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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 main purpose of this paper is to determine the discount function which better fits the individuals' preferences through the empirical analysis of the different functions used in the field of intertemporal choice.

After an in-depth revision of the existing literature and unlike most studies which only focus on exponential and hyperbolic discounting, this manuscript compares the adjustment of data to six different discount functions. To do this, the analysis is based on the usual statistical methods, and the non-linear least squares regression, through the algorithm of Gauss-Newton, in order to estimate the models' parameters; finally, the AICc method is used to compare the significance of the six proposed models.

This paper shows that the so-called q-exponential function deformed by the amount is the model which better explains the individuals' preferences on both delayed gains and losses. To the extent of the authors' knowledge, this is the first time that a function different from the general hyperbola fits better to the individuals' preferences.

This paper contributes to the search of an alternative model able to explain the individual behavior in a more realistic way.

People with developmental disorders are significantly more likely to experience adverse childhood experiences (ACEs), although the impact of ACEs on this population is not well understood. Furthermore, considerably less is known about the exposure to, and impact of, ACEs in detained adolescents with complex developmental disorder needs. This paper aims to explore the exposure to ACEs in an adolescent population detained in a secure specialist developmental disorder service.

A retrospective file review was used to explore ACEs and placement histories within a specialist developmental disorder inpatient service. Data was collated for a convenience sample of 36 adolescents, 9 of whom were female, aged 13–20 years (M = 17.28 years).

A total of 33 participants (91.7%) had experienced at least 1 ACE, with 58% experiencing 4 or more ACEs and 36% experiencing 6 or more ACEs. The most common ACEs reported were physical abuse (61.6%), parental separation (58.3%) and emotional abuse (55.6%). The majority of participants had also experienced high levels of disruption prior to admission, with an average of four placement breakdowns (range 1–13, standard deviation = 3.1). ACEs held a significant positive association with the total number of placement breakdowns and total number of mental health diagnoses.

Adolescents detained in specialist developmental disorder secure care had, at the point of admission, experienced high levels of adversities and had been exposed to high levels of experienced and observed abuse. The level of exposure to adversity and ongoing disruptions in care suggests that Child and Adolescent Mental Health Services’ developmental secure services should consider adopting dual treatment frameworks of developmental disorder and trauma-informed care.

This study explored the early-life and placement experiences of a marginalised and understudied population.

The current study sought to better understand the factors that contribute to whether officers value procedurally just interaction techniques and contribute to the limited research examining how the effects of warrior and guardian mentalities may vary based on individual officer characteristics.

Survey data collected from patrol officers in two geographically different and ethnically diverse United States police departments allowed for an examination of the generality of warrior and guardian orientations on perceptions of procedural justice across gender, race and/or ethnicity, military service, education, and experience.

There was a largely invariant effect of the mentalities on officer attitudes toward procedural justice, except for officers of color. In this sample, the guardian effect on prioritizing procedural justice was stronger for officers of color than for White officers.

This study sheds light on our theoretical understanding of the warrior/guardian framework and offers practical implications for police leaders and policymakers in their effort to improve police-community relations.

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.

This paper documents and accounts for the globalization of the so-called national bourgeoisie in the late twentieth century. A substantial and growing body of sociological literature holds that firms and investors from the developing world have been denationalized, neutered, or destroyed by their efforts to penetrate international markets – and that cross-national economic competition is therefore giving way to transnational class conflict over time. By way of contrast, I hold that not only peripheral capitalists but their elected and appointed representatives are compelled to undertake large-scale, fixed investments, exploit their competitive advantages, and challenge foreign firms – and their respective representatives – on their own soil by the very logic of capitalist competition, and that the aforementioned challenges will occur on political as well as economic terrain.

The purpose of this paper is to attempt to disseminate street gang research by Hesketh (2018) that has identified young people’s perceptions between employment and criminality in areas of Merseyside becoming blurred. In particular, disenfranchised young males are turning to involvement with drug dealing street gangs as a substitute for employment.

