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The purpose of this paper is to characterize pressure non‐uniformity in a wafer‐to‐wafer bond chamber using pressure sensitive paper.

Pressure non‐uniformity in a wafer‐to‐wafer bond chamber is characterized using pressure sensitive paper. The effect of poor pressure uniformity is discussed, and the non‐uniformity corrected for use in a eutectic Au/Sn based wafer‐to‐wafer bond.

Several types of under solder metallization were also investigated, with Nb/Au seed metal providing the best overall result with good solder compression, liquid proof seal and minimal solder spill‐out. Solder compression versus pressure applied was studied to achieve an excellent gap control (2‐3 μm) between the bonded substrates.

This paper shows that characterization of applied pressure measured directly at the substrate is an important aspect in the development of high yielding bond processes.

The purpose of this study is to compare interpolation algorithms and deep neural networks for inverse transfer problems with linear and nonlinear behaviour.

A series of runs were conducted for a canonical test problem. These were used as databases or “learning sets” for both interpolation algorithms and deep neural networks. A second set of runs was conducted to test the prediction accuracy of both approaches.

The results indicate that interpolation algorithms outperform deep neural networks in accuracy for linear heat conduction, while the reverse is true for nonlinear heat conduction problems. For heat convection problems, both methods offer similar levels of accuracy.

This is the first time such a comparison has been made.

There is extensive research documenting the physical outcomes of childbirth, but significantly less on socio-psychological outcomes. Investigating women’s perception of dignified treatment during birth contributes to a salient, under-examined aspect of women’s childbirth experiences.

We use a two-part conceptualization of dignity, respect and autonomy, to understand how birth experiences and interactions either facilitate or undermine women’s perceived dignity. Data came from the Listening-to-Mothers I survey, the first nationally representative study of postpartum women in the United States (n = 1,406). Through linear regression analysis, we separately modeled women’s perception of respectful treatment and women’s perception of medical autonomy during birth.

Overall women reported high scores for both autonomy and respect. Differences between the models emerged related primarily to the role of interventions and provider support. While women’s perceived dignity is related to elements that she brings in to the delivery room (e.g., birth knowledge, health status), much variation was explained by the medical encounter itself (e.g., type of medical interventions, pain management, nurse support, and number of staff present).

This study is cross-sectional, and required either a telephone or internet access, thus limiting the full generalizability of findings. Two findings have direct practical relevance for promoting women’s dignity in childbirth. First, the number of staff persons present during labor and birth was negatively associated with both respect and autonomy. Second, that women with high levels of knowledge about their legal rights during childbirth were more likely to report high scores on the dignity scale. Limiting staff in the delivery room and including knowledge of legal rights in childbirth education or during prenatal visits may be two mechanisms to promote dignity in birth.

These findings address an important, under-examined aspect of women’s childbirth experiences. This study investigates how different birth experiences and interactions either promote or violate childbearing women’s perception of dignity, and has significant implications for the provision of maternal healthcare. The results reinforce the importance of focusing on the socio-psychological dimensions of childbirth.

This chapter explores the relationships between organisational type, rationales and the barriers that prevent community food projects from increasing the scale of their operations. From a broad survey of community food projects, organisations were divided according to their primary rationale (e.g. rural economic development and distribution), and then subdivided – by form – as a non-profit, private business, governmental agency or cooperative. Data from the interviews and surveys were coded using a qualitative grounded theory approach, to reveal the barriers experienced by each. Overall, access to long-term stable income is a recurrent theme across all types of projects. However, income sources dramatically change how these organisations prioritise barriers. Similarly, the organisation’s primary rationale and experiences influence the interpretation and approach to collaboration and education. Despite these differences, our results suggest a large degree of convergence that cuts across organisational forms and rationales, and offer a base for broader regional food system conversations.

In the leadership debate, one of the questions for public leaders nowadays is how to reflect and experience meaning in these complex and accelerated times. This article compares three dominant theoretical narratives with the narratives of public strategic leaders in practice. The statement in literature is that leaders in organisations need to create time to reflect on “creating meaning” with others as an answer to the adaptive challenges. The limitation of these studies is that they do not explore leaders’ experiences in practice. We fill this gap by examining the experiences of public strategic leaders and exploring the implications.

