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To best serve LGBTQ+ students in an academic library, it is necessary to develop a list of best practices. While there is ample literature on the topic of the needs of LGBTQ+ students in academic libraries and how to address those needs, there is no readily accessible list of evidence-based best practices for general implementation. To address this need, the author identified an initial pool of 210 articles published in library journals between 2000 and 2022. Of those 210 articles, 109 articles met all conditions for further review. A total of 21 articles within the review pool contained specific recommendations for serving LGBTQ+ students. Those 21 articles were assessed, and their findings were compiled to create a list of evidence-based best practices for serving LGBTQ+ students in academic libraries.

Introduction: Assessment plays a significant role in managing a successful institutional repository (IR). This study combined the results of a faculty survey that measured faculty awareness of and participation in the IR of a single, state masters-granting institution with information regarding content type and downloads to draw conclusions regarding the composition and usage of the IR at this institution. Method: A survey was sent to 856 faculty members at Fort Hays State University (FHSU) that asked questions regarding awareness of the IR and participation in the IR demonstrated through deposit and access of materials. Statistics regarding content type and full-text downloads were collected from the repository platform. Collected data were compared with previous studies at other similar institutions to determine similitude or difference between this IR and other IRs at masters and baccalaureate institutions. Results & Discussion: Faculty awareness of and participation in the IR at FHSU is higher than that of other institutions, as shown in previous surveys, even though overall faculty participation remains low. The content of the IR is largely consistent with other similar institutions. Conclusion: The faculty survey combined with information regarding repository usage demonstrates that the FHSU Scholars Repository serves a different purpose for both faculty and users than designers envisioned. Efforts to force the IR to resemble that of a research institution may be misplaced. Further research on the content makeup of IRs at masters and baccalaureate institutions is needed to establish commonalities among smaller institutions.

Introduction: Assessment plays a significant role in managing a successful institutional repository (IR). This study combined the results of a faculty survey that measured faculty awareness of and participation in the IR of a single, state masters-granting institution with information regarding content type and downloads to draw conclusions regarding the composition and usage of the IR at this institution. Method: A survey was sent to 856 faculty members at Fort Hays State University (FHSU) that asked questions regarding awareness of the IR and participation in the IR demonstrated through deposit and access of materials. Statistics regarding content type and full-text downloads were collected from the repository platform. Collected data were compared with previous studies at other similar institutions to determine similitude or difference between this IR and other IRs at masters and baccalaureate institutions. Results & Discussion: Faculty awareness of and participation in the IR at FHSU is higher than that of other institutions, as shown in previous surveys, even though overall faculty participation remains low. The content of the IR is largely consistent with other similar institutions. Conclusion: The faculty survey combined with information regarding repository usage demonstrates that the FHSU Scholars Repository serves a different purpose for both faculty and users than designers envisioned. Efforts to force the IR to resemble that of a research institution may be misplaced. Further research on the content makeup of IRs at masters and baccalaureate institutions is needed to establish commonalities among smaller institutions.

Memories: The Crew of the USS Abner Read DD-526 captures the experiences of sailors who served aboard the USS Abner Read. Collected over the course of decade, this collection features more than 120 interviews with sailors who fought aboard the Abner Read during the War in the Pacific. First-hand accounts of life on the ship, the incident at Kiska, and the sinking of the ship during the Battle of Leyte Gulf all feature prominently in this edited volume. There are amusing anecdotes, mundane details, and graphic descriptions of the horrors of war. Though only in service for twenty-one months, the experiences aboard the USS Abner Read changed the lives of everyone who served on her.

Analog audio materials present unique preservation and access challenges for even the largest libraries. These challenges are magnified for smaller institutions where budgets, staffing, and equipment limit what can be achieved. Because in-house migration to digital of analog audio is often out of reach for smaller institutions, the choice is between finding the room in the budget to out-source a project, or sit by and watch important materials decay. Cost is the most significant barrier to audio migration. Audio preservation labs can charge hundreds or even thousands of dollars to migrate analog to digital. Top-tier audio preservation equipment is equally expensive. When faced with the decomposition of an oral history collection recorded on cassette tape, one library decided that where there was a will, there was a way. The College of Education One-Room Schoolhouse Oral History Collection consisted of 247 audio cassettes containing interviews with one-room school house teachers from 68 counties in Kansas. The cassette tapes in this collection were between 20-40 years old and generally inaccessible for research due to fear the tapes could be damaged during playback. This case study looks at how a single Digital Curation Librarian with no audio digitization experience migrated nearly 200 hours of audio to digital using a $40 audio converter from Amazon and a campus subscription to Adobe Audition. This case study covers the decision to digitize the collection, the digitization process including audio clean-up, metadata collection and creation, presentation of the collection in CONTENTdm, and final preservation of audio files. The project took 20 months to complete and resulted in significant lessons learned that have informed decisions regarding future audio conversion projects.

