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The copper plating of through holes and PCB surfaces in the additive process places high demands on the chemical copper bath and the resultant deposit. This paper illustrates the extent to which specific characteristics of the deposition and inhibition mechanism can be used to advantage.

High Resolution Photolithography and U‐V Curing of an Experimental Positive Resist (in German) MARTIN, B., Elektronik Produktion & Prüftechnik, No. 11, p. 662 (1983). A photolithographic process using the Deep U‐V Resist Waycoat WX‐159 in conjunction with the developer Waycoat HPR‐402 is described. The process is suitable for conventional U‐V exposure at 320 nm as well as for short‐wave U‐V exposure in the 220–320 nm range. In addition, the extent of resist separation during exposure with HPR‐402 and WX‐108 developers is compared. The stability of the line profile of the WX‐159 resist during the thermal cure process after development could be improved by exposing the developed structures with short‐wave U‐V light.

Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers’ professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers’ and beginning teachers’ professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have “key incidents” in student teachers’ development as focus point. Second, we report on the “subject-autobiography,” in which student teachers describe and develop how their identity is shaped in relation to the subject they (learn to) teach. Third, we describe the “at-tension” program, which teachers follow during their first year of teaching, and which focuses particularly on the professional tensions that they experience in their first year of teaching, and how they personally and professionally deal with socialization in the school context. Together, these pedagogies reflect our view that professional identity development is underlying the entire teacher education program. This view implies that only a combination of various-focus pedagogies enables student teachers to develop a full-fledged professional identity.

Education reform aimed at achieving improved student learning is a demanding challenge for leaders and managers at all levels of education across the globe. In 2010, the position of Assistant Regional Directors, School Performance (ARD-SP), was established to positively impact upon student learning across public schools in Queensland, Australia. The purpose of this paper is to explore the perceptions of the role and leadership understandings of ARDs in Queensland in order to understand more fully the tensions and opportunities they face within this reasonably newly created position.

This qualitative study is based on interviews with 18 ARDs and two of their supervisors to gauge a better understanding of the nature of the role as it relates to leadership and management in the Queensland context.

Interview data revealed three key themes pertaining to the nature of the role and these were performance, supervision, and professional challenges. A key finding was that the notion of supervision was experienced as problematic for ARDs-SP.

This study has limitations and these include a sample that focused on ARDs within one State of Australia and one schooling system (i.e. public education); and interviews were the primary data collection source.

Although there have been studies of supervisors of principals (referred to as superintendents, directors) in other countries and other systems, this study is a first to explore the tensions and opportunities faced by executive leaders in Queensland.

In the digital era, price transparency—the practice of disclosing cost breakdowns in product manufacturing—has become present on digital platforms. Although its benefits are well-documented and consumers should theoretically desire costless and relevant information for informed decision-making, this paper proposes that consumers may resist overly transparent pricing, particularly when it pertains to premium-priced (vs regular-priced) products from countries with high equity.

Our research comprises three experimental studies utilizing both student and representative online Prolific samples, covering various products and countries with different equity levels. Initially, a pilot study identifies an interpersonal should-want conflict induced by price transparency when purchasing premium-priced products, leading to information avoidance. Subsequent studies further explore this phenomenon by examining the moderating role of country equity and the mediating role of price unfairness perceptions.

Price transparency can backfire when purchasing premium-priced products due to the want-should conflict among consumers—the desire to receive disclosure of cost breakdowns versus the inclination not to view it. This conflict results in increased resistance to receiving transparent price information and decreased brand attitudes and purchase intentions, especially for products originating from high-equity countries. Heightened perceptions of price unfairness explain these dynamics.

The study primarily relies on experimental designs with limited sample sizes. To enhance the generalizability of the findings, incorporating large-scale real market data across diverse domains and countries would be beneficial.

Grounded in the should-want conflict and information avoidance theories, this paper uniquely explores the adverse effects of price transparency on digital platforms. We extend this by demonstrating that this conflict is influenced by country equity, where the perceived value added by the association of a product with a given country name affects whether consumers experience the conflict. Our investigation of perceived price unfairness further deepens our understanding of the nuanced effects of price transparency.

Not only does the problem of correcting spelling errors by computer have a long history, it is evidently of considerable current interest as papers and letters on the topic continue to appear rapidly. This is not surprising, since techniques useful in detecting and correcting mis‐spellings normally have other important applications. Moreover, both the power of small computers and the routine production of machine‐readable text have increased enormously over the last decade to the point where automatic spelling error detection/correction has become not only feasible but highly desirable.

This preliminary investigation has shown that the programme load method of testing provides more useful information than single load level tests enabling a more reliable estimate of a structural joint fatigue life to be obtained.