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In 2015, a librarian (Jessica Blackwell) and a course instructor (Trevor Holmes) collaborated to offer experiential opportunities in the archive itself for a large introductory Women’s Studies class. Since then, students from six semesters of the course have worked with primary source materials from the library’s collections. This chapter is a description of practice rather than a formal study. The authors describe design elements from the course, public products of the assignment, and reflections based on observations over time, offering several ways for librarians with access to archival material to co-design assignments with instructors. In the assignment variations, students visit the archive to complete a short transcription or digitization task pre-selected to benefit both the learners’ research skills development and the wider research community. Final products go live online, benefiting the students and the global research community. Then, students link the experience to a course reading in a critically reflective paper. While initially the projects hold barriers for students, in formal and informal reflections they ultimately find it to be a rewarding learning experience. The authors contend that the assignment has significant elements of experiential learning and high-impact practices.

To transform donations “in kind” into cash, charities of all sizes use auctions and raffles. Despite this, neither the theory nor the practice of efficient fund-raising – and, in particular, charity auctions – has received sufficient attention from economists, especially the fact that participation in fund-raisers is endogenous. We describe, in detail, the design and implementation of an experiment to examine 15 charity auction mechanisms. While some of the mechanisms have already received attention from both theorists and empiricists, ours is the first comprehensive examination of all existing mechanisms and the first to explore the potential of a few new formats. Our analysis focuses on participation differences among the formats and how theory and supplemental survey data can help explain some of these differences.

The purpose of this paper is to set out the similarities and differences between the legal frameworks for safeguarding children and adults. It presents the case for developing a Transitional Safeguarding approach to create an integrated paradigm for safeguarding young people that better meets their developmental needs and better reflects the nature of harms young people face.

This paper draws on the key principles of the Children Act 1989 and the Care Act 2014 and discusses their similarities and differences. It then introduces two approaches to safeguarding: Making Safeguarding Personal (MSP); and transitional safeguarding; that can inform safeguarding work with young people. Other legal frameworks that influence safeguarding practices, such as the Mental Capacity Act 2005 and the Human Rights Act 1998, are also discussed.

Safeguarding practice still operates within a child/adult binary; neither safeguarding system adequately meets the needs of young people. Transitional Safeguarding advocates an approach to working with young people that is relational, developmental and contextual. MSP focuses on the wishes of the person at risk from abuse or neglect and their desired outcomes. This is also central to a Transitional Safeguarding approach, which is participative, evidence informed and promotes equalities, diversity and inclusion.

Building a case for developing MSP for young people means that local partnerships could create the type of service that best meets local needs, whilst ensuring their services are participative and responsive to the specific safeguarding needs of individual young people.

This paper promotes applying the principles of MSP to safeguarding practice with young people. It argues that the differences between the children and adult legislative frameworks are not so great that they would inhibit this approach to safeguarding young people.

In this article, I trace the slow evolution of the contemporary idea of “academic freedom” through two court cases of the early twentieth century. Unfortunately for academics, this history does not end with a ringing endorsement of the right of academics to speak freely without being afraid of losing their teaching jobs. Rather, the courts have tended to agree that while faculty do have freedom of speech under the first amendment, they do not necessarily have the right to keep their jobs no matter what they say. This chapter illustrates the court’s early validation of punishing the “free speech” of employees if it promotes a “bad tendency” in Patterson v. Colorado in 1907 and concludes with Oliver Wendell Holmes’ ruling in 1919 that introduces the concept of the “marketplace of ideas” to evaluate speech even though the defendants were convicted of espionage as they exercised their “freedom of speech.” For the educator, freedom of speech is essential in having the academic freedom to pursue their discipline.

In England in recent years, concerns have been raised about the proportion of time social workers and other frontline children's social care practitioners spend carrying out desk‐based, administrative activities. This article aims to report time use activity data from front line workers on the amount of time spent on different activities to support children in need (as defined by the 1989 Children Act).

The data were collected from a range of sources including focus groups, event records (diaries completed by practitioners) and online surveys.

The proportion of time spent on direct and indirect activities varies according to the types of process. Those associated with ongoing support have the highest proportion of direct activity, whereas those associated with decision making, especially if a one‐off activity, have the highest proportion of administrative activities. The greater the needs of the child, the more direct and indirect support was given, but there was some variation across social work teams. But the activities of social workers are interconnected, making it difficult to provide conclusive evidence, but the concern about the imbalance between direct work and administrative tasks seems justified.

The findings highlight the complexity of exploring how social workers spend their time and how the proportion of time spent on direct and indirect activities is determined by the needs and circumstances of children and their families.

Wider contextual practice issues are also explored including the recent increases in referrals to children's social care and the use of electronic recording systems.

The breakdown of the activities using the approach outlined in the article increases transparency in understanding how social workers spend their time.

This paper discusses the importance of the Six Sigma selection process, describes a Six Sigma project in a higher educational institution and presents a weighted scorecard approach for project selection.

A case study of the Six Sigma approach being used to improve student support at a university computer help desk was used. An error related to the timeliness of service was defined and improved over the course of the project.

The Six Sigma approach was useful for improving timely service, but a methodology for selecting the project was needed by the project leader. Using such a methodology would have ensured higher probability of project success.

This framework provides directions for selecting a Six Sigma project in a higher educational setting. The weighted scorecard method is presented and may be used for selecting a project which would likely be the most efficient use of time and resources.

While project selection methodologies have been published with regard to Six Sigma projects in business, this paper fills the need for selection criteria as they relate to higher educational