We qualitatively explore the narratives of 25 public strategic leaders using interviews, group dialogues and surveys.

The central finding is a problematic gap between theory and practice. This is a concern because of the utopic ideology of reflectivity, which does not consider the forces present in political and bureaucratic organisations and the leaders’ perceptions of their role and position. The narrative exploration shows a pattern of leaders trying “to do good”, avoiding disruptions caused by doubts, emotions or intuitions.

The narratives of public strategic leaders show three persistent ideologies putting pressure on their reflective space in daily practice. These narratives offer a starting point for public organisations regarding the reflective practices of strategic leaders.

This article opens a debate about leadership and reflectivity paradigms in theory and practice. It offers a reality check for leaders’ and coaches’ daily practices, as opposed to the often utopic theories.

This chapter at hand applies and extends Friedland and Alford's model of institutional logics to the case of birth practises focusing on a number of interrelated topics, namely, identity, trust, and ideology. It draws on Giddens's theory of modernity to “bring society back in,” as Friedland and Alford have formulated one major point of critique against existing institutional approaches. In its theoretical discussion, the chapter will focus on two issues: first, the treatment of conflict as a motor of institutional dynamics, and second, the relation between institutions and agency. The empirical data is based on participant observation, qualitative interviews with midwives and obstetricians, and a review of magazines and television material concerning birth and parenting.

Arts-based learning is a powerful approach that leadership educators should consider to enrich student learning. By employing an arts-based storytelling pedagogy, leadership educators can engage learners in the power of their lived experiences (Sutherland & Jelinek, 2015). At a large Midwestern research university, leadership educators have utilized an illustrative activity called the Little Buddy as a central pedagogical element to enhance student learning in regards to their cultural identity development and how this emerges in their understanding and practice of leadership. The Little Buddy activity is shaped and supported by literature in intercultural leadership, culturally relevant leadership learning, critical reflexivity, and arts-based narrative; and draws upon the power of storytelling as a pedagogy. Practitioner reflections and recommendations for practice will also be discussed.

With the popularity of the internet, access to health-related information has become more convenient. However, the easy acquisition of e-health information could lead to unfavorable consequences, such as health anxiety. The purpose of this paper is to explore a set of important influencing factors that lead to health anxiety.

Based on the stimulus–organism–response (S-O-R) framework, we propose a theoretical model of health anxiety, with metacognitive beliefs and catastrophic misinterpretation as the mediators between stimulus factors and health anxiety. Using 218 self-reported data points, the authors empirically examine the research model and hypotheses.

The study results show that anxiety sensitivity positively affects metacognitive beliefs. The severity of physical symptoms has a significant positive impact on catastrophic misinterpretation. Metacognitive beliefs and catastrophic misinterpretation have significant positive impacts on health anxiety.

Based on the S-O-R model, this paper develops a comprehensive model to explain health anxiety and verifies the model using firsthand data.

The author aims to develop an employee competency framework for a volatility, uncertainty, complexity and ambiguity (VUCA) environment and propose learning and development (L&D) interventions for organisations and employees to develop competencies for thriving in a VUCA environment.

The framework synthesis method was used to determine employee competencies that are essential in a VUCA world.

The author identified 10 competencies that are essential for employee development in a VUCA world. The author categorised these employee competencies as cognitive (cognitive flexibility, agility mindset and personal ambidexterity), cross-cultural (cross-cultural intelligence and cross-cultural collaboration), analytical (creativity and complex problem solving) and personal effectiveness competencies (personal resilience, continuous learning and adaptive mindset).

The proposed competencies could be used for the personal development of employees and organisations. The VUCA competency framework developed in this study includes behavioural dimensions for each competency, which could be used in self-assessment, recruitment and selection and talent and performance management. Furthermore, the author proposes L&D interventions required for developing these competencies. Overall, this study contributes to human resources (HR) development in the VUCA era by proposing the development of specific individual competencies as necessary conditions for survival and growth.

VUCA competencies empower employees to not only survive but also thrive in an unpredictable and rapidly changing world. By incorporating these competencies in L&D interventions, organisations can help employees develop the necessary competencies to thrive in a VUCA environment, thus contributing to their personal and organisational success.