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People with disability experience multidimensional inequalities, which heighten their vulnerability to climate change. An understanding of the vulnerability and adaptive capacity of people with disability can be gained through considering how they have fared during the types of events associated with climate change, such as droughts, floods, heat waves, hurricanes, and wildfires. A systematic review was conducted to identify factors associated with climate change vulnerability and adaptive capacity of people with disability. Papers were sourced from 12 electronic databases, the Google search engine, the websites of 21 organizations, and the reference lists of included papers; 34 papers (relating to 28 studies) met the selection criteria. Most studies were located in the United States, and almost half were focused on hurricane events. Factors contributing to vulnerability included personal factors (e.g., female gender, uncoupled or living alone, nonwhite ethnicity, and low income), environmental factors (commonly, limited practical support from government agencies and disability organizations), bodily impairments (cognitive impairments, hearing impairments, progression of impairments, relapse/exacerbation of symptoms, and thermoregulation difficulties), and activity limitations and participation restrictions (limited preparedness, difficulties with evacuation, and difficulties reassembling individual accommodations and repairing or replacing adaptive equipment). Factors relating to their adaptiv capacity included personal factors (e.g., formal education), environmental factors (practical support from mainstream organizations, disability organizations, family, and friends), and activities and participation (emergency planning, keeping an emergency pack, and seeking information). People with disability are vulnerable to climate change largely due to inequalities and their exclusion from adaptation and mitigation efforts.

Regional and remote Indigenous students are underrepresented in both higher education and vocational education and training. Enabling education courses are important in lifting participation rates and potentially in encouraging mobility between the sectors, yet there is a clear lack of evidence underpinning their development. This report provides an overview of the data collection and analysis activities undertaken via a research project funded by the National Centre for Student Equity in Higher Education. The project purpose was to explore current practices dealing with Indigenous enabling courses, particularly in the context of regional, dual-sector universities. In particular, the project examined how these programs vary by institution (and region) in terms of structure, mode and ethos of offering; and direct and indirect impacts of these initiatives on Indigenous student participation and attainment; with a view to designing a best practice framework and implementation statement. Through its focus on students accessing Indigenous and mainstream enabling education, the project focussed on range of equity groups including those of low socio-economic status (both school leaver and mature-age categories), regional and/or remote students, Indigenous students and students with disability.

The Air Force is seeking technology that will facilitate the requirements component of the Air Force Acquisition process. Collaboration in action is much more than the application of a technology, it is about transforming coordination, a relatively labor intensive activity, into collaboration--a rich and rigorous discussion forum that optimizes the decision making environment. The Integrated Requirement Support System (IRSS) applies technology to the requirement process through a personal computer software application of core functions. It would assist functional experts in developing, tracking, coordinating, and staffing key modernization planning documents (such as mission need statements, capstone requirements documents and operational requirements documents). Many functional communities contribute information to and draw information from these documents. Each community has its own focus; e.g., tactics and weapon system deployment, funding and contracting, environmental compatibility, supportability, human factors engineering, system safety, etc. It should be noted that the intent of the IRSS was not to enforce a single pattern of information across all organizations, but to permit sharing of information across unique requirement domains.