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Artificial electromagnetic (EM) medium and devices are designed with integrated micro- and macro-structures depending on the EM transmittance performance, which is difficult to fabricate by the conventional processes. Three-dimensional (3D) printing provides a new solution for the delicate artificial EM medium. This paper aims to first review the applications of 3D printing in the fabrication of EM medium briefly, mainly focusing on photonic crystals, metamaterials and gradient index (GRIN) devices. Then, a new design and fabrication strategy is proposed for the EM medium based on the 3D printing process, which was verified by the implementation of a 3D 90o Eaton lens based on GRIN metamaterials.

A new design and manufacturing strategy driven by the physical (EM transmittance) performance is proposed to illustrate the realization procedures of EM medium based device with controllable micro- and macro-structures. Stereolithography-based 3D printing process is used to obtain the designed EM device, an GRIN Eaton lens. The EM transmittance of the Eaton lens was validated experimentally and by simulation.

A 3D 90o Eaton lens was realized based on GRIN metamaterials structure according to the proposed design and manufacturing strategy, which had the broadband (12-18 GHz) and low loss characteristic. The feasibility of 3D printing for the artificial EM medium and GRIN devices has been verified for the further real applications in the industries.

The applications of 3D printing in artificial EM medium and devices were systematically reviewed. A new design strategy driven by physical performance for the EM device was proposed and validated by the firstly 3D printed 3D Eaton lens.

Work-life flexibility policies (e.g., flextime, telework, part-time, right-to-disconnect, and leaves) are increasingly important to employers as productivity and well-being strategies. However, policies have not lived up to their potential. In this chapter, the authors argue for increased research attention to implementation and work-life intersectionality considerations influencing effectiveness. Drawing on a typology that conceptualizes flexibility policies as offering employees control across five dimensions of the work role boundary (temporal, spatial, size, permeability, and continuity), the authors develop a model identifying the multilevel moderators and mechanisms of boundary control shaping relationships between using flexibility and work and home performance. Next, the authors review this model with an intersectional lens. The authors direct scholars’ attention to growing workforce diversity and increased variation in flexibility policy experiences, particularly for individuals with higher work-life intersectionality, which is defined as having multiple intersecting identities (e.g., gender, caregiving, and race), that are stigmatized, and link to having less access to and/or benefits from societal resources to support managing the work-life interface in a social context. Such an intersectional focus would address the important need to shift work-life and flexibility research from variable to person-centered approaches. The authors identify six research considerations on work-life intersectionality in order to illuminate how traditionally assumed work-life relationships need to be revisited to address growing variation in: access, needs, and preferences for work-life flexibility; work and nonwork experiences; and benefits from using flexibility policies. The authors hope that this chapter will spur a conversation on how the work-life interface and flexibility policy processes and outcomes may increasingly differ for individuals with higher work-life intersectionality compared to those with lower work-life intersectionality in the context of organizational and social systems that may perpetuate growing work-life and job inequality.

There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school.

This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts.

Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills.

A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.

The issue of women’s under-representation in male-dominated occupations has been a topic of research for the last few decades. The extant literature has identified gender differences and social and structural discrimination based on a theoretical lens and sensitising concepts around which career barriers were experienced by women within a developed nation’s context (Eaton et al., 2020; French & Strachan, 2009; Hernandez & Ritchie, 2015; Miner et al., 2018). While there has been research on women in transport in developed countries, there has been little research on women employees’ career experiences within Indian Railways. To address this gap, this chapter explores the career barriers of women employed in male-dominated occupations within Indian Railways, in relation to gendered cultural norms. In-depth semi-structured interviews have been undertaken to understand the lived experiences of women employees. Thematic analysis was used for data analysis. The findings highlight the interplay of barriers such as gender roles, limited empowerment and occupational segregation, working conditions, lack of role models and mentors, backlash by men, queen-bee behaviour, beta career priorities and restricted informal networks that collectively restrict women in achieving senior level positions in such occupations.

Greenhouse gas (GHG) emission has a detrimental impact on climate change. There is an increasing trend for firms to use disclosure to signal stakeholders about its environmental responsibilities and performance in dealing with climate change. China is one of the countries producing the most carbon emissions. Over the last decade, Chinese state-owned enterprises (SOEs) are becoming important players in international trade. However, the existing literature provides limited evidence on how Chinese SOEs influence GHG disclosure. Through the lens of stakeholder–agency theory, this chapter studies the top 300 listed firms to examine the relationship between Chinese SOEs and the likelihood of GHG disclosure. The result suggests a negative relationship between Chinese SOEs and the likelihood of GHG disclosure. This could be explained as a consequence of the managers' political self-interests, economic and policy-oriented decision-making process and the power differentials between the government and SOE managers. This research extends the GHG literature to Chinese SOEs context, providing direct evidence on how state ownership impacts on GHG disclosure.

The purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.

This qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.

Data analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.

The study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.

There is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

The spread of the Internet has transformed the dating landscape. Given the increasing popularity of online dating and rising immigration to Canada, this study takes an intersectional lens to examine nativity and gender differentials in heterosexual online dating.

In 2018, a random-digit-dial telephone survey was conducted in Canada. Logistic regression models were used to analyze original data from this survey (N = 1,373).

Results show that immigrants are more likely than native-born people to have used online dating in Canada, possibly because international relocation makes it more difficult for immigrants to meet romantic partners in other ways. In online-to-offline transitions, both native-born and immigrant online daters follow gendered scripts where men ask women out for a first date. Finally, immigrant men, who likely have disadvantaged positions in offline dating markets, also experience the least success in finding a long-term partner online.

Extending search theory of relationship formation to online dating, this study advances the understanding of change and continuity in gendered rituals and mate-selection processes in the digital and globalization era. Integrating search theory and intersectionality theory, this study highlights the efficiency of using the Internet to search for romantic partners and the socially constructed hierarchy of desirability as interrelated mechanisms that produce divergent online dating outcomes across social groups. Internet dating, instead of acting as an agent of social change, may reproduce normative dating practices and existing hierarchies of desirability.

This paper studies the Digital Service Innovation (DSI) concept by systematically reviewing earlier studies from various scholarly communities. This study aims to recognize how recent advances in DSI literature from different research streams complement and can be incorporated into the growing digital servitization literature to define better and understand DSI.

After systematically identifying 123 relevant articles, this study employed complementary methods, such as author bibliographic coupling, linguistic text mining/textual analysis and qualitative content analyses.

This paper first maps the intellectual structure and boundaries of the DSI-related communities and qualitatively assesses their characteristics. These communities are (1) Innovation for digital servitization, (2) Service innovation in the digital age and (3) Adoption of novel e-services enabled by information system development. Next, the composition of the DSI concept is examined and depicted to comprehend the notion's critical dimensions. The findings discuss the range of theories and methods in the existing research, including antecedents, processes and outcomes of DSI.

This study reviews, extends the understanding of origins and critically evaluates DSI-related research. Moreover, the paper redefines and clarifies the structure and boundaries of the DSI-concept. In doing so, it elaborates on the substance of DSI and identifies the essential themes for its understanding and conceptualization. Thus, the study helps the future development of the concept and allows knowledge accumulation by bridging adjacent research communities. It helps researchers and managers navigate the foggy emerging research landscape.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.