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Flexible circuitry and flexible interconnects are high technology products that require a good understanding of flexible laminates and their properties to ensure the proper design of a functional part. Many designers use flexible interconnects for packaging and multiplane interconnections, but incorrectly compare flexible materials to rigid laminates. Flexible materials and design considerations when using flexible materials are reviewed, with a brief overview of the combination of flex and rigid materials in a flex/rigid multilayer circuit.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

Successful technology integration into the teaching of social studies is imperative in the twenty-first century classroom. This study sought to answer the following questions: do synchronous and asynchronous technology integration increase a student’s understanding of social studies content? Are synchronous technology-integrated social studies lessons more effective than asynchronous technology-integrated social studies lessons? How do students perceive the effectiveness of a synchronous technology-integrated lesson vs the effectiveness of an asynchronous technology-integrated lesson? The paper aims to discuss these issues.

This paper presents the results of a quasi-experimental research project comparing the learning outcomes of students who participated in synchronous and asynchronous technology-augmented lessons.

The results of this study found that synchronous and asynchronous technology-enhanced lessons are both viable pedagogies for increasing a student’s understanding of social studies content. The results also yielded no statistical significance between the effectiveness of the synchronous instruction vs asynchronous instruction. However, a statistical significance exists when analyzing a student’s perception of their own learning. Students participating in synchronous technology-integrated instruction reported a higher confidence in the lesson’s ability to teach them, when compared to that of the asynchronous population.

By continuing to seek new ways to integrate technology effectively into classrooms, social studies teachers can design lessons more effectively to meet the needs of today’s social studies students. The need to understand the learning outcomes of various technology-integrated approaches will continue to grow as more technologies become available to social studies teachers.

This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.

The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.

The participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.

Although there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

The purpose of this article is to analyse first-generation Chilean students' transition experiences from secondary school to university.

This article presents the analysis results of 12 visual narratives of first-generation Chilean university students, who provided an account of their transition experience from secondary school to university. Participants explored the connections between their most valuable learning experiences during photo-elicitation interviews. The study used Quinn's notion of imagined social capital to understand the transition experience.

The analysis reveals the significance of secondary school experiences in understanding students' attitudes toward the university. In an extremely segregated school system, participants' secondary school experiences demonstrated a strong bond with classmates from their social class and a feeling of distance from institutions and their hierarchical structure. In this context, the university space is symbolically recreated into a learning space consistent with their social background.

The research study highlights the need to increase understandings of school experiences and how these shape university transitions in order to effectively support students during the first years of university. In addition, it draws attention to the need to develop strategies that recognize the complex, collective and contextualized understandings of students' transition.

The research aimed to understand the experience of transition of first generation students from their own narratives and relational perspectives in contrast with the prevailing paradigms which are often individualized and linear.

This study aims to provide a new perspective and path to reduce the unsafe behavior of new generation of construction workers (NGCWs) in China. The purpose of this study is to explore the influencing mechanism of work-family balance on the unsafe behavior of NGCWs and test the mediating effect of job satisfaction and the moderating effect of group safety climate.

A theoretical model on the influencing mechanism of work-family balance on unsafe behavior of NGCWs was constructed through theoretical analysis. Research data were collected from 502 NGCWs via a questionnaire survey, and research hypotheses were testified with regression analysis.

The results show that work-family balance not only directly reduces NGCWs’ unsafe behavior but also indirectly reduces it through job satisfaction, which plays a partial mediating role. In addition to positively moderating the relationship between work-family balance and NGCWs’ unsafe behavior, group safety climate can also moderate the relationship between work-family balance and job satisfaction in a positive way.

This study provides practical implications for construction companies to reduce the unsafe behaviors of NGCWs from the perspective of work-family balance. Specifically, construction companies should adopt more flexible work rules, such as flexible organization and rotation systems, to increase their work autonomy. Meanwhile, construction companies need to improve the work environment and basic conditions for NGCWs, establish a reasonable salary system and provide attractive promotion opportunities to increase their job satisfaction. In addition, construction companies should provide active safety lectures and training, and supervisors should improve safety communication and interaction levels. Co-workers should remind workers about their safety attitudes and behaviors promptly. A good group safety climate will be created through the efforts of construction companies, supervisors and co-workers.

