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The Engineering Leaders of Tomorrow Program (LOT) is a comprehensive curricular, co-curricular, extra-curricular leadership development initiative for engineering students. LOT envisions: “an engineering education that is a life-long foundation for transformational leaders and outstanding citizens.” Academic courses, co-curricular certificate programs, departmental programs, and stand alone workshops emphasize four domains of leadership: Self, Relational, Organizational, and Societal Leadership. This article introduces the 14 week summer leadership initiative for research students in the Department of Chemical Engineering and Applied Chemistry. Students gather on Friday afternoons from early May to late August to learn and practice leadership. Based on student assessment data, the program is having positive impact.

In analysing the beancounter image's trajectory, from its birth to its persistence, in European French language comics between 1945 and 2016, this paper explores why artists continue beancounter image usage in popular culture.

Beancounter characters have been studied in an application of Iconology (Panofsky, 1955) in order to unravel how individuals make sense of cultural artefacts and how, in turn, the visuals shape cultural belief systems at a given time.

This study reveals that comics artists usage of the beancounter image results from their critical reactions to management and capitalism whilst at other times the usage is an indication of authenticity. Motivation for the usage is not constant over time nor is the impact of the beancounter image. Both appear dependant of the level of artistic freedom experienced by the artist.

Based on a single media (comics) with a unique characters (European French language) this study deepens exploration of the ways in which accounting becomes entwined with the everyday and implies that further research is needed.

Extends the work of Smith and Jacobs (2011) and Jacobs and Evans (2012) by focusing on a genre of popular culture over a long period, and by adopting a critical viewpoint. Also expands the possible applications of Panofsky's (1955) Iconology in accounting studies.

After the catastrophic 2009 bushfires in the state of Victoria, Australia, the State Government provided information and advice, short-term and temporary accommodation as well as financial assistance to bushfire-affected communities. A tension developed between quickly rebuilding housing and re-establishing known social and economic networks versus a slower and more deliberative process that focuses on long-term community outcomes. Whilst there was a widespread assumption that quick rebuilding would be beneficial, resulting in immediate pressure to do so, it became evident that many people were not prepared to, or even did not want to rebuild. Thus it became important to provide time and support for people to consider their options away from the immediate pressures to rebuild that are often inherent in post-disaster recovery processes. This became known as “holding the space” and included the introduction of interim supports such as building temporary villages and other supports which enable people to achieve appropriate interim accommodation without having to rebuild immediately. However, even two years after the bushfires a significant proportion of people remained undecided whether they wanted to rebuild or not. The post-bushfire experience pointed to a number of lessons including the importance of appropriate timing of post-disaster activities, careful targeting of financial assistance, need for developing better and lower cost interim housing options and pre-impact planning. Given the complex nature of rebuilding following a disaster, design professionals should focus not just on the final house, but also look at housing options that blur the distinction between temporary and permanent. Their designs should be quick to build, offer a good quality of life, be affordable for most and be flexible in design for future use.

The purpose of this paper is to provide a literature review of investigations into the specific disability of deafness in the field of sociology and other closely related fields.

After a pilot search using databases appropriate to social science research, we developed key search terms and, using an inductive approach, we identified major themes in the literature.

Our review shows that deafness has been investigated for a long time in sociology and other related fields, that there is a wide range of themes in scholarly work on the experiences of deaf communities and deaf people, and that conceptualizations of deafness and d/Deaf communities have changed over time. We organize this paper around six major themes we identified, and a few highlighted pieces of scholarship illustrate these themes along the way. We particularly focus on scholarship from the late 1960s through the early 1990s as emblematic of seismic shifts in studying deafness, although we do highlight little known nineteenth century work as well.

This paper captures the legacy of this past scholarship and reveals that deafness is a rich site of inquiry that can contribute to the field of sociology. It is also a valuable resource for any future sociological research into deafness, deaf people, and deaf communities. We conclude with a discussion of our findings, commentary on the extent to which previous scholarship on the sociology of deafness has or has not figured into current scholarship and suggestions for future research.

This paper examines the recordkeeping governance requirements of the childhood out-of-home Care sector, with critical interlaced identity, memory, cultural and accountability needs. They argue that as we enter a new era of participation, new models for governance are required to recognise and dynamically negotiate a range of rights in and to records, across space and through time. Instead of recordkeeping configured to support closed organisations and closely bounded information silos, there is a need for recordkeeping to reflect, facilitate and be part of governance frameworks for organisations as nodes in complex information networks.

The paper reports on a key outcome of the Setting the Record Straight for the Rights of the Child National Summit held in Melbourne Australia in May 2017, the National Framework for Recordkeeping in Out-of-Home Care, and the research and advocacy agenda that will support its development.

The authors argue that as we enter an algorithmic age, designing for shared ownership, stewardship, interoperability and participation is an increasing imperative to address the information asymmetries that foster social disadvantage and discrimination. The authors introduce the concept of participatory information governance in response to social, political and cultural mandates for recordkeeping. Given the challenges associated with progressing new participatory models of recordkeeping governance in the inhospitable environment of existing recordkeeping law, standards and governance frameworks, the authors outline how these frameworks will need to be re-figured for participatory recordkeeping.

The National Framework for Recordkeeping for Childhood Out-of-Home Care seeks to address the systemic recordkeeping problems that have been most recently highlighted in the 2013-2017 Royal Commission into Institutional Responses to Child Sexual Abuse.

The National Framework for Recordkeeping for Childhood Out-of-Home Care will also address how a suite of recordkeeping rights can be embedded into networked socio-technical systems. This represents an example of a framework for participatory information governance which can help guide the design of new systems in an algorithmic age.

The proposed National Framework represents a new model for recordkeeping governance to recognise and enact multiple rights in records. Designed to support the lifelong identity, memory and accountability needs for those who experience childhood out-of-home Care, it aims to foster the transformation of recordkeeping and archival infrastructure to a participatory model that can address the current inequities and better enable the design and oversight of equitable algorithmic systems.

The purpose of this paper is to introduce an infrastructural approach to metadata modelling and a generalised meta-model for recordkeeping metadata. This meta-model is an attempt to support interoperability between disparate systems, and particularly, between sets of ostensibly incommensurate record documentation.

The investigation used a reflective design-science investigation comprising interviews adaptive literature review, creation of conceptual models and the design and instantiation of a proof-of-concept system.

The investigation confirms that recordkeeping interoperability between disparate ontologies is achievable through a meta-model approach. In particular, the meta-model carefully defines relationships between entities with specific semantics that enable the development of interoperable domain schemas.

A meta-model for recordkeeping metadata facilitates the development of recordkeeping systems that possess interoperability-by-design.

Recordkeeping systems that conform to the meta-model can, therefore, transcend the immediate transactional context and support participatory recordkeeping in terms of a plurality of stakeholder world views and agency in records.

This paper is one of the few reporting design-science approaches to recordkeeping informatics and one that has used a meta-model approach for recordkeeping metadata design. In contrast to most empirically determined metadata schemas, the top-down design approach has produced a schema from a wide variety of ontological sources.

This chapter focusses on the ethical issues raised by different types of surveillance and the varied ways in which surveillance can be covert. Three case studies are presented which highlight different types of surveillance and different ethical concerns. The first case concerns the use of undercover police to infiltrate political activist groups over a 40-year period in the UK. The second case study examines a joint operation by US and Australian law enforcement agencies: the FBI’s operation Trojan Shield and the AFP’s Operation Ironside. This involved distributing encrypted phone handsets to serious criminal organisations which included a ‘backdoor’ secretly sending encrypted copies of all messages to law enforcement. The third case study analyses the use of emotional artificial intelligence systems in educational digital learning platforms for children where technology companies collect, store and use intrusive personal data in an opaque manner. The authors discuss similarities and differences in the ethical questions raised by these cases, for example, the involvement of the state versus private corporations, the kinds of information gathered and how it is used.

Three reporting models — Traditional, Western‐narrow and Western‐broad — are scrutinised to delineate the basis of accounting practices for the Pacific Island Countries' (PIC) entities for the years ending 1997–1999. Evidence is obtained about the filing of reports; timeliness of reports; and disclosure patterns. Patterns are measured via examination of twenty Aggregated Accounting Disclosures (AAD) items and sub‐indices. A significant number of entities completely fail to generate annual reports, or are several years behind the reporting cycle or are unwilling to disseminate their reports. The reporting patterns for PIC entities showed an overall AAD disclosure trend of 52% with specific patterns being 76% of Core Statement Accounting (CSA), 42% Financial Related Accounting (FRA) and 40% Non‐financial Related Accounting (NRA) over the three years. The lack of current annual reports and timely reports (at least 50%) fits much more with the Traditional model than with either Western model.

This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.