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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 paper aims to serve as an introduction to the scholarly study of L.M. Montgomery through a selection of annotated resources.

Items were located using library catalogs, databases, academic reviews, bibliographies, and online searches. Items were evaluated through inspection and consulting academic reviews.

The body of academic resources and scholarship on Montgomery studies continues to expand. Resources can be found in the form of print bibliographies, biographies, databases, collected essays, edited papers, monographs, periodicals, reference works, and web resources.

While other bibliographic lists of works by or about L.M. Montgomery exist, this resource guide provides a starting point for the scholarly study of Montgomery through a selective introduction and explanation of key secondary sources. This guide may also serve as a tool for building academic library collections.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this paper is to outline the SOURCES framework for teaching with primary sources and document why it is imperative that students utilize a variety of sources, as they become aware of the power of history and become more proficient at discussing, expressing, and persuasively defending opinions about various issues and topics from history. The focus of the inquiry investigations outlined is on the agentic power of women throughout the American history.

To initiate and cultivate historical thinking practices and working with primary sources with students at various levels of expertise, it is important to properly scaffold the learning process and allow opportunities for students to successfully build historical thinking skills. The lessons shared will demonstrate how teachers can enable students to interact with children’s literature, other resources, and to examine primary and secondary sources to think critically and historically.

Through the use of the SOURCES Framework, students are given the opportunity to learn about historical agents in an authentic manner and can find ways to serve as their own agents of change.

Students need to understand that civic participation is a necessity of our American democracy and that women from the past and today have been and are continuing to encourage the legacy of civic participation. These women deserve to be heard and should be learned about in our social studies classroom today. Framing an inquiry about the agentic powers of women, using the SOURCES Framework, will encourage authentic inquiry, corroboration with different sources before making assertions, and the construction of evidence-based narratives. Ultimately, this will also inspire students to be their own advocates in their world around them and become active members in our greater society.

This is an original piece that documents how students can think historically, utilize sources, and think about their own agentic abilities. The SOURCES Framework has been utilized in a variety of ways and has been tested in grades K-16.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Over the past decade, a variety of digital imaging projects have been carried out in archives, libraries, and museums. This paper discusses the difficulties in moving from a series of digital projects to a digitization program, and the ensuing transformation in thinking from digital objects to digital assets that needs to occur. It also discusses the problems archives and museums face in managing, preserving, and providing continuing access to these digital assets and potential models for their long‐term management.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.