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The Government of Canada is adopting the pedagogical practice of Work Integrated Learning (WIL) to help youth develop the career ready skills needed to transition from school to work. As a result, colleges and universities are receiving funding to grow academic programs that link theoretical learning with practical work experience. However, there is limited research about the resources available to students with disabilities who engage in WIL. From an environmental scan of disability supports for WIL on 55 Canadian post-secondary institutions’ websites and survey results from WIL professionals we ask: Do post-secondary institutions in Canada help students with disabilities become career ready? The data reveals that 40% of schools have no reference to disability services for any career related activities and only 18% refer to disability supports for WIL. Survey respondents report they are not being trained nor have access to resources to support students with disabilities in WIL. The authors therefore recommend changes to public policy and resource allocation to ensure colleges and universities provide disability services for all WIL programs, train practitioners about career related disability management, and hire professionals who specialize in supporting students with disabilities in WIL.

The authors conducted an environmental scan of 55 Canadian post-secondary schools with a student population of 10,000 or more and identified services and resources publicly advertised online for students with disabilities in relation to employment and/or WIL activities. From this broad search, codes were developed based on general themes found in the recorded information, such as the location of information and the type of resources and services advertised for students with disabilities. During the environmental scan, the authors also collected names and emails of people listed as working in career and/or WIL departments who received an anonymous survey about their experiences working with students with disabilities.

As the Government of Canada expands WIL to improve labour market outcomes for youth, the research findings of the authors provide valuable evidence that post-secondary institutions are not supporting youth with disabilities to become career ready. Surprisingly, 40% of post-secondary institutions have no reference to disability supports for career related activities and only 18% reference supports available for engaging in WIL on their websites. In addition, WIL practitioners are not receiving the resources nor training to support this demographic to transition from school to work. This research can provide direction on resource allocation; specifically, the need for disability related supports and dedicated professionals for students who engage in WIL programs in higher education.

A limitation of the methodology in scanning public sites is that universities and colleges could have services or supports advertised on sites that can only be viewed by the faculty, staff and students from that school. Thus, it is possible that employment information for students with disabilities is available for those with login privileges. The authors attempted to mitigate this limitation by collecting survey responses about programs and services from WIL practitioners who work at the schools. The authors also did not measure marketing of services on social media platforms (e.g. Facebook, Instagram). Another limitation is that the WIL practitioner survey results are based on their perceptions. The sample size was not randomized, nor can the authors confirm it is a representative sample of all WIL practitioners in Canada.

As countries continue to grapple with how to deal with the intersectionality of disability on an already disadvantaged demographic in the labour market, they must ensure that students with disabilities have access to career ready activities while in school. The authors therefore recommend public policy and resource allocation, not only in Canada but at a global level, that ensures post-secondary institutions: (1) create disability management programs and resources for all WIL and career activities; (2) hire dedicated professionals who specialize in working with students with disabilities in WIL; and (3) provide mandatory training for WIL practitioners on how to support students with disabilities in programs that develop their career ready skills.

Preparing students with disabilities to be career ready when they graduate will benefit the Canadian economy. This wasted human capital not only negatively impacts a labour market with an aging demographic, it affects social service programs as Canadians with disabilities are one-third times more likely to live in poverty compared to Canadians without disabilities (Canadian Survey on Disability, 2017). The G20 report also stated that if employment rates for people with disabilities who are able to work were the same as for people without disabilities, economies around the world could increase their GDP by 3–7% (ILO and OECD, 2018).

There is no research in Canada to date that provides a national overview of the services in higher education advertised to support students with disabilities in WIL.

Employing the keyword extraction technique of Term Frequency – Inverse Document Frequency (TFIDF) on 39,487 descriptions posted on a University Co-op and Career on-line job board from May 1, 2013 to May 1, 2020, we report the keywords associated weights for the Big Five personality traits of Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism (reversed to indicate Emotional Stability) by job category. The results indicate that one third of job descriptions do not contain any keywords: even if employers are recruiting for particular personality traits, they are not necessarily referencing them in their job descriptions. For those job descriptions with TFIDF scores, Conscientiousness has the highest TFIDF score and Emotional Stability the smallest. Regression analysis indicates that categories more technical in nature, like engineering or business, score higher for “Openness”; Accounting scores highest for “Conscientiousness”; and people-facing roles in healthcare, veterinary care, childcare/teaching and administrative services score higher on “Agreeableness” and, to some extent, “Emotional stability.”

Looks at the first 100 years of Italian cinema examining its role in Italy’s recent history. Provides a bibliography of major film directors, Italian cinema sources, reference works, histories, themes, theory and criticism and articles in journals.

Precarious workers in academia represent most employees in higher education institutions (HEIs), and women and historically excluded groups are overrepresented in these positions, oppressed by intersecting inequities, such as sexism and racism. There is a need to comprehensively understand how precarity operates within academia from an intersectional perspective and how it oppresses marginalized and precarious workers.

Following the PRISMA guidelines, this paper systematically reviewed 22 articles that discuss academic precarity through an intersectional lens.

Studies have shown that (1) the uncertainty and insecurity in modern academia are driven by global forces and ongoing crises; (2) systemic intersectionality entrenched in HEIs influenced the shaping of their academic experiences and positionalities; and (3) intersectionality could be used as a reflexive tool to resist the precarious academy.

This paper is the first systematic review examining the intersectionality in precarious academia. By synthesizing articles highlighting precarity and intersectionality in academia, the paper contributes to theories of academic capitalism and intersectionality and offers comprehensive and critical implications for research and practice in higher education. This study illuminates how neoliberalism, global capitalism and intersecting inequities are deeply rooted in academia and how academic workers could challenge such issues.

The purpose of this paper is to analyze the phenomenon of makeup effect using numerical simulation and model experiments on seven different natural smoke extraction patterns of tall space. Airflow distribution and heat accumulation phenomenon in different cases are compared. The natural smoke exhaust system for tall spaces has many advantages, including low cost, no power and low maintenance cost. It is more advantageous than the mechanical type of exhaust. However, the internal air distribution is complicated since the large span spatial character. Effective and correct verification method is very important for the analysis of flow fields in tall spaces.

This study used fire dynamics simulator (FDS) software to simulate the fire scene. The model experiments are conducted to determine if the numerical simulation results are reasonable. A single-mirror Schlieren system, including an 838 (H) × 736 mm (W) square concave mirror, as well as the focal length of 3,100 mm was adopted to record the dynamic flow of hot gas. Six smokeless candles were burned in a 1/12.5 model in experiments to record the distribution of inflow, accumulation and outflow of airflow in the space. In addition, the thermocouple lines were mounted in the model for temperature measurement.

The results of numerical simulation and model experiments have proved that makeup air has a significant effect on the effectiveness of a natural smoke vent system. Larger areas of smoke vents will produce more heat accumulation phenomenon. In this study, the air inlet and vent installed on the same side have a better heat removal effect. Moreover, Schlieren photography technique is proved to be an accurate measurement method to record the dynamic flow of hot air immediately, directly and accurately. The dynamic flow behavior of hot gas in the model has been visualized in this paper.

At present, there is no examination method other than checking the smoke vent area to validate the effectiveness of a natural smoke vent system in Taiwan, as well as no requirements regarding the makeup inlet. The effect of makeup air in generating the effective push-pull phenomenon of airflow has been analyzed. In addition, the post-combustion hot gas distributions were visualized by using Schlieren photography technology in the model space, compared with the FDS simulation result and thermocouple recorded temperature. A verification method in the model experiments is established to determine if the numerical simulation results are reasonable.