A multiple-step deep Si etch process involving separate etching and polymerization steps is often employed for fabrication of microelectromechanical systems, microfluidics devices, and other assorted deep structures in Si. An integrated plasma equipment-feature evolution model for this multiple-step deep Si etch process is described in this article. In the two-dimensional plasma equipment model, the etching (SF6/O2) and polymerization [octafluorocyclobutane(c-C4F8)] chemistries are separately simulated assuming steady-state conditions. The outputs of the equipment simulations are combined in a string-based feature profile evolution model to simulate the multiple-step deep Si etch process. In the plasma equipment models, detailed gas phase plasma chemistries including electron impact processes, ion–molecule reactions, and neutral chemistry have been considered for both the etching and polymerization gas mixtures. The plasma–surface interaction mechanisms in the feature profile evolution model are based on qualitative information available in literature and the correlation of modeling results with experimental data. Under the relevant operating conditions, F is assumed to be the primary Si etchant, film deposition in c-C4F8 is due to sticking of C, CF2, and C2F4 under ion bombardment, and the polymer is etched by energetic ions through physical sputtering. It is demonstrated that predictions of the resulting model are in close agreement with experiments. The validated model is used to understand the dynamics of the multiple-step deep Si etch process and how etching characteristics can be controlled using a variety of process parameters. Etching characteristics have been found to be quite sensitive to gas pressure, coil power, bias power, and relative step time during both etching and polymerization processes. The Si etch rate and feature sidewall angle are coupled to each other over a wide range of operating conditions.

This study examined the relationship of emotional intelligence (EI) to jobs requiring emotional labour in a sample of 6,874 participants from eleven countries or geographical regions. In particular, the current study examined the relationship of a mixed model of EI, as measured by the Emotional Capital Report (ECR), to emotional labour identified in recent literature as performed by workers in three types of service occupations, customer service, social control and caring. Previous research had reported that individuals high in EI may be more likely to perform well in jobs requiring emotional labour and, as such, emotional labour was an important moderator of the EI-performance relationship. Results of this study supported the existence of a moderate relationship between a mixed model of EI and emotional labour and thus provided further support for this claim. The findings suggest that where jobs require high emotional labour, EI is likely to assist individuals to know both when to perform emotional labour and how to alter emotional behavior to meet organizational goals. Furthermore, when service occupations were examined for the type of emotional labour performed, those in customer service occupations produced significantly higher scores on 8 out of 10 ECR subscales. Taken together, the findings suggest that when considering the EI-performance link it is important to consider both the occupational context as well as the emotional intelligence of individuals. Limitations of the study and future directions are discussed, along with practical implications for both researchers and human resource personnel seeking to improve the job related performance of employees.

This study investigated the effect of music listening for performance on a 25-question portion of the analytical section of the Graduate Record Exam by 72 undergraduate students (M age 21.9 yr.). Five levels of an auditory condition were based on Mozart Piano Sonata No. 3 (K. 281), Movement I (Allegro); a rhythm excerpt; a melody excerpt; traffic sounds; and silence. Participants were randomly assigned to one of the stimuli. After a 5-min., 43-sec. (length of the first Allegro movement) listening period, participants answered the questions. Analysis indicated participants achieved significantly higher mean scores after all auditory conditions than those in the silent condition. No statistically significant pairwise mean difference appeared between scores for the auditory conditions. Findings were interpreted in terms of an arousal framework, suggesting the higher means in all auditory conditions may reflect immediate exposure to auditory stimuli.

This study investigated how the effectiveness of computer-assisted instruction (CAI) to teach rhythm reading skills may be influenced by subjects' level of field dependence/independence. The subjects for the study consisted of 120 middle school instrumental music students divided into four groups based on scores from the Group Embedded Figures Test. Each was randomly divided in half. Half were assigned to the experimental group receiving CAI using Music Ace 2 software, and the control group received no CAI treatment. This CAI was administered half an hour a week for eight weeks. A pre- and post-test of subjects' abilities to read and perform rhythms were measured using the Rhythm Performance Scale. No significant difference was found between test score improvements of the experimental and control groups. However, significant findings were found to show that field-independent subjects overall performed better on the rhythm performance test than field dependent subjects.

No abstract