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Several risk factors have been identified in ongoing efforts by the US Department of Veterans Affairs (VA) to mitigate high rates of homelessness among veterans. To date, no studies have examined the relationship of rurality and distance to nearest VA facility to risk of homelessness. Due to challenges in accessing available services, the hypothesis was that rural-residing veterans are at greater risk for homelessness. The paper aims to discuss these issues.

The cohort consisted of veterans who had separated from the military between 2001 and 2011. The authors used a forwarding address provided by the service member at the time of separation from the military to determine rurality of residence and distance to care. The authors examined differences in the rate of homelessness within a year of a veteran’s first encounter with the VA following last military separation based on rurality and distance to the nearest VA facility using multivariable log-binomial regressions.

In the cohort of 708,318 veterans, 84.3 percent were determined to have a forwarding address in urban areas, 60.4 and 88.7 percent lived within 40 miles of the nearest VA medical center (VAMC), respectively. Veterans living in a rural area (RR=0.763; 95 percent CI=0.718-0.810) and those living between 20 and 40 miles (RR=0.893; 95 percent CI=0.846-0.943) and 40+ miles away from the nearest VAMC (RR=0.928; 95 percent CI=0.879-0.979) were at a lower risk for homelessness.

The unique data set allowed the authors to explore the relationship between geography and homelessness. These results are important to VA and national policy makers in understanding the risk factors for homelessness among veterans and planning interventions.

This chapter argues that Black women, despite their marginalization, should consider the radical possibilities inherent in their rise to become leaders. Here, we use an intersectional lens to explore leadership and address how identity, bias, invisibility, and disinvestment confront Black female leaders as they progress through childhood, adolescence, early career, and executive ranks. Ultimately, we offer recommendations relative to practice, for educational and work settings, research, and policy.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse groups is of much concern to educators. High school student-athletes are frequently thrust into the spotlight on topics related to race and racial identity, due to their hypervisibility and role as representatives of their schools. This chapter uses current events involving Black girl, high school, student-athletes to demonstrate how racialized and gendered experiences may shape how they understand themselves as well as their school and non-school environments. Further, this chapter includes a study that highlights the narratives of two Black female college athletes who, when prompted to discuss racialized and gendered experiences, shared stories that highlighted their primary and secondary educational experiences. These narratives identify school diversity and fitting in, and the coach as influencer as salient themes from the study. This illuminates the influence of early racialized encounters and the salience of those occurrences in shaping the way Black girls think about their own racial and gender identity development. In closing, this chapter calls on educators to prepare themselves to facilitate conversations about race through the use of equity audits, effective programming for Black girls, and a call for education advocates for Black girls in preK-12 environments.

Given the variety of a reference librarian's duties, it is difficult to measure the quality of his or her performance. In this article, Tom Carter describes the employee evaluation procedure used at an academic library, and explains the principles on which the method is based.

This article is a collaboration between an academic researcher and four older people who worked together on the evaluation of a pilot project in Gloucestershire, with the aim of ‘making care homes part of our community’. Against a background of increasing public participation in research, we explore the role of ‘community researcher’ and the experiences of those involved. The article starts with an overview of policy and practice developments in relation to public engagement in research. A description is provided of a research project that included recruiting and training ‘community researchers’ to carry out an evaluation of the Partnerships for Older People Project in Gloucestershire. The next section focuses on the experiences of the older people who carried out this role, including some of the benefits and challenges that were encountered. The article concludes with a discussion of the implications for delivering meaningful public engagement in service development and evaluation.