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The purpose of this paper is to examine the changes that will impact learners and learning in the Fourth Industrial Revolution and provide recommendations for transforming education to meet the needs of the maritime industry.

The paper reviews the definition of the Fourth Industrial Revolution and the changes that have occurred in industry as a result. It looks at key Fourth Industrial Revolution technologies and its impacts on the maritime industry. It then presents some strategies for how the maritime education sector can begin to address the paradigm shifts that will be needed to transform education so as to focus on the advantages that can be derived from the Fourth Industrial Revolution.

Rapid technological advances are transforming the process of education around the world and will continue to disrupt not only the education sector but entire industries – education being only one of them. The maritime sector has some specific technologies that will drive digital transformation of business models. Maritime educational institutions around the world will need to be prepared to respond rapidly to this paradigm change and provide the skilled labour the industry will require to remain competitive.

While the technologies that are impacting the Fourth Industrial Revolution have clearly been identified, the education sector still needs practical applications and integration into curriculum and learning to truly embrace the opportunities for the development of workforce competencies in this new age.

The maritime education sector must now start implementing strategies to expose students to new Fourth Industrial Revolution technologies such as artificial intelligence, machine learning, robotics, blockchain and automation technology and how they are changing the future of work. A new shift in the conscious application of these game-changing technologies will be required, and examples of integration are discussed as a starting point for building a long-term plan.

The development of the human capital needed in the Fourth Industrial Revolution must begin now, and it presents challenges to those in the maritime education sector. It, therefore, requires that a digital transformation strategy is in place to deliver the specialized skills and new knowledge workers will need in the future.

This paper discusses the disruption that the Fourth Industrial Revolution technologies will bring to maritime education. One of the findings demonstrates that it clear that it is no longer competitive to ignore the disruption that is happening, and action is needed now.

The purpose of this paper is to profile the WHATT theme issue: “The fourth industrial revolution: What are the realities for maritime- and tourism-dependent countries?”, with reference to the experiences of the theme editors and writing team.

Structured questions were used to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process.

This paper identifies the ways in which both industry and education need to change and embrace emerging technologies with particular reference to tourism and maritime provision and infrastructure in the Caribbean region.

The theme issue outcomes provide indicators and action points for tourism and maritime industry stakeholders and for academics involved in planning and delivering learning support to these industries.

This paper draws on discussion and applied research with industry to identify and assess the likely impact of the fourth industrial revolution in tourism- and maritime-dependent countries. Taken together, the theme issue collection of articles provides a rich picture of the changes occurring and prospects for the future.

The aim of the paper is to locate and understand VET provision for young people in England and Scotland as a set of policies and practices that can also be located within a broader Europe‐wide discourse.

The research drew upon findings from a longitudinal study that comprised interviews with young people who were in JWT at the outset of the research. The work was conducted in the South West of England in 2007 and 2008 and comprised in‐depth interviews with 13 young people, supported with 155 telephone interviews, a focus group session with three young people, and a participative research seminar with 25 key stakeholders.

The research showed that although there are nuanced differences in approach, the fundamental basis of the policy rhetorics is the same. Whilst the issues and questions in this paper have been informed by the position in the UK and in particular England, it would seem that the same or similar issues and concerns have become part of the mainstream discourse, certainly within the OECD countries and beyond.

The methodology brings a narrative approach (focused upon individual young people), to bear upon a set of policy discourses within the education and skills agenda. Whilst the approach of the paper does not allow for generalisation, it does highlight the problem with a policy focus that fails to take account of what those most affected by the policies actually value and believe.

This paper draws together policy narratives and the experiences of young people.

The local property tax is the oldest tax in the United States, as well as being the only substantial tax on landed wealth, a major part of the housing expense of most American families, and the most important revenue source for local governments. It is also increasingly limited by state law. This chapter presents a synthetic review of the literature on property tax limitation laws. Property taxation is a crucial resource for local governments because it is primarily a tax on real estate, and land is the least mobile tax base. A tax on the market value of real estate may have the effect of transmitting real estate price shocks to individual land users. Property tax limitation laws provide some homeowners with social protection from such market-induced economic shocks, but they do so at the price of a substantial reduction in state capacity. A meta-regression analysis of published studies finds that property tax levy limitations, on average, reduce local government budgets by as much as 5%. The potential implications for provision of other public goods, including social protection for other groups, are discussed.

Since the development of the COVID-19 vaccinations, questions surrounding race have been prominent in the literature on vaccine uptake. Early in the vaccine rollout, public health officials were concerned with the relatively lower rates of uptake among certain racial/ethnic minority groups. We suggest that this may also be patterned by racial/ethnic residential segregation, which previous work has demonstrated to be an important factor for both health and access to health care.

In this study, we examine county-level vaccination rates, racial/ethnic composition, and residential segregation across the U.S. We compile data from several sources, including the American Community Survey (ACS) and Centers for Disease Control (CDC) measured at the county level.

We find that just looking at the associations between racial/ethnic composition and vaccination rates, both percent Black and percent White are significant and negative, meaning that higher percentages of these groups in a county are associated with lower vaccination rates, whereas the opposite is the case for percent Latino. When we factor in segregation, as measured by the index of dissimilarity, the patterns change somewhat. Dissimilarity itself was not significant in the models across all groups, but when interacted with race/ethnic composition, it moderates the association. For both percent Black and percent White, the interaction with the Black-White dissimilarity index is significant and negative, meaning that it deepens the negative association between composition and the vaccination rate.

The analysis is only limited to county-level measures of racial/ethnic composition and vaccination rates, so we are unable to see at the individual-level who is getting vaccinated.

We find that segregation moderates the association between racial/ethnic composition and vaccination rates, suggesting that local race relations in a county helps contextualize the compositional effects of race/ethnicity.

The purpose of this paper is to provide an update on the implementation of web accessibility guidelines at Kentucky academic library web sites.

The academic library home pages of Bachelor‐degree granting institutions of Kentucky were tested for accessibility compliance using an online automated program. In addition, a series of manual accessibility tests were performed. Data were collected on errors against accessibility guidelines for each site. Data collected in 2003 were compared to data collected in 2007.

The number of library home pages complying with basic accessibility guidelines is increasing. However, most sites that score well are built to comply with checkpoints that can be tested automatically. Few institutions included accessibility features which required manual verification.

This study relies largely on data collected with an imperfect accessibility‐checking software program. Some accessibility checkpoints can appear to be satisfied using automated accessibility tests despite the presence of accessibility barrier beings. Also, minor errors against accessibility guidelines are not distinguished from major accessibility barriers.

This study provides an impetus for web developers to aim higher than the automated accessibility checkpoints. It demonstrates a limited number of manual accessibility checkpoints that can be objectively tested.

This paper looks beyond accessibility guidelines that can be tested automatically to see if accessibility guidelines for which manual tests must be performed are being implemented. This study is one of the very few published follow‐up studies of web accessibility.