Search

Typical materials for optical Microwave Kinetic Inductance Detetectors (MKIDs) are metals with a natural absorption of ∼ 30–50% in the visible and near-infrared. To reach high absorption efficiencies (90–100%) the KID must be embedded in an optical stack. We show an optical stack design for a 60 nm TiN film. The optical stack is modeled as sections of transmission lines, where the parameters for each section are related to the optical properties of each layer. We derive the complex permittivity of the TiN film from a spectral ellipsometry measurement. The designed optical stack is optimised for broadband absorption and consists of, from top (illumination side) to bottom: 85 nm SiO2, 60 nm TiN, 23 nm of SiO2, and a 100 nm thick Al mirror. We show the modeled absorption and reflection of this stack, which has >80% absorption from 400 to 1550 nm and near-unity absorption for 500–800 nm. We measure transmission and reflection of this stack with a commercial spectrophotometer. The results are in good agreement with the model., Tera-Hertz Sensing, EKL Equipment

Research in the field of work and organizational psychology more and more highlights the importance of employees’ experience of meaningful work. Adding to this area of research, the present study among teachers examined the relationship between meaningful work and resilience and tested whether this proposed relationship is mediated by teachers’ work engagement and job crafting behaviour. Data for this study was collected among a group of Dutch teachers working in a school for primary education (N = 174). To test the hypothesized relationships, we conducted a bootstrapping analysis. The outcomes revealed that work engagement and job crafting fully mediated the relationship between meaningful work and teacher’s resilience. The insights provided in this study may be useful for the deliberate cultivation of teachers’ resilience and may help them to stay enthusiastic in their meaningful but demanding profession. Theoretical contributions, limitations, suggestions for future research and practical implications are discussed.

The central aim of this systematic literature review study was to investigate the effectiveness of online stress management training interventions that aimed to improve employees’ well-being. The study focused both on the effectiveness of online stress management training interventions and the sustainability of the intervention effects over time. Within this literature review 18 intervention studies, conducted worldwide among 3085 participants between 2002 and 2017, were evaluated. Methodological quality was examined using the Mixed Methods Appraisal Tool (MATT). In general, the main outcomes showed that most of the interventions turned out to be effective in decreasing employees’ levels of stress. In addition, some of these studies also revealed sustainability of intervention effects over time. This suggests that online stress management interventions are a promising tool for organizations to foster employee well-being.

Research in the field of work and organizational psychology increasingly highlights the importance of meaningful work. Adding to this growing body of research, this study examined the complex linkage between meaningful work and performance. More specifically, we hypothesized that meaningful work has a positive relationship with an employee's performance in several and interrelated ways, via employees' use of strengths, via work engagement, and via strengths use affecting work engagement. We conducted a structural equation modeling on a sample of 459 professionals working at a global operating organization for health technology. The results provided support for the proposed model which showed a better fit than the sequential mediation model and the direct effects model. This indicates that the meaningful work-performance relationship is predicted best by multiple pathways via employees' use of strengths and work engagement. The main theoretical, practical, and methodological implications of the results are discussed.

This study examined the impact of organizational interventions on work engagement and performance. Based on the job demands-resources model, we hypothesized that a personal resources intervention and a job crafting intervention would have a positive impact on work engagement and performance. We used a quasi-experimental design with a control group. Primary school teachers participated in the study at two time points with six weeks between the measurements ( N = 102). The results showed that the personal resources intervention had a positive causal effect on work engagement. Additionally, the joint personal resources and job crafting intervention had a positive impact on self-ratings of job performance. We discuss the implications of these findings for theory and practice.

The present study was designed to gain knowledge of the relationship between employees' perceived opportunities to craft, their actual job crafting behavior and, in line with JD-R theory, subsequently their work engagement and performance. Although scholars have suggested that employees' perceived opportunities to craft their job may predict their actual job crafting behavior, which may have consequences for their well-being and performance, no study has examined the relationships between these variables. We collected data among a heterogeneous group of Dutch employees (N = 2090). Participants of the study reported their perceived opportunities to craft, job crafting behavior, work engagement and performance. Results indicated that individuals who experience a high level of opportunities to craft reported higher levels of job crafting behavior. In turn, perceived opportunities to craft and job crafting behavior related to higher levels of work engagement and subsequently performance. We discuss the implications of these findings for theory and practice.

The main aim of this dissertation was to examine whether positive organizational interventions based on JD-R theory can enhance employees’ work engagement and performance. This thesis presented five empirical inter

The European Academy of Wind Energy (eawe), representing universities and institutes with a significant wind energy programme in 14 countries, has discussed the long-term research challenges in wind energy. In contrast to research agendas addressing short- to medium-term research activities, this eawe document takes a longer-term perspective, addressing the scientific knowledge base that is required to develop wind energy beyond the applications of today and tomorrow. In other words, this long-term research agenda is driven by problems and curiosity, addressing basic research and fundamental knowledge in 11 research areas, ranging from physics and design to environmental and societal aspects. Because of the very nature of this initiative, this document does not intend to be permanent or complete. It shows the vision of the experts of the eawe, but other views may be possible. We sincerely hope that it will spur an even more intensive discussion worldwide within the wind energy community.