Military and veteran students face unique challenges when coming into an academic environment. Libraries can play a role in easing those transition challenges. Fort Hays State University is a comprehensive state teaching university. Roughly 6% of the student population, both on-campus and virtual, identifies as a currently serving military member or a veteran. The university as a whole is designated as a Military Friendly School and participates in the Department of Education 8 Keys to Veterans’ Success initiative. Forsyth Library supports these efforts through library-specific initiatives that help military and veteran students connect with academic resources and become acclimated to the academic environment. This paper outlines how Forsyth Library has taken specific steps to address the unique educational needs of military and veteran students, and shares ideas for working with various campus organizations involved in the military and veteran student community.

Analog audio materials present unique preservation and access challenges for even the largest libraries. These challenges are magnified for smaller institutions where budgets, staffing, and equipment limit what can be achieved. Because in-house migration to digital of analog audio is often out of reach for smaller institutions, the choice is between finding the room in the budget to out-source a project, or sit by and watch important materials decay. Cost is the most significant barrier to audio migration. Audio preservation labs can charge hundreds or even thousands of dollars to migrate analog to digital. Top-tier audio preservation equipment is equally expensive. When faced with the decomposition of an oral history collection recorded on cassette tape, one library decided that where there was a will, there was a way. The College of Education One-Room Schoolhouse Oral History Collection consisted of 247 audio cassettes containing interviews with one-room school house teachers from 68 counties in Kansas. The cassette tapes in this collection were between 20-40 years old and generally inaccessible for research due to fear the tapes could be damaged during playback. This case study looks at how a single Digital Curation Librarian with no audio digitization experience migrated nearly 200 hours of audio to digital using a $40 audio converter from Amazon and a campus subscription to Adobe Audition. This case study covers the decision to digitize the collection, the digitization process including audio clean-up, metadata collection and creation, presentation of the collection in CONTENTdm, and final preservation of audio files. The project took 20 months to complete and resulted in significant lessons learned that have informed decisions regarding future audio conversion projects.

Military and veteran students face unique challenges when coming into an academic environment. Libraries can play a role in easing those transition challenges. Fort Hays State University is a comprehensive state teaching university. Roughly 6% of the student population, both on-campus and virtual, identifies as a currently serving military member or a veteran. The university as a whole is designated as a Military Friendly School and participates in the Department of Education 8 Keys to Veterans’ Success initiative. Forsyth Library supports these efforts through library-specific initiatives that help military and veteran students connect with academic resources and become acclimated to the academic environment. This paper outlines how Forsyth Library has taken specific steps to address the unique educational needs of military and veteran students, and shares ideas for working with various campus organizations involved in the military and veteran student community.

This guide was developed to assist with the problems of organization and administration of girls' interscholastic sports programs. Guidelines are presented for the following: (a) a statement of basic principles, (b) a constitution, (c) league bylaws, (d) operating codes, (e) conduct of contests, (f) archery, (g) badminton, (h) basketball, (i) bowling, (j) fencing, (k) field hockey, (l) golf, (m) gymnastics, (n) softball, (o) swimming and diving, (p) tennis, (q) track and field, and (r) volleyball. An appendix consisting of emergency information and procedures, and sample forms for consent for treatment and classroom rosters are included. (JS)

As part of the Basic Citizenship Competencies Project, this guide is intended for parents and suggests ways to assess what they can do to help their children practice and develop competent civic behavior. The objective of the entire project is to assist educators, parents, and community leaders in identifying basics, clarifying goals, making assessments, and developing action plans related to citizenship education. The guide is designed to help parents consider the problem of promoting good citizenship in a systematic manner, using a common vocabulary and a common set of guiding principles. The guide defines citizenship as comprised of "the rights, responsibilities, and tasks associated with governing the various groups to which a person belongs." It also states that "citizenship education must involve learning and instruction directed to the development of citizen competence." Seven basic competencies are listed and discussed: acquiring and using information about political situations; assessing one's own involvement and stake in political situations; making thoughtful decisions regarding group governance and problems of citizenship; developing and using standards to make judgments; communicating ideas; cooperating and working with others to achieve mutual goals; and working with bureaucratic institutions in order to promote and protect one's interests and values. The document recommends that parents provide learning experiences at home offering practice in citizenship behavior. Two checklists are appended suggesting ways parents can promote citizenship education at home and helping them assess the quality of citizenship education in the school. (CK)

