Search results

This study aims to investigate the factors responsible for substrate cracking reliability problem in through-glass vias (TGVs), which are critical components for glass-based 2.5 D integration.

Numerical models were used to examine the driving force for substrate cracking in glass interposers due to stress coupling during heating. An analytical solution was used to demonstrate how the energy release rate (ERR) for the glass substrate cracking is affected by the via design and the mismatch in thermal strain. Then, the numerical models were implemented to investigate the design factors effects, such as the pitch distance, via diameter, via pattern, via design, effect from a stress buffer layer and the interposer materials selection on the susceptibility to substrate cracking.

ERR for substrate cracking was found to be directly proportional to the via diameter and the thermal mismatch strain. When a via pattern is implemented for high-density integration, a coupling in the stress fields was identified. This coupling effect was found to depend on the pitch distance, the position of the vias, and the via arrangement, suggesting a via pattern-dependent reliability behavior for glass interposers. Changing the design of the via to an annular shape or a substrate-cored via was found to be a promising approach to reduce the susceptibility to substrate cracking compared to a fully filled solid via. Also, the use of a stress buffer layer, an encouraging design prospect presented for the first time for TGVs in this study, was found to significantly reduce cracking. Finally, alternative via and substrate materials showed lower tendency for substrate cracking, indicating that the reliability of glass interposers can be further enhanced with the implementation of such new materials.

This study signifies the first attempt to comprehensively evaluate the susceptibility to crack formation in glass interposers during heating. Therefore, this study provides new perspectives on how to achieve a significant potential reliability improvement for TGVs.

Glass is a promising interposer substrate for 2.5 D integration; yet detailed analysis of the interfacial reliability of through-glass vias (TGVs) has been lacking. The purpose of this paper is to investigate the design and material factors responsible for the interfacial delamination in TGVs and identify methods to improve reliability.

The interfacial reliability of TGVs is studied both analytically and numerically. An analytical solution is presented to show the dependence of the energy release rate (ERR) for interfacial delamination on the via design and the thermal mismatch strain. Then, finite element analysis (FEA) is used to investigate the influence of detailed design and material factors, including the pitch distance, via aspect ratio, via geometry and the glass and via materials, on the susceptibility to interfacial delamination.

ERR for interfacial delamination is directly proportional to the via diameter and the thermal mismatch strain. Thinner wafers with smaller aspect ratios show larger ERRs. Changing the via geometry from a fully filled via to an annular via leads to lower ERR. FEA results also show that certain material combinations have lower thermal mismatch strains, thus less prone to delamination.

The results and approach presented in this paper can guide the design and development of more reliable 2.5 D glass interposers.

This paper represents the first attempt to comprehensively evaluate the impact of design and material selection on the interfacial reliability of TGVs.

THE greatly increased interest in historical studies since the second world war has been, I hope, a welcome challenge to librarians, but it has been very difficult to meet it. That the librarians of our new universities should have had little research material to offer was only to be expected. Unfortunately, research scholars have discovered that our older libraries were also deficient, that source materials had either not been purchased, in the years when they were readily available, or had been acquired only to be discarded at a later date. Recently, therefore, both old libraries and new have found themselves in competition for a small and dwindling supply of out‐of‐print publications.

This scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.

The PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.

BIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.

PLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.

This is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.

The conceptual framework of Multicultural Hybridism is adopted to reflect the emerging themes of transnationalism and superdiversity in the context of ethnic minority migrant entrepreneurs breaking out of their ethnic enclaves into mainstream economy. It is constructed as an extension of Mixed Embeddedness theory (Kloosterman, 2006), given that ‘Multicultural Hybrid’ (Arrighetti, Daniela Bolzani, & Lasagni, 2014) firms display stronger resilience with a higher survival rate than enclaved businesses (Kloosterman, Rusinovic, & Yeboah, 2016). With further integration of incremental diversification typology (Lassalle & Scott, 2018), the current study adopts Multicultural Hybridism as a lens to explore the opportunity recognition capabilities of transnational, migrant entrepreneurs who are facilitated by the hybridity of opportunity recognition (Lassalle, 2018) from linking host-country and home-country cultures. The hybridity of opportunity recognition focuses on access to markets and resources between transnational ethnic and local multicultural mainstream markets. Through the theoretical lens of Multicultural Hybridism, interviews with 16 Birmingham-based Chinese migrant entrepreneurs have been analysed to shape a dynamic understanding of the multifaceted concept of breakout in a superdiverse and transnational context. The multilayered interpretation of breakout provides an enhanced understanding of the diversity of hybridism between transnational ethnic and local multicultural mainstream markets. This is seen from the perspectives of firm growth and social integration in the current locations and future spaces of transnational migrant entrepreneurs. It goes beyond the narrow imagination of breakout as an economic assimilation process, avoiding the singular conceptualisation of the host-country mainstream market as the only breakout destination for transnational ethnic entrepreneurs.

This chapter explores the critical role of technology in enhancing environmental accounting practices within emerging markets. Also, it examines the influence of institutional forces; regulatory mandates, normative pressures, and mimetic processes on the adoption of environmental accounting, highlighting the interplay between compliance, innovation, and organizational behavior within this region. Despite the potential of advanced technologies such as big data analytics, blockchain, Internet of Things, and cloud computing to improve environmental data accuracy, transparency, and efficiency, this chapter finds that formidable challenges persist. These hurdles encompass resource limitations, regulatory uncertainty, and the heterogeneous cultural perspectives on sustainability. Thus, by employing institutional theory as a theoretical lens, this chapter offers invaluable insights into how stakeholders can adeptly navigate these challenges to promote sustainable business practices, sustainable financial reporting, and improve environmental accountability. The chapter also highlights areas that require further research, particularly areas that scholars and practitioners can advance environmental accounting and sustainability financial reporting in emerging markets, and contribute to greater transparency, accountability, and sustainable development in this context.

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.