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The purpose of this paper is to present results from the EC funded project SHIFT (Smart High Integration Flex Technologies) on the embedding in and the assembly on flex substrates of ultrathin chips.

Methods to embed chips in flex include flip‐chip assembly and subsequent lamination, or the construction of a separate ultra‐thin chip package (UTCP) using spin‐on polyimides and thin‐film metallisation technology. Thinning and separation of the chips is done using a “dicing‐by‐thinning” method.

The feasibility of both chip embedding methods has been demonstrated, as well as that of the chip thinning method. Lamination of four layers of flex with ultrathin chips could be achieved without chip breakage. The UTCP technology results in a 60 μm package where also the 20 μm thick chip is bendable.

Further development work includes reliability testing, embedding of the UTCP in conventional flex, and construction of functional demonstrators using the developed technologies.

Thinning down silicon chips to thicknesses of 25 μm and lower is an innovative technology, as well as assembly and embedding of these chips in flexible substrates.

Traumatic brain injury (TBI) is unique among areas of eligibility for students with disabilities in federal special education legislation, not in what is assessed, but why the assessment is taking place. If not for the injury, most individuals with TBI would be unlikely to come to the attention of special educators. Few education training programs appear to allocate sufficient attention to the category, so we present background information regarding prevalence, recovery, and outcomes before summarizing advice from the literature regarding assessment of individuals with TBI in schools. Although educators are unlikely to be involved in the initial diagnosis of TBI, they can be important collaborators in promoting recovery or detecting a worsening condition. Almost every assessment tool available to educators is likely to be of value in this endeavor. These include both formal and informal approaches to assessment. Working with individuals with TBI requires sensitivity and compassion.

Tiered systems may hold particular benefit for students with intensive intervention needs, as this continuum of supports is ideally comprised of evidence-based practices. In this chapter, we explore three intensive interventions: functional assessment-based interventions (FABI), First Step to Success, and Read 180 as they feature a range of practices and programs to meet students' academic, behavioral, and social needs. We define and describe each intervention, including information on essential features necessary for drawing valid inferences: treatment integrity, social validity, as well as student performance. We also provide examples of supporting evidence, featuring treatment-outcome studies documenting intervention effectiveness. We close with clarifications and considerations for meeting the multiple needs of students requiring intensive intervention efforts.

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.

The similarity of its temperature expansion coefficient to that of silicon, as well as its high thermal conductivity, makes AlN a material suited for application in microelectronics. A comparison of the various AlN manufacturers shows above all differences in the choice of sintering aids and the type of sintering process. A comparison of a standard paste system (Du Pont) with a new special development (Shoei) demonstrates the need for adapting the pastes to AlN ceramics. Thin film technology is possible at a standard similar to that of Al2O3.

Prior studies suggest that corporate cash holding will reflect firms' corporate governance (CG) environment. Consistent with this prediction, this study aims to examine the impact of board characteristics on firms' cash holding in the UK, France and Germany.

Using 2,805 firm-year observations between 2009 and 2019, the authors examine the relationship between board characteristics and corporate cash holding. The authors used two measures of cash holdings as our dependent variables. As independent variables, the authors used CG characteristics relevant to effective board monitoring such as board meetings, outside directors, board size and board gender diversity.

The authors find that board characteristics influence firms' cash holdings of firms in the UK, France and Germany. However, this study documents evidence of varying impacts of board monitoring on the cash holding of the UK when compared to German and French firms, the countries that are classifiable as bank-based economies. The result of this study is robust to alternative cash-holding measures and endogeneity.

This study provides evidence supporting the board's impact in mitigating agency conflict in shareholder- and stakeholder-oriented CG environments.

This study contributes to previous works on firms’ financial orientation by showing that the impact of board characteristics on corporate cash holdings varies between bank- and market-based economies.

Heritability studies attempt to estimate the contribution of genes (vs. environments) to variation in phenotypes (or outcomes of interest) in a given population at a given time. This chapter scrutinizes heritability studies of adverse health phenotypes, emphasizing flaws that have become more glaring in light of recent advances in the life sciences and manifest most visibly in epigenetics.

Drawing on a diverse body of research and critical scholarship, this chapter examines the veracity of methodological and conceptual assumptions of heritability studies.

The chapter argues that heritability studies are futile for two reasons: (1) heritability studies suffer from serious methodological flaws with the overall effect of making estimates inaccurate and likely biased toward inflated heritability, and, more importantly (2) the conceptual (biological) model on which heritability studies depend – that of identifiably separate effects of genes versus the environment on phenotype variance – is unsound. As discussed, contemporary bioscientific work indicates that genes and environments are enmeshed in a complex (bidirectional, interactional), dynamic relationship that defies any attempt to demarcate separate contributions to phenotype variance. Thus, heritability studies attempt the biologically impossible. The emerging research on the importance of microbiota is also discussed, including how the commensal relationship between microbial and human cells further stymies heritability studies.

Understandably, few sociologists have the time or interest to be informed about the methodological and theoretical underpinnings of heritability studies or to keep pace with the incredible advances in genetics and epigenetics over the last several years. The present chapter aims to provide interested scholars with information about heritability and heritability estimates of adverse health outcomes in light of recent advances in the biosciences.

US citizens who attend international medical schools (US IMGs) are more likely to be of Hispanic, Black American, or Asian descent compared to US medical students. As physicians, US IMGs contribute diversity to the health-care workforce; their experiences and perspectives have improved the health outcomes for populations typically underserved. To become a competent medical professional is a challenging experience, especially for IMGs who may have entered medical school with less than optimal academic histories. During this journey, some students develop academic and clinical deficiencies. Addressing these deficits through remediation interventions are critical to the student’s performance as a physician. This study measured the resiliency, self-efficacy, and self-compassion of IMGs who completed remediation while in medical school. Results indicate older students experienced failure more often and were found to have significantly higher levels of self-compassion compared to younger students. Males were assigned significantly more remedial interventions compared to the female participants. Finally, strong positive correlations suggested that the more remediation interventions students were provided, the more likely they were satisfied with their overall remediation experience. These findings indicate that by varying support strategies and encouraging student’s orientation to resiliency, self-efficacy, and self-compassion may assist them in overcoming their deficits.