 1.57]) and EEDP2Q (burnout) (-1.30 [-1.82 to −0.79]) scores, independent of baseline level of support. Five themes were identified constituting WS: ‘managerial support’ was the largest sub-theme. CONCLUSION: A consistent association was observed between level of WS and the mental health of HCPs and non-HCPs. Improved WS was associated with improved mental health scores over a four-month period during the pandemic

    Assessing crossnational invariance of the three-component model of organizational commitment:A cross-country study of university faculty

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    Purpose The purpose of this paper is to examine affective commitment, normative commitment, and continuance commitment in a cross-national context to identify if the effect of country-specific cultural orientation on organizational commitment of faculty in higher education functions invariably in different countries. Design/methodology/approach The work expands on Meyer and Allen’s (1991) three-component model of organizational commitment. It includes relevant literature review on ten countries and the results of a survey of university faculty members, assessing their institutions’ human resources practices and their effect on organizational commitment. Basic descriptive statistics were performed on nominal and interval data, means, medians, and standard deviations were computed, and tests of mean equivalence, including ANOVA tests, were performed. In certain instances, Pearson and Spearman correlations were computed to ascertain correlation, and χ2 tests for randomized response were used, while Cronbach’s α test helped to establish survey instrument validity. Findings Though certain differences may exist between different countries and cultures with respect to the three-component model of organizational commitment, there is strong evidence of the existence of invariance and, thus, generalizability of the model across cultures. Research limitations/implications Cultural studies have focused on differences in organizational commitment at national levels. Further attempts to identify the universality of factors leading to organizational commitment should account for culture in the study of employee-related globalization issues in higher education institutes. Knowledge of cultural impact is also useful from a managerial perspective, and for the design of relevant strategies. Practical implications National context plays a major role in shaping the nature of educational institutions. This study brings out the need for a deeper understanding of invariance in organizational commitment (inter-alia, through the three-component model). Originality/value This study contributes to a better understanding of the relationship between organizational commitment and its various antecedents, including human resources management practices, for faculty in higher education institutes
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