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The purpose of this paper was to analyse typical printed circuit board assemblies (PCBAs) processed by reflow, wave or selective wave soldering for typical levels of process-related residues, resulting from a specific or combination of soldering processes. Typical solder flux residue distribution pattern, composition and concentration are profiled and reported. The effect of such contaminants on conformal coating was tested.

Presence of localized flux residues was visualized using a commercial residue reliability assessment testing gel test and chemical structure was identified by Fourier transform infrared spectroscopy, while the concentration was measured using ion chromatography, and the electrical properties of the extracts were determined by measuring the leak current using a twin platinum electrode set-up. Localized extraction of residue was carried out using a commercial critical contamination control extraction system.

Results clearly show that the amount and distribution of flux residues are a function of the soldering process, and the level can be reduced by an appropriate cleaning. Selective soldering process generates significantly higher levels of residues compared to the wave and reflow process. For conformal coated PCBAs, the contamination levels generated from the tested wave and selective soldering process are found to be enough to generate blisters under exposure to high humidity levels.

Although it is generally known that different soldering processes can introduce contamination on the PCBA surface, compromising its cleanliness, no systematic work is reported investigating the relative levels of residue introduced by various soldering processes and its effect on corrosion reliability.

Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of students diagnosed with specific learning disabilities (SLDs), are improved. In this chapter, we discuss assessment as unfolding within a framework that includes purposes, processes, and tools of assessment existing in the educational context. We open the chapter with an explanation of this framework. Then, in Part 1, we review the construct of SLD and detail how assessment is used within prominent approaches to diagnosis. In Part 2, we discuss how assessment is used to inform instruction before and after diagnosis. We ground our discussion in a vignette that follows Tess, a student who, at the beginning of third grade, has undiagnosed SLD in the area of reading. We show how educators at Tess's school collaborate in the purposeful use of assessment to inform instruction before and after Tess's diagnosis of SLD, highlighting traditional and innovative assessment techniques along the way.

This study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.

An empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.

Results showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.

The reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.

This paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

This Section presents tips on on‐line searching, sample searches on various data bases, and search problems that our readers have found particularly challenging. We encourage reader participation, and accept contributions in any of the above areas.

The case highlights the initiatives that can be taken by the management of a large organization to bring more objectivity in promotion policies and to make the process of succession management more scientific. After completing the case, the following teaching objectives should be achieved. Students should be able to comprehend the industrial structure and the key challenges faced by oil and gas industry in an emerging economy – India; students should understand how a large organization can bring objectivity and transparency in its promotion policy by focussing on merit; students can analyse the challenges faced by a large organization in implementing changes in its promotion policy; and students should be able to understand the mechanism of alignment of assessment centres with the promotion policy.

The case deals with bringing change in the competency planning in a large organization. The focus of the case is to explain how a large organization can bring about a radical change in promotion policy especially for employees at the senior positions. The key issue highlighted in the case relates to building competency and linking rewards with merit. The case also highlights the kind of resistance by the stakeholders while enforcing the changes in the organization.

MBA and other similar programmes at the post-graduation level.

Teaching Notes are available for educators only.

CSS 6: Human resource management.

Health professionals are in an ethical dilemma. The patients should be assumed as competent. Involuntary treatment is a violation of human rights. Therefore incompetent patients should be protected. However, one cannot determine a patient's incompetency without testing him/her, which is a violation of the assumption of competency. Thus, we propose two different types of uses for competency tests. One is to measure the appropriateness of information disclosed,but with a poor test result the information should be repeated. Another is to measure the competency of the patients when making major decisions. A poor test result will be followed by the designation of a proxy so that incompetent patients can be protected.

The purpose of this paper is to report the results of a national survey of government primary school principals in Australia, investigating the purposes of education, in terms of the importance and level of enactment of those purposes in schools.

In 2009, an electronic survey was distributed to government primary school principals in Australia seeking their views on the purposes of education. The survey comprised 71 items of a closed format and three items of an open‐ended format. Respondents rated first the importance they ascribed to particular purposes of education, then second the degree to which they believed these purposes were actually enacted in their particular school. Factor analyses were conducted on the item responses. Differences between importance and enactment of purposes are discussed together with reasons for these differences.

The findings overwhelmingly point to tensions between what they, the principals, believe ought to be the purposes of education and what the strategies to achieve those purposes might be, and the realities of what is actually happening. It could be argued that the results indicate a major shift away from public purposes of education to those more aligned with private purposes. Many of the barriers to achieving a greater focus in schools on public purposes are seen to be related to external (to the school) issues, such as government policy decisions, differential funding and resourcing across school sectors and emerging community and societal factors.

This research complements other aspects of this project into the purposes of education in Australia. There are some limitations to the reported findings in so far as only government principals participated in the survey. Non‐government school principals were invited but declined to participate.

This is the only piece of research of its kind in Australia and provides unique insights – those of principals – into what schools are focusing on and what the leaders think they ought to be focusing on. There are clearly policy and practice implications of the research.

The ability to correctly interpret legal text and reconcile conflicting authorities is an essential skill for students learning to do tax research. As with other complex tasks, these abilities develop more effectively through instruction that focuses on concepts and strategies; contextually relevant and repeated practice; and tailored, explanatory feedback. This chapter describes an innovative, new instructional web resource that incorporates each of these teaching perspectives to help students interpret and reconcile tax law. Scores on in-class exercises suggest that using this tool improves student evaluative skills.