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Rapid sensitivity analysis and near-optimal decision-making in contested environments are valuable requirements when providing military logistics support. Port of debarkation denial motivates maneuver from strategic operational locations, further complicating logistics support. Simulations enable rapid concept design, experiment and testing that meet these complicated logistic support demands. However, simulation model analyses are time consuming as output data complexity grows with simulation input. This paper proposes a methodology that leverages the benefits of simulation-based insight and the computational speed of approximate dynamic programming (ADP).

This paper describes a simulated contested logistics environment and demonstrates how output data informs the parameters required for the ADP dialect of reinforcement learning (aka Q-learning). Q-learning output includes a near-optimal policy that prescribes decisions for each state modeled in the simulation. This paper's methods conform to DoD simulation modeling practices complemented with AI-enabled decision-making.

This study demonstrates simulation output data as a means of state–space reduction to mitigate the curse of dimensionality. Furthermore, massive amounts of simulation output data become unwieldy. This work demonstrates how Q-learning parameters reflect simulation inputs so that simulation model behavior can compare to near-optimal policies.

Fast computation is attractive for sensitivity analysis while divorcing evaluation from scenario-based limitations. The United States military is eager to embrace emerging AI analytic techniques to inform decision-making but is hesitant to abandon simulation modeling. This paper proposes Q-learning as an aid to overcome cognitive limitations in a way that satisfies the desire to wield AI-enabled decision-making combined with modeling and simulation.

Purpose – To explore how young men negotiate the matriarchal domain of fashion consumption and self-presentation, observing techniques adopted by these men to navigate this feminized space and construct their identity project.

Methodology/approach – Engaging Foucauldian theory, a constructionist approach is followed to analyze qualitative interview data with the understanding that a consumer's narrated experience is embedded in a social web of possible interpretation. Rather than seeking to discover a respondents “essential self” within interview data, this research takes a narrative analysis approach, considering individuals storytelling within the context of circulating discourses and power relations.

Findings – As young, fashion-forward men navigate new configurations of power relationships and adopt new modes of performing masculinity, they come to legitimate themselves by forging new categories of existence. They engage various techniques to include the arts and the art of irony in an effort to constitute their masculine subjectivity within discourses of fashionable self-presentation practices.

Social implications – By exploring the social context wherein consumer choices are made, we see consumer identity projects are in fact constricted and influenced by a myriad of sociocultural forces.

Originality/value of paper – Within consumer culture theory, there is much focus on the agency of consumers and their identity projects. However, there is a dearth of work that considers the social and cultural context wherein these identity constructions take place. This study makes a contribution toward addressing this gap.

The purpose of this paper is to adapt the traditional corporate portfolio management approach to the strategic management of multi-business portfolios in the public sector.

The approach presented in this paper is based on a research project conducted within the Defence Science and Technology Group, Australian Department of Defence. It was developed iteratively and incrementally over the course of one year with a reference group comprising 15 middle management representatives and several members of the senior management team.

The approach developed comprises a multi-stage process and an assessment framework designed to capture the complexity of the problem space, build a strategic narrative, and facilitate senior leadership decision-making. The process is aimed at eliciting the required information, promoting contestability of the results, ensuring appropriate consultation, and ultimately achieving senior leadership consensus on priorities. The assessment framework is used to assess and visualize the balance of organizational capabilities.

By synthesizing and visualizing information on past performance and future potential, the approach presented in this paper may be used to facilitate strategic decision-making by senior management in the public sector.

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.

Using in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.

The authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.

This research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.

The shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.