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The purpose of this paper is to explore the use of lean principles to drive operational improvements in intermodal container facilities. Intermodal terminals have an important role in today’s globally complex supply networks. In the case of bottleneck-derived terminalization, operational issues such as achieving effective material flow remains a significant and common challenge. To assist with such challenges, the paper develops a conceptual framework built on the principles of lean.

In this paper, a theory-building approach is adopted and a lean terminalization framework developed by combining aspects of lean- and intermodal transport theory with practical insights. The framework was developed in conjunction with two intermodal container facilities within the Scandinavian region.

The conceptual framework demonstrates how lean approaches can be used to identify improvement areas, as well as to develop solutions for improved material flow in the context of intermodal transport operations. The framework can be used to guide the lean implementation process in small to medium intermodal container facilities.

The development of the framework represents the first stage of a two-stage project. The second stage will involve implementing and empirically testing the framework in the practical settings of the two-case facilities.

Lean is a philosophical approach that consists of a set of principles that drive organizations to continually add value to their operations. The application of lean practices enhances necessary process steps and eliminates those that fail to add value, thereby improving material flow and performance.

Improving the operational efficiency and effectiveness of container terminals out not only assists the profitability of the facilities but also has flow-on benefits for stakeholders, external customers, consumers and the environment.

Lean has been successfully applied in manufacturing because the 1990s, and though it has also found relevance in a number of other industries, applications of lean within the intermodal transport sector is limited.

Growing up in a small (l,000) Nevada town in the l930s and 1940s, I acquired a neophyte's sociological eye and sensibility, though, of course, not an analytical framework from which to make sense of that social world. The everyday life in that little town encouraged perception of subtle, but nevertheless very sharp social, cultural, economic, racial, gender, and class differences among its residents.

This paper aims to present two-stage network models in the presence of stochastic ratio data.

Black-box, free-link and fix-link techniques are used to apply the internal relations of the two-stage network. A deterministic linear programming model is derived from a stochastic two-stage network data envelopment analysis (DEA) model by assuming that some basic stochastic elements are related to the inputs, outputs and intermediate products. The linkages between the overall process and the two subprocesses are proposed. The authors obtain the relation between the efficiency scores obtained from the stochastic two stage network DEA-ratio considering three different strategies involving black box, free-link and fix-link. The authors applied their proposed approach to 11 airlines in Iran.

In most of the scenarios, when alpha in particular takes any value between 0.1 and 0.4, three models from Charnes, Cooper, and Rhodes (1978), free-link and fix-link generate similar efficiency scores for the decision-making units (DMUs), While a relatively higher degree of variations in efficiency scores among the DMUs is generated when the alpha takes the value of 0.5. Comparing the results when the alpha takes the value of 0.1–0.4, the DMUs have the same ranking in terms of their efficiency scores.

The authors innovatively propose a deterministic linear programming model, and to the best of the authors’ knowledge, for the first time, the internal relationships of a two-stage network are analyzed by different techniques. The comparison of the results would be able to provide insights from both the policy perspective as well as the methodological perspective.

The purpose of this paper is threefold: first, to assess how concerned Norwegians are about fish welfare; second, to investigate Norwegians’ willingness to pay for salmon filet made from welfare-assured farmed fish with high levels of welfare; and third, to examine Norwegian opinions about the appropriate way to pay for better welfare standards in fish production.

On the basis of two focus group sessions, a survey questionnaire was developed and distributed to a representative sample of 2,147 Norwegian households via e-mail.

Results showed that the Norwegian public is concerned about fish welfare and is willing to pay a price premium for products made from welfare-assured fish. Norwegian consumers do not, however, want to be the only ones paying for fish welfare, as the main responsibility for fish welfare lies with producers and the Government.

In this study willingness to pay is measured using a hypothetical choice experiment. Values people express as citizens, however, may not accurately predict true consumer behaviour. This is generally referred to as “citizen-consumer duality” and may have affected the results.

The study shows that there is a national market for welfare-assured fish products, but education initiatives focusing on fish farming and fish welfare issues would further influence the attitudes and purchasing habits of Norwegian consumers.

Although concern about animal welfare is growing in the western world, very little attention has been given to the welfare of fish. This paper aims to make up for this by presenting a study of how Norwegians view the welfare of farmed salmon.

My early life was punctuated by turning points and transformations that gradually led to a surprising and late-blooming academic career – my first “real” sociology position began when I was 44. Here I trace six different trajectories of scholarly work which have compelled me: feminist women's health and technoscience studies; social worlds/arenas and the disciplinary emergence of reproductive sciences; the sociology of work and scientific practices; biomedicalization studies; grounded theory and situational analysis as qualitative research methods; and symbolic interaction-ists and -isms. I have circled back across them multiple times. Instead of seeing a beautifully folded origami of a life, it feels more like a crumpled wad of newspapers from various times. Upon opening and holding them up to the light in different ways, stories may be slowly discerned. I try to capture here some of the sweetness and fragility of these moments toward the end of an initially stuttering but later wondrously gratifying career.

The purpose of this paper is to investigate ways in which university students are introduced to disciplines and thence to the professions based on those disciplines.

E‐mail interviews with a broad sample of university teachers in a variety of professional disciplines formed the basis of a grounded theory approach to identification of analytically distinct themes.

