Experimental study on an all gas-phase iodine laser using microwave discharge of Cl2/He as a Cl atoms source.
Microwave discharge of a Cl2/He mixture as a simple, clean and efficient Cl atom generator was used for an all gas-phase iodine laser study. Sufficient NCl(a1Delta) was produced through the reaction of HN3+2Cl-->NCl(a1Delta)+HCl+N2. The energy transfer reaction of I(2P3/2)+NCl(a1Delta)-->I(2P1/2)+NCl(X3Sigma) was observed. A population inversion was observed directly by using a 1315 nm tunable diode laser by scanning the entire line shape of the (3,4) hyperfine transition of iodine, and a small signal gain of 5x10(-5) cm-1 was obtained.
The measurement of gain on the 1.315 μm transition of atomic iodine in a subsonic flow of chemically generated NCl(a1Δ)
Abstract Gain is measured on the electronic I( 2 P 3/2 )– I ∗ ( 2 P 1/2 ) transition of atomic iodine at 1.315 μm when hydrazoic acid HN 3 is injected into a flow of iodine and chlorine atoms. The inversion was generated in a transverse subsonic flow device that produced electronically excited I ∗ ( 2 P 1/2 ) atoms from the efficient energy transfer reaction between NCl(a 1 Δ ) metastable and ground state I ( 2 P 3/2 ) atoms. The population inversion was directly observed using a 1.315 μm tunable diode laser that scanned the entire line shape of the (3,4) hyperfine transition of iodine.
Experience of using rating scales for the assessment of vocational trainees in general practice.
For two years trainers in the northern half of the south western region have been asked to assess their trainees with a condensed version of the new Manchester rating scales for vocational training in general practice and to send copies to the regional adviser. The condensed version retains the 23 scales but does not include the subscales. Trainers' workshops and comments from individuals suggested that no radical improvements to the scales were required and that they were an adequate statement of what was required from trainees. The response rate of 89% for returning at least one assessment and 38% for returning all three suggested that use of this condensed version would be more feasible than using the full version of the scales. Analysis of 86 first assessments and 48 sets of three assessments showed a range of variation both in trainee ratings and use of individual scales that was consistent with expectations. A lack of significant rank correlations between the scales indicated that each of the scales measured a different characteristic of behaviour. We suggest that the most useful way to achieve systematic assessment of vocational trainees is by the use of the 23 main rating scales, with regional variations where appropriate.