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The purpose of this paper is to investigate US noncombatant evacuation operations (NEO) in South Korea and devise planning and management procedures that improve the efficiency of those missions.

It formulates a time-staged network model of the South Korean noncombatant evacuation system as a mixed integer linear program to determine an optimal flow configuration that minimizes the time required to complete an evacuation. This solution considers the capacity and resource constraints of multiple transportation modes and effectively allocates the limited assets across a time-staged network to create a feasible evacuation plan. That solution is post-processed and a vehicle routing procedure then produces a high resolution schedule for each individual asset throughout the entire duration of the NEO.

This work makes a clear improvement in the decision-making and resource allocation methodology currently used in a NEO on the Korea peninsula. It immediately provides previously unidentifiable information regarding the scope and requirements of a particular evacuation scenario and then produces an executable schedule for assets to facilitate mission accomplishment.

The significance of this work is not relegated only to evacuation operations on the Korean peninsula; there are numerous other NEO and natural disaster related scenarios that can benefit from this approach.

A binaural sonar sensor for blind persons which models the bat sonar is described. System performance with field plots are presented along with signal analysis on objects forming targets. The distal spatial resolution is little more than one wavelength at the lowest frequency of 50 kHz. The operating bandwidth is 50 kHz producing the power to discriminate between objects. Distance and direction information is obtained over a field of view of 50 degrees within one frequency sweep. Blind persons have demonstrated mobility akin to sighted mobility. This knowledge is of value in designing robots.

The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths.

A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths.

The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness.

The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates.

Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships.

To satisfy multiple stakeholders’ employability goals, higher education providers have introduced Work Integrated Learning (WIL) programs to provide opportunities for students to develop the required skills. Yet despite this increased focus, gaps in graduate capabilities persist. Thus, the paper explores the roles of educators, industry and students in co-creating WIL curriculum which provides transformative learning experiences.

A survey was designed using the Professional Capability Framework which has been validated in other discipline areas. Mean scores, standard deviation and a one-way ANOVA test were computed to identify gaps between the essential capabilities required for supervisory roles and student's levels of proficiency.

The study highlights the complexity of creating curriculum which meets the needs of multiple stakeholders. The discussion highlights that whilst educators may lead the development of WIL curriculum, without the active engagement of students and industry, gaps in graduates' “work-readiness” will persist. Opportunities for tripartite learning are highlighted.

The limitations of utilising a convenience sample are acknowledged.

Practical recommendations are provided for industry, educators and students. Areas for future research are identified to understand the roles of multiple stakeholders in the development of the future hospitality workforces.

The study is the first to apply the Professional Capability Framework in a hospitality context. The study further contributes implications in relation to curriculum design and identifies opportunities for transformative learning for educators, industry and students'.

As part of the Co-Operative Education Program (CEP) under study, a Work-integrated Learning (WIL) student engagement framework is presented. The framework focusses on the effectiveness of the WIL program with real-world assessment tasks to prepare students for graduate employment. In order to evaluate the level at which the engineering graduates are work-ready, an analysis of qualitative and quantitative survey data from CQU students, employers and data from other sources was undertaken. The paper aims to discuss these issues.

WIL is an effective pedagogical strategy employed in engineering curriculum to engage students with workplace partners and engineering practices. However, little is known about the problems exist in the WIL processes including insufficient resources and support for mentoring students. On overcoming the problems, an effective collaboration between students, universities and engineering workplaces provides an enhanced engagement experience and enables students’ work-ready skills. Central Queensland University (CQU)’s Bachelor of Engineering (Honours) and Diploma of Professional Practice (Co-op) students participate in two 6-month WIL placements over the course of their university studies.

To identify the impact of the co-operative education model on graduate outcomes, an analysis of student assessment data from 2016 to 2018 showed that the student employability indicators were consistently above the national average of graduate engineering students. All areas such as knowledge base, engineering ability and professional attributes, students’ performance were rated at or above the average of a graduate engineer by employers.

As part of practice assessment, engineering workplace employers provide an evaluation of students’ performance against the Engineers Australia (EA) Stage 1 Competency Standard for Professional Engineers, involving sixteen mandatory elements in the areas of knowledge and skill base, engineering application ability, and professional and personal attributes.

This paper is derived from a larger study that explored how the rationality of freedom became inscribed in educational practices that shaped and reshaped limits that constitute the responsible parent. Here, I draw on part of the study to diagnose how romantic discourse on childhood, which rewrote religious and secular discourse in the eighteenth century, was refashioned in the nineteenth century to rewrite the responsible parent. In this historical inquiry, I follow Foucault’s lead and analyse thoughts of freedom not as a value that we cannot live without or an illusion that hides the truth of our oppression but as a political tool for producing the ‘other’ as a means of inciting the autonomous parent to recognise the self as an ethical subject responsible for educating the child. What this exposes is how the writing and rewriting of the responsible parent in terms of educating the child within liberal government is reliant on fabricating ‘otherness’ as a threat to freedom.

In elite professional firms, minorities are actively recruited but struggle to move upward. The authors argue that initiatives aimed at general skill development can have unintended consequences for firm diversity. Specifically, the authors contend that approaches that win partner support through motivational significance and interpretive clarity provide a more effective avenue to skill development for minorities, who have less access than White peers to informal developmental opportunities. The authors also argue that a longer “partnership track,” which imposes a time limit on skill development, will benefit minority professionals. Using data on 601 offices of large US law firms in 1996 and 2005, the authors investigate the effects of five developmental initiatives and partnership track length on the representation of African-Americans, Latinxs, and Asian-Americans among partners. Observed effects are consistent with expectations, but patterns vary across racial-ethnic groups.

Does having things make people happy; does buying, consuming, or giving bring happiness? In an increasingly materialistic era, it seems that people might believe so. Despite our consumption culture, research tells us that the desire for material possessions relates more to unhappiness than to happiness (Belk, 1985; Burroughs & Rindfleisch, 2002; Csikszentmihalyi, 2000; La Barbera & Gürhan, 1997; Mick, 1996; Richins, 1987; Sirgy et al., 1998). Economists find that subjective well-being increases, then levels off as national levels of discretionary income increase (Csikszentmihalyi, 1999; Diener, 2000; Meyers, 2000). Furthermore, many economists cite correspondence between happiness and relative income (Blanchflower & Oswald, 2004; Solnick & Hemenway, 1998; Stutzer, 2003) to explain the stagnation of average happiness despite rises in national incomes. Increasing one person's income relative to others decreases the others’ happiness so that pursuing money to achieve happiness becomes a zero-sum affair; average national happiness does not change (Lee, 2006).