The research involved the use of a hybrid design using an adapted version of Wengraf’s (2001) biographic narrative interpretive method as the means for data collection with Strauss and Corbin’s (1995) grounded theory approach as the means of analysis.

Such is the demand for Class A drugs in night-time economies that street gangs in areas close to such economies are adding a dark business-like dimension for which Hesketh (2018) has termed “Deviant Entrepreneurship”. This can range from selling drugs on behalf of adult organised crime figures (known on the streets of Liverpool as “grafting”) to self-employment as sole trading deviant group enterprises having several “grafts” that recent research by Robinson, McLean and Densley (2018) has noted, has extended into the annals of Criminal Child Exploitation.

Data were derived from a sample of young males, thus, no observations can be made about females involved in gangs.

The research highlights the need for more gang interventions that focus on building opportunities within marginalised areas. It also suggests as Andell (2019) points out a need for a fresh approach to countering gang culture.

The paper concludes by suggesting that Merseyside is only one in many marginalised areas of the UK facing a similar problem as young people involved in street gangs attempt to realise their potential not through legitimate employment means but through dark entrepreneurial techniques learnt from older peers and adult figures.

The findings are taken from a PhD thesis by Robert F. Hesketh University of Chester.

This chapter presents an auto-ethnographic journey into the world of women's bodybuilding and the role performance-enhancing drugs play in the pursuit of muscularity in this growing, but hard-to-reach, subculture. The research addresses a paucity in the literature and paves the way for further research to inform public health initiatives for this population. Synthesizing journal entries, field observations and informal conversations recorded over the course of 18 months, this chapter provides insight into the rituals and practices present in bodybuilding culture. This embodied narrative explores the decision-making process surrounding anabolic androgenic steroid use in the context of competitive endeavour, including the impact that cultural norms, peer influence and personal narrative have on their uptake. It also sheds light on the experiences of being a woman in a man's world and the additional stigma women face when attempting to increase their muscularity. It also highlights the personal and professional challenges involved in auto-ethnographic endeavour.

The purpose of this paper is to report on the findings of a study exploring the challenges confronting the provision of human resource development (HRD) in large Palestinian organizations.

A mixed methods approach was used to gather the data. The quantitative data were analysed using statistical programme for social sciences. Qualitative data were analysed using thematic analysis.

The first challenge pertained to the need for large-scale investment in human capital while at the same time facing serious resource constraints. Additional challenges were; the operational nature of the HR function, the limited training and development expertise and the lack of alignment between educational institutions and employers’ needs.

This exploratory study provides recommendations for future explanatory research to contribute to the literature examining national human resource development (NHRD) in high-conflict societies.

The findings have implications for both policy makers and the HRD profession. There are also implications for the prioritization of development funding.

There is an identified need for closer alignment between the country’s education system, the needs of the workplace and the HRD function in organizations. The overarching recommendation is that the HRD function be considered from a NHRD and human capital theory perspectives.

This study is the first of its type to be conducted in Palestine. The findings highlight the importance of NHRD to the sustainable nation-building process in Palestine.

The purpose of this paper is to examine the ways in which early adolescent programmers embed meaning in their digital media created within an online programming community called Scratch.

The author completed an 18-month descriptive case study with 5 early adolescent participants. The research design included a multimodal analytic analysis of participant artifacts and inductive analysis of semi-structured interviews and transcription frames.

Participants embedded meaning to achieve four primary purposes, namely, to guide visitors through exhibits, to story, to engage in conversation and to game. To achieve each goal, the participants embedded unique semantic cues within specific Scratch structures.

Questions for how researchers in literacy and learning can further explore meaning-making within programming-as-writing are suggested.

Connections to the supportive structures within Scratch are discussed in the context of programming-as-writing. Considerations regarding the use of Scratch to promote programming-as-writing are provided for educators.

The findings in this study provide an introductory step toward an enhanced understanding of the ways in which youth embed meaning into digital media as they engage in programming-as-writing. Although coding has been researched within the context of computer science, the use of coding in multimodal composition should be explored as it relates to literacy practices.