No abstract

PurposeThe 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.Design/methodology/approachThe 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.FindingsAs 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.Research limitations/implicationsA 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.Practical implicationsAs 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.Social implicationsPreparing 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).Originality/valueThere 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.

Carrapateena is a copper-gold deposit hosted in a brecciated granite complex, located 460 km north of Adelaide, South Australia. The deposit will be mined by the sublevel cave mining method. The ore is located below 500 m of unmineralised rock cover with six horizontal domains of various rock strengths, and therefore, fragmentation characteristics. Preliminary testwork of two predominant cover domains has shown that they are likely to break up substantially compared to the ore being mined. Furthermore, the cover sequence hosts two groundwater units of varying permeability which will be intersected by the cave zone. This paper discusses the work in preparation for the mining of the deposit in late 2019, with a focus on: Understanding the orebody and cover sequence material. Methodologies to understand and manage water ingress into the cave zone. Methodology used for modelling of fines ingress. Discussion of cave marker placement, and techniques and their purpose. Methodologies to obtain the data required to inform safe draw control decisions during ramp-up and mining of the operation.

Newly qualified junior doctors experience ‘reality shock’ when they start work on the wards. This article describes the development of a nurse mentorship scheme which uses the skills and expertise of senior ward nurses to help them through this transition. It has proved to be both popular and successful.

Conflicted parental separation is associated with risks to safety and wellbeing for all family members. The Family Law DOORS (FL‐DOORS; Detection of Overall Risk Screen) is a standardized screening framework to assist identification, evaluation, and response to family safety risks. The FL‐DOORS has previously been validated in two large Australian samples (N = 6089) and found fit‐for‐purpose as an indicator of family violence and wellbeing risks in separated families. Now, using pilot data from a community mediation context, we examine its utility as a repeated measure for detecting change in safety and wellbeing over time. A pilot cohort of 67 parents engaged in a mediation service for parenting and/or property disputes completed the FL‐DOORS at intake (T1) and approximately 8 weeks later (T2). We assessed T1‐T2 change scores and correlations in change between variables and used MANOVA to determine if clusters of related scales discriminated change across time. Findings support the psychometric capacity of the FL‐DOORS for use as a repeated measure in risk monitoring. We also note possible effects of this early screening process for reducing risk prior to engagement in mediation input. We discuss implementation utility for family law services to monitor change in risk type and magnitude over time.