This K-12 handbook is designed for law and justice professionals who serve as resource persons and for classroom teachers in working with resource persons. The book consists of four parts. The introduction provides an overview, explains use of the handbook, presents information on using the community as a teaching resource, and provides a checklist for a classroom visit. Part II explains a variety of strategies designed to actively involve students. Strategies include case studies, mock trials, moot courts, brainstorming, dilemmas, surveys, police activities, and field trips. For each strategy, procedural guidelines, instructions for implementation, and several law-related examples are outlined. The third section includes activities for programs focusing on introduction to law, individual rights, criminal law, and civil law. The sections on individual law and civil law are broken down into the subcategories of freedom of speech, search and seizure, family law, and environmental law. The activities in both Parts II and III include 65 reproducible student handouts. Part IV suggests additional resources such as print materials for students, teachers, and resource persons; media kits; and filmstrips, games, and simulations. (KC)

This K-12 handbook is designed for law and justice professionals who serve as resource persons and for classroom teachers working with resource persons. The book is arranged in four parts. The introduction provides an overview, explains the use of the handbook, presents background for the teacher on using community resources, and offers practical teaching tips for resource persons. Part 2 explains a variety of strategies designed to involve students actively in the learning process. Strategies include case studies, mock trials, moot courts, pro se courts, brainstorming, dilemmas, games, police activities, and field trips. Classroom procedures, instructions for implementation, and several law-related activities targeted for various grade levels are outlined for each strategy. Part 3 contains activities for specific law-related content areas. Activities focus on introducing students to law, individual rights, criminal law, civil law, and civil court procedure. The sections on individual law and civil law are subdivided into categories of freedom of speech, freedom of press, freedom of religion, search and seizure, family law, consumer law, property law, environmental law, and torts. The activities in parts 2 and 3 include 78 reproducible student handouts. Part 4 suggests additional resources, including state and national law-related education programs, multimedia resources, games and software, print materials, and ERIC resources. (LP)

The objective of this study was to understand the conceptualisation and development of a novel way of providing end‐of‐life care in a Cottage Hospice setting, with a focus on the role of family carers and volunteers within this care model. A participatory action research design enabled a situational analysis, together with change processes. The study setting was a hospice in the South of England, and its network of wider associates in the local health economy. Participants were purposively sampled to provide relevant information. Data collection (2017–2018) included documents (e.g., meeting minutes) and interviews (individual and group) with external (e.g., GPs) and internal (e.g., staff, managers, volunteers, patients, family carers) stakeholders. These were followed by action cycles conducted by a core action group which explored issues related to family and young carers, the relationship between the main and Cottage Hospices and workforce engagement with the change process. Iterative, inductive, thematic analysis was followed by axial coding facilitated within NVivo. Twenty‐six individual and eight follow‐up interviews, two group interviews and five discrete action cycles were completed. At the core was a focus on disruption of the norm of professionally provided and mediated care, with three main themes: imagining the future of Cottage Hospice (growing demand, a home‐like space, innovative roles for families and volunteers); developing the role of family caregivers (making agreements, meeting needs, social inclusion and the ‘unknown’ expectations) and quality and safety issues (negative perceptions, personalised care and volunteer roles). Change was viewed as both a threat and an opportunity. Cottage Hospice represents the possibility of a truly new way of meeting the needs of dying people and their families, and could act as a template for progressive service developments elsewhere.

