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This paper aims to study the filling progression of underfill flow and void formation during the flip-chip encapsulation process.

A new parameter of filling progression that relates volume fraction filled to filling displacement was formulated analytically. Another indicative parameter of filling efficiency was also introduced to quantify the voiding fraction in filling progression. Additionally, the underfill process on different flip-chips based on the past experiments was numerically simulated.

All findings were well-validated with reference to the past experimental results, in terms of quantitative filling progression and qualitative flow profiles. The volume fraction filled increases monotonically with the filling displacement and thus the filling time. As the underfill fluid advances, the size of the void decreases while the filling efficiency increases. Furthermore, the void formed during the underfilling flow stage was caused by the accelerated contact line jump at the bump entrance.

The filling progression enabled manufacturers to forecast the underfill flow front, as it advances through the flip-chip. Moreover, filling progression and filling efficiency could provide quantitative insights for the determination of void formations at any filling stages. The voiding formation mechanism enables the prompt formulation of countermeasures.

Both the filling progression and filling efficiency are new indicative parameters in quantifying the performance of the filling process while considering the reliability defects such as incomplete filling and voiding.

There is a consensus in the general public that income taxes should be everywhere progressive. Starting from the basic properties normally required, we examine the possibilities of designing everywhere progressive income tax schedules. An axiomatic analysis investigates the (in)consistency of these requirements with further restrictions on the degree of progression. It turns out that everywhere progressive tax schedules have to be maximally progressive or almost proportional in some income range.

The aim of this study was to conduct a comprehensive investigation into declining and emerging occupations and job titles and to develop a national career progression pathway for the tourism and hospitality (T&H) sector.

Anchored on the Social Cognitive Career Theory, this study used face to face in-depth interviews of 33 industry stakeholders: policymakers, trade association, training providers and beneficiaries (T&H).

The finding reveals that only the “watchman” occupation was identified as the declining job while majority of the emerging jobs were more related to information technology and environmental occupations (website designers, digital marketers, data analysts, hygienists, and safety and hazard experts).

The findings provide a valuable signal for the growing number of jobs in security services, hygiene and information technology-oriented occupations, which the Ministry of Tourism, Arts and Culture including practitioners including HR directors and general managers should respond timely to and to these growing needs in order to remain competitive in the sector.

This is the first study in context that responded to a call by industry players to fill in a practical knowledge gap in examining declining and emerging jobs and job titles in the T&H sector. The study provides vocational insights into mapping the entry level requirements for the jobs allied with occupations in the national technical and vocational educational training qualifications framework of Ghana at the national level.

This paper aims to investigate the career experiences of female academics in a Western and in an Indian cultural setting in order to gain an in‐depth understanding of the factors contributing to their career progression. The paper also examines the factors such as national culture, gender stereotypes and leadership, work and family conflict, mentoring and informal networks that impact on the career progression of women academics in two different cultural settings, namely Mauritius and Australia.

Thirty in‐depth interviews from two universities were used.

The findings illustrate that the barriers to progression are remarkably similar to women from both universities despite their different cultural background. Women in the Mauritian context face a considerably more conservative cultural climate that may negatively impact on their career progression. Women from both cultural settings face significant barriers to career progression in their academic roles.

This paper compares Australian and Mauritian women academics experience in academia. The paper also offers practical guidance that can be used by management and women academics to facilitate career progression of women in academia.

The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers.

The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England.

This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors.

The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population.

Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable.

This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

A striking feature of Jaques' work is his “no nonsense” attitude to the “manager‐subordinate” relationship. His blunt account of the origins of this relationship seems at first sight to place him in the legalistic “principles of management” camp rather than in the ranks of the subtler “people centred” schools. We shall see before long how misleading such first impressions can be, for Jaques is not making simplistic assumptions about the human psyche. But he certainly sees no point in agonising over the mechanism of association which brings organisations and work‐groups into being when the facts of life are perfectly straightforward and there is no need to be squeamish about them.

Modern Apprenticeships (MAs) have been criticised in some quarters (in 2002, only 40 per cent of work‐based learning (WBL) providers were deemed adequate). Things are improving but there is still much to be done. This paper addresses this issue. Support for Success, a Learning and Skills Development Agency quality improvement programme funded by the Learning and Skills Council, commissioned a small number of action research projects in 2002, with the aim of improving learner outcomes. Of those projects, 12 sought practical ways of promoting achievement and progression in WBL to respond to the government directive of securing progression and the attainment of targets in the WBL arena. The paper provides an overview of the issues associated with 14‐19‐year‐old vocational education and training, before addressing aspects of retention and achievement in modern apprentice programmes. Drawing on 12 projects, different approaches to improving success in MAs are explored.

This article examines income tax progression as a mechanism for achieving the intertemporal adjustments of earnings profiles. With a rising income profile, the preference for progression arises from the market (borrowing) rate of interest exceeding the rate at which the government borrows. For a given tax burden, each individual is found to prefer a marginal tax rate of unity, with the threshold set as high as possible. With a common tax structure, the conditions under which all individuals prefer progression is examined.

New measures of the degree of overall income tax progression in the United States are provided for the period 1969 to 1995. Indices of progression from the distributional and tax scale invariant classes of measures are considered. The sensitivity of measures of progression to the income concept used and to equivalence scale adjustments is explored. Recently developed statistical inference procedures are applied to reveal new insights into changes in progressivity across time. Using a microdata based measure of comprehensive income and applying statistical tests are shown to be of crucial importance in reaching conclusions about changes in income tax progression.

We investigate how career disruptions in terms of job loss may impact morbidity for individuals diagnosed with type 2 diabetes (T2D). Combining unique, high-quality longitudinal data from the Swedish National Diabetes Register (NDR) with matched employer–employee data, we focus on individuals diagnosed with T2D, who are established on the labor market and who lose their job in a mass layoff. Using a conditional difference-in-differences evaluation approach, our results give limited support for job loss having an impact on health behavior, diabetes progression, and cardiovascular risk factors.