This study clarifies the influencing mechanism of work-family balance on the NGCWs’ unsafe behavior and further tests the partial mediating role of job satisfaction and the positively moderating effect of group safety climate on the influence relationship of work-family balance on job satisfaction and NGCWs’ unsafe behavior, which defines the boundary conditions of the relationship between work-family balance and NGCWs’ unsafe behavior, and promotes the effective integration of social exchange theory and theoretical system of influencing mechanism of construction workers’ unsafe behavior.

Violence against paramedics is a complex – but underreported – problem. Extant research suggests organizational culture may play a role in sustaining cultural norms that downplay the significance and limit reporting. The purpose of this paper is to qualitatively explore paramedics’ experience with violence, with particular emphasis on understanding how organizational culture contributes to under-reporting.

The authors surveyed paramedics from a single, large, urban service in Ontario, Canada, asking participants to describe their experiences with violence, including whether – and why or why not – the incidents were reported. Within a constructivist epistemology, we used inductive thematic analysis with successive rounds of coding to identify and then define features of organizational culture that limit reporting.

A total of 196 (33% of eligible) paramedics completed the survey. Fully 98% of participants disclosed having experienced some form of violence; however, only a minority (40%) reported the incidents to management, or the police (21%). The authors defined a framework within which a lack of support from management, and consequences for offenders, implicitly positions the ability of paramedics to “brush off” violent encounters as an expected professional competency. Disclosing emotional or psychological distress in response to violent encounters invited questions as to whether the individual is personally suited to paramedic work.

While the extant research has indicated that underreporting is a problem, the findings shed light on why – a critical first step in addressing what has been described as a serious public health problem.

Ambulance services staff worldwide have long been at risk of encountering violence and aggression directed towards them during their work. Verbal forms of violence and aggression are the most prevalent form, but sometimes incidents involve physical injury, and on rare occasions homicides do occur. Exposure to such violence and aggression can have a lasting negative impact upon ambulance staff and has been associated with increased levels of stress, fear, anxiety, emotional exhaustion, depersonalisation and burnout syndrome. Despite the significance of this issue, little progress has been made to tackle it. The purpose of this paper is to describe this multi-agency approach being taken in Wales (UK) to reduce such harms from violence and aggression directed towards ambulance services staff.

An interpretative post-positivist narrative methodology and policy analysis approach was followed. Snowball methods of gathering data were used to construct this narrative involving meetings, telephone calls, review of policy documents, legislation and academic literature.

The authors report how tackling violence and aggression directed towards emergency workers has become a priority within Wales (UK), resulting in policy developments and initiatives from groups such as the UK and Welsh Government, the Welsh Ambulance Services National Health Services (NHS) Trust, Health Boards, the NHS Wales Anti-Violence Collaborative and the Joint Emergency Services Group (JESG) in Wales. This has included changes in legislation such as the Assaults on Emergency Workers (Offences) Act 2018 that came into force on 13th November 2018 and policy changes such as the obligatory responses to violence in health care and the JESG #WithUsNotAgainst Us campaign. Our study however reflects the complexity of this issue and the need for further high-quality research.

The experiences and activities of Wales (UK) reported in this paper adds to the international body of knowledge and literature on violence and aggression directed towards ambulance services staff.

Factory acceptance testing (FAT) in the construction industry has been severely hampered due to restrictions in cross-border travel resulting from the COVID-19 pandemic. Consequently, virtual FAT (vFAT) became a popular substitute for physical FAT. However, the credibility of vFAT is being questioned because it was adopted without much scrutiny. Hence, this study is aimed at investigating vFATs and re-engineering the FAT process to suit an effective vFAT environment.

A comprehensive literature search on FAT procedures was followed by two stages of expert interviews with eight leading subject experts and a case study. The findings were analysed using code-based content analysis on NVivo software.

Strengths of vFATs include “reduction in cost and time consumed”, “flexibility for more participants” and “faster orders”. Most emphasized weaknesses include “lack of reliability” and “lack of technology transfer”. vFAT has mostly increased test reliability by “improving accessibility” and has decreased reliability by “restricting physical touch and feel observation of the equipment”. A four-step vFAT process was developed with a noteworthy additional step called “Pre-FAT Meeting”.

The scope of this study is limited to the Sri Lankan construction industry. Expansion of the geographical area of focus is recommended for future studies.

The findings of this study unveil a vFAT process, which is timely and beneficial for construction practitioners to optimize and enhance the effectiveness of vFATs which are currently conducted in a disarranged manner.