The objective of this study was to understand the conceptualisation and development of a novel way of providing end‐of‐life care in a Cottage Hospice setting, with a focus on the role of family carers and volunteers within this care model. A participatory action research design enabled a situational analysis, together with change processes. The study setting was a hospice in the South of England, and its network of wider associates in the local health economy. Participants were purposively sampled to provide relevant information. Data collection (2017–2018) included documents (e.g., meeting minutes) and interviews (individual and group) with external (e.g., GPs) and internal (e.g., staff, managers, volunteers, patients, family carers) stakeholders. These were followed by action cycles conducted by a core action group which explored issues related to family and young carers, the relationship between the main and Cottage Hospices and workforce engagement with the change process. Iterative, inductive, thematic analysis was followed by axial coding facilitated within NVivo. Twenty‐six individual and eight follow‐up interviews, two group interviews and five discrete action cycles were completed. At the core was a focus on disruption of the norm of professionally provided and mediated care, with three main themes: imagining the future of Cottage Hospice (growing demand, a home‐like space, innovative roles for families and volunteers); developing the role of family caregivers (making agreements, meeting needs, social inclusion and the ‘unknown’ expectations) and quality and safety issues (negative perceptions, personalised care and volunteer roles). Change was viewed as both a threat and an opportunity. Cottage Hospice represents the possibility of a truly new way of meeting the needs of dying people and their families, and could act as a template for progressive service developments elsewhere.

This study sought to assess the value of multiparametric magnetic resonance image (mp-MRI) in patients with a prostate cancer (PCa) Gleason score of 6 or less under consideration for or already in active surveillance and to determine the rate of upgrading by target biopsy. Three hundred and fifty-four consecutive men with an initial transrectal ultrasound-guided (TRUS) biopsy-confirmed PCa Gleason score of 6 or less under clinical consideration for or already in active surveillance underwent mp-MRI and were retrospectively reviewed. One hundred and nineteen of 354 patients had cancer-suspicious regions (CSRs) at mp-MRI. Each CSR was assigned a Prostate Imaging Reporting and Data System (PI-RADS) score based on PI-RADS v2. One hundred and eight of 119 patients underwent confirmatory imaging-guided biopsy for CSRs. Pathology results including Gleason score (GS) and percentage of specimens positive for PCa were recorded. Associations between PI-RADS scores and findings at target biopsy were evaluated using logistic regression. At target biopsy, 81 of 108 patients had PCa (75%). Among them, 77 patients had upgrading (22%, 77 of 354 patients). One hundred and forty-six CSRs in 108 patients had PI-RADS 3 n = 28, 4 n = 66, and 5 n = 52. The upgraded rate for each category of CSR was for PI-RADS 3 (5 of 28, 18%), 4 (47 of 66, 71%) and 5 (49 of 52, 94%). Using logistic regression analysis, differences in PI-RADS scores from 3 to 5 are significantly associated with the probability of disease upgrade (20%, 73%, and 96% for PI-RADS score of 3, 4, and 5, respectively). Adding mp-MRI to patients under consideration for or already in active surveillance helps to identify undiagnosed PCa of a higher GS or higher volume resulting in upgrading in 22%.

This study sought to assess the value of multiparametric magnetic resonance image (mp-MRI) in patients with a prostate cancer (PCa) Gleason score of 6 or less under consideration for or already in active surveillance and to determine the rate of upgrading by target biopsy. Three hundred and fifty-four consecutive men with an initial transrectal ultrasound-guided (TRUS) biopsy-confirmed PCa Gleason score of 6 or less under clinical consideration for or already in active surveillance underwent mp-MRI and were retrospectively reviewed. One hundred and nineteen of 354 patients had cancer-suspicious regions (CSRs) at mp-MRI. Each CSR was assigned a Prostate Imaging Reporting and Data System (PI-RADS) score based on PI-RADS v2. One hundred and eight of 119 patients underwent confirmatory imaging-guided biopsy for CSRs. Pathology results including Gleason score (GS) and percentage of specimens positive for PCa were recorded. Associations between PI-RADS scores and findings at target biopsy were evaluated using logistic regression. At target biopsy, 81 of 108 patients had PCa (75%). Among them, 77 patients had upgrading (22%, 77 of 354 patients). One hundred and forty-six CSRs in 108 patients had PI-RADS 3 n = 28, 4 n = 66, and 5 n = 52. The upgraded rate for each category of CSR was for PI-RADS 3 (5 of 28, 18%), 4 (47 of 66, 71%) and 5 (49 of 52, 94%). Using logistic regression analysis, differences in PI-RADS scores from 3 to 5 are significantly associated with the probability of disease upgrade (20%, 73%, and 96% for PI-RADS score of 3, 4, and 5, respectively). Adding mp-MRI to patients under consideration for or already in active surveillance helps to identify undiagnosed PCa of a higher GS or higher volume resulting in upgrading in 22%.