Advanced Packaging Trends

Lau, John H.

doi:10.1007/978-981-16-1376-0_11

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…PoP technology was used in several Apple iPhones, from the iPhone 1 in 2007 to the iPhone 13 in 2021. In the Apple iPhone 12, the A14 processor made from a TSMC current sheet is stacked with Micron LPDDR4X SDRAM [40]. The widespread application of PoP technology has brought tremendous demand for PoP packaging devices.…”

Section: Package-stacking Structurementioning

confidence: 99%

Survey of Reliability Research on 3D Packaged Memory

Zhou

et al. 2023

Electronics

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As the core carrier of information storage, a semiconductor memory device is a basic product with a large volume that is widespread in the integrated circuit industry. With the rapid development of semiconductor manufacturing processes and materials, the internal structure of memory has gradually shifted from a 2D planar packaging structure to a 3D packaging structure to meet industry demands for high-frequency, high-speed, and large-capacity devices with low power consumption. However, advanced 3D packaging technology can pose some reliability risks, making devices prone to failure, especially when used in harsh environmental conditions, including temperature changes, high temperature and humidity levels, and mechanical stress. In this paper, the authors introduce the typical structure characteristics of 3D packaged memory; analyze the reasons for device failure caused by stress; summarize current research methods that utilize temperature, mechanical and hygrothermal theories, and failure models; and present future challenges and directions regarding the reliability research of 3D packaged memory.

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Section: Package-stacking Structurementioning

confidence: 99%

Survey of Reliability Research on 3D Packaged Memory

Zhou

et al. 2023

Electronics

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“…There are lots of discussions and comparisons (Richards & Rodgers, 1986) about structuralism (Chomsky,1957)andsocio-culturaltheoriesaboutlanguageteaching andlearningapproaches (Searle,1969;Hymes,1972;Gumperz,1972;Hallidayand Hasan,1976;Widdowson,1978;Vygotsky,1986)inlanguageteaching.Strucutralists focusonlanguageform.Alanguagecontainsasetofrules,rulesofpronunciation, rulesofgrammar,etc.Learningofalanguagemeansunderstandingandproducingthe languageaccordingtotheserules.Teacherstakingthisviewwillconsideraccuracyand correctnessasthemainfocusinclassroomactivities.Teachingmaterialsdevelopedin 19 th to20 th centuryreflectedthatteachingCantoneseatthatperiodmainlyfocusedon grammaticalcorrectness (Lobscheid,1864;Ball,1883;O'Melia,1938;Chao,1947;Lee,1950;Whitaker,1954;Lung,1965;Lau,1972aLau, ,1972bLau, ,1975HuangandKwok, 1973aHuangandKwok, ,1973b.Afteroneoftheearlydictionaries,entitledVocabulary of the Canton Dialect, complied by Robert Morrison in 1827, teaching materials were started to developmentforlearnersofCantoneseasasecondlanguageinGuangzhou(Canton) andinHongKong. Lobscheid(1864)andBall(1883)emphasizedthatlexicalitems shouldbeputingrammatical"contexts"andstartedtoformulatesyntacticrules.For examples, Ball (1883) demonstrated Cantonese reflexive pronoun jihgéi (~self) in phraselevelandsentencelevelsyntax.…”

Section: Foreign Language Education Focusing Grammatical Correctnessmentioning

confidence: 99%

Pedagogical Foci of Teaching Cantonese as a Second Language

Lee

2020

International Journal of Curriculum Development and Learning Measurement

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When the West met East at the Pearl River delta during the 19th century, learning Cantonese as a second language was rooted in the area. Nowadays, there always exists a need by expatriates who are living and working in Hong Kong for learning the local language. The field was developed and influenced by theories in TESOL and foreign language education. It is also inspired by ideas and concepts of teaching Chinese as a second language since the learning of Mandarin Chinese has rapidly spread out in recent decades. Teaching Cantonese as a second language has developed with its own characteristics. This article reviews the development of teaching Cantonese as a second language in terms of pedagogical framework and teaching approaches. The article presents different pedagogical foci in the field of teaching Cantonese as a second language and discusses the academic debates whether to focus on linguistic competence or on pragmatic language use when teaching Cantonese as a second language in Hong Kong.

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