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The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program.

Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser.

The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health.

The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.

Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with pre-existing problems who are pursuing university and the fact that emerging adulthood is a time of developmental vulnerability to social pressures. Other key factors include academic pressure, the financial burden of student debt, and increasing uncertainty around making a successful transition to the workplace. These pressures are often more pronounced for minority students – in particular ethnic and sexual minority students. Peer support and connectedness to school have been identified as key areas for building protective factors for positive mental health outcomes and lower rates of health-risk behaviors. Many higher education institutions also offer work-integrated learning programs (WIL) to help ease students’ financial burden and increase their level of employability. However, participation in WIL may impact on students’ academic and social support networks. For instance, programs in which students participate in off-campus work placements (i.e., cooperative education) can cause disruption in students’ connectedness to school and their perceived level of social support. This chapter examines the intensification of mental health problems on campus and explores the importance of sense of belonging and social support as protective factors. Furthermore, the chapter explores how WIL can both protect and hinder students’ mental health and wellbeing and examines current evidence for interventions that can help students prepare for their school-to-work transition.

The debate that entrepreneurship is an engine of economic development has been a long-standing one. The higher the level of entrepreneurial activities, the higher the economic development. However, this literature is contradictory or elusive in Sub-Saharan Africa. Entrepreneurial activities are high in Africa, but economic development is not. Using Global Entrepreneurship Monitor (GEM, 2017) data, the chapter discusses some of the contradictory factors. Further data were collected from 60 businesses, 20 each from Cameroon, Nigeria and Uganda for more clarification in 2019. The results show that the economic development is solely measured in economic terms. Entrepreneurship in Africa operates in an embedded context quite different from that of developed nations. Africans are often only making do with the environment in which they find themselves; thus, entrepreneurship in Africa should not be seen as unproductive considering the context and motives of the entrepreneurs.

Strategies to enable alternative urban food systems cannot be developed alone by those involved with the production and distribution aspects of food systems. It is important for architects, landscape designers and planners to be part of the process of conceiving and implementing innovative food-system thinking. Environmentally focused building standards and models for sustainable communities can easily incorporate farmers' markets, greenhouses, edible landscapes, permeable paving, green roofs, community gardens, and permaculture and other food-related strategies that complement energy generation and conservation, green roofs, living walls, and other approaches that have been more commonly part of sustainable built-environment initiatives.

Recently, architecture faculty and students at Ryerson University in Toronto and at a number of other universities have been exploring the intersection of these disciplines and interests. This paper will show how Ryerson tackled agricultural and food issues as design challenges in projects that included first-year community investigations, student-run design competitions, third-year studio projects and complex final-year thesis projects. These projects that dealt with food issues proved to be excellent entry points for addressing a range of design challenges including social inclusion, cultural context, community design and sustainable building practices.

This paper proposes a fully holistic framework of the “Knowledge Management Gap” to demonstrate the management gaps that might occur when implementing the knowledge management system.

The relevant literature is reviewed, and then the concept structure proposed.

This study identifies reasons for knowledge gaps and demonstrates several fundamental approaches to avoid them. Furthermore, corrective actions are proposed to enhance the success of the implementation of the knowledge management systems.

This study tries to explore the factors associated with knowledge management gaps. This research is an exploratory study, so the results are only propositions; hence an empirical survey should be carried out in the future.

This framework is expected to provide a convenient way to audit the knowledge management gaps, and thus enterprises can make corrections and adjustments accordingly to greatly enhance their chances of success, while implementing the knowledge management systems.

An innovated framework of “KM gaps” is proposed to fully illustrate the management gaps that might occur during the implementation of knowledge management. Furthermore, the actions to reduce the misfit between the capability and implementation of KM systems are also demonstrated.

The purpose of this study/paper is to present the design and implementation of a novel vending machine concept based on desktop-scale extrusion additive manufacturing (AM). Due to cost, access to AM technologies at academic institutions tends to be limited to upper-level courses to support project-based coursework. However, with the decreasing cost of desktop-scale AM technology, there is potential to improve student access to such technologies and provide more opportunities for AM education.

The authors present the design and implementation of an AM “vending machine” that is powered by desktop-scale extrusion-based AM systems. This system intends to provide students broad, unrestricted access to entry-level AM tools and promote informal learning opportunities.

Student users of the AM vending machine are found to be primarily engineering majors at various levels in their studies. Manufactured parts are evenly split between functional and decorative parts, though 75 per cent of students are creating their own designs rather than simply printing found design files.

Future work will focus on improving the system’s ease-of-maintenance, lowering the barrier to entry with a simpler user interface and establishing a method for better recording part and user information.

The interface of the AM vending machine lowers the barrier of entry into engaging with AM and places this emerging technology in a familiar and “safe” context. It provides students at various levels and disciplines the opportunity to fabricate parts for classroom and personal projects.

A “vending machine” system may have far-reaching implications for public access and use of AM. Such broad access has the potential to further educate and impassion the public about the potential of AM.

This work represents the creation and assessment of the world’s first AM vending machine.

THE monumental History of Criticism by Professor Saintsbury, and Mr. Hall Caine's lighter series of studies would be sufficient to put anyone on their guard against accepting as final many of the critical decisions of the important literary reviews. Mr. Caine's book particularly is a revelation of error and spite such as makes one wonder that anonymous literary criticism should be received with toleration by bookmen.