Four different approaches were identified from the interview data, labelled as academic, apprenticeship, affective, and experiential. While these themes represent distinct approaches to introductory classes in professional fields, and have been described independently in the paper, in practice most teachers would use combinations of them.

The research represents a first stage in investigating approaches to introducing students to a discipline and profession. No claim is made to randomness, completeness or representativeness of the sample, which indeed was heavily based on colleagues in the broad area of pedagogy and teacher preparation.

Teachers of introductory classes in professional disciplines can recognise their own approaches in the themes identified, and can consider a broader range of approaches based on the complete results. Workplace supervisors can consider diverse approaches utilised in academic settings.

Findings can contribute towards an awareness of the effect of introductory approaches to disciplines and professions in university classes, with potential implications for the way that university‐trained professionals are accepted into the workplace.

The research, unusually, shifts the focus from the end stage of professional education at university to the initial level. The investigation may form the basis of further research.

The news of recent mobilizations in Arab, European, and North-American countries quickly spread across the globe. Well before written reports analyzing the unfolding mobilizations, images of protests circulated widely through television channels, print newspapers, internet websites, and social media platforms. Pictures and videos of squares full of people protesting against their governments became the symbols of a new wave of contention that quickly spread from Tunisia to many other countries. Pictures and videos showing the gathering of people in Tahrir square (Egypt), Puerta del Sol (Spain), and Zuccotti Park (United States) quickly became vivid tools of “countervisuality” (Mirzoeff, 2011) that opposed the roaring grassroots political participation of hundreds of thousands people to the silent decisions taken in government and corporation buildings by small groups of politicians and managers. The presence, and relevance, of images in mobilizations of social movements is no novelty. Encounters with social movements have always been intrinsically tied to the visual sense. Activists articulate visual messages, their activities are represented in photos and video sequences, and they are ultimately rendered visible, or invisible, in the public sphere. Social movements produce and evoke images, either as a result of a planned, explicit, and strategic effort, or accidentally, in an unintended or undesired manner. At the same time, social movements are perceived by external actors and dispersed audiences via images which are produced both by themselves and others.

Due to rapid changes in the future labor market, transferable skills are recognized as a vital learning outcome for students in undergraduate higher education. However, ambiguities surrounding the concept and content of transferable skills hamper the actual teaching and learning of transferable skills. Consequently, there is a great need for an overview of the literature on transferable skills to qualify and develop the approaches to transferrable skills in higher education. This study aims to outline a typology of how transferable skills are conceptualized in health sciences education, that is, medicine, nursing and related health professionals’ education.

The study was a mixed studies literature review, which included quantitative, qualitative and mixed-methods studies. A seven-stage sequential exploratory synthesis of the included studies was conducted.

This review showed that transferable skills reflected three main conceptualizations: Program Requirements, Employability and Holistic Development. Overall, the global methodological quality of the empirical studies of interventions to further transferable skills development in health science education was weak.

This study aids clear conceptualization in future empirical studies.

By distinguishing between three main conceptualizations of transferable skills, this study's typology supports alignment in transferable skills curricula because conceptually sound learning objectives provide teachers and students in health sciences education with a clear purpose and direct educators' choice of relevant teaching and assessment strategies.

This review – the first of its kind – contributes to conceptualization of transferable skills as the basis for curriculum development and research.

The purpose of this editorial is to outline the historical and conceptual context in which the research into workplace learning as a research field is emerging.

The paper in an essayistic knowledge sociology perspective parallels developments in the nature of work and the growing interest in human resources, and hence learning. It confronts the general stereotypes of work with the actual multiplicity of different work domains.

The actual sample of articles is characterized briefly, drawing attention to the epistemological value of concrete studies of different learning experiences in different types of work.

The perspective of the editorial is mainly to spur the reflection of researchers in the field to the interrelation between theoretical issues and practical engagement in learning enterprises.

Because of high drop‐out rates among the students entering vocational education in Denmark retention of students has become pivotal to Danish educational policy. Thus vocational educational training (VET) colleges have been asked to work on implementing different kinds of retention initiatives and as a result, most colleges have established extended basic courses aimed at students with personal, social and/or academic difficulties. This paper aims to explore the emotional aspects of vocational educational teachers' work and present a preliminary analysis of the notion of care as socially situated within the vocational educational system.

This paper derives from a study based on fieldwork at a VET college offering extended basic courses. During the fieldwork nine weeks of participating observations and 13 interviews with teachers were conducted.

The paper provides empirical insights into the emotional practices and the management of emotions related to prevention of dropout within an educational setting. It shows how emotional practices can provide both teachers and students with positive identities and make out a productive force that prevents students from dropping out. However the management of emotions also involves a range of dilemmas and ambivalences revealing the difficult limitations related to an institutionalization and professionalization of human care.

Because of the chosen research design more studies on the emotional aspects of prevention of drop‐out from both the perspective of teachers and students are needed.

The emotional dimension of retention remains to be recognized and critically discussed more widely among stakeholders at different levels within the VET system and policy makers within education. Handling both the possibilities and the pitfalls of emotional practices requires that teachers are not left alone feeling responsible for the fate of their students.

The paper contributes with descriptions of how emotions can be productive forces preventing students from dropping out of education. At the same time it identifies a need for further critical examination of the emotional aspects of teachers' working life.