A spatially resolved, dynamic version of the Multimedia Urban Model (MUM) and the boundary layer forecast and air pollution transport model BLFMAPS were coupled to build Spatially Oriented MUM (SO-MUM), to estimate emissions and fate of POPs in an urban area on a 5 × 5 km(2) cell resolution. SO-MUM was used to back-calculate emissions from spatially resolved measured air concentrations of PCBs and PBDEs in Toronto, Canada. Estimated emissions of Σ(88)PCBs were 230 (40-480) kg y(-1), 280 (50-580) g y(-1) km(-2), or 90 (16-190) mg y(-1) capita(-1), and Σ(26)PBDEs were 28 (6-63) kg y(-1), 34 (7-77) g y(-1) km(-2), or 11 (2-25) mg y(-1) capita(-1). A mass inventory of penta- and octa-BDEs in Toronto was estimated to be 200 tonnes (90-1000 tonnes) or 80 (40-400) g capita(-1). Using this estimate and that of 440 (280-800) tonnes of PCBs, estimated emissions of Σ(88)PCBs and Σ(26)PBDEs per mass of chemical inventory in Toronto were 0.5 (0.05-1.6) and 0.1 (0.01-0.7) g y(-1) kg(-1), respectively. The results suggest annual emission rates of 0.04% and 0.01% from the mass inventories with downtown accounting for 30% and 16% of Toronto's chemical inventory and emissions of PCBs and PBDEs, respectively. Since total PBDE emissions are a function of mass inventory, which is proportional to building volume, we conclude that building volume can be used as a proxy to predict emissions. Per mass inventory emission rates were negatively related to vapor pressure within a compound class, but not consistently when considering all compound congeners.

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Purpose The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course. Design/methodology/approach The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates’ employability skills. The researchers compared the survey responses from the experimental and control groups. Findings Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students’ skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation. Practical implications The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op). Originality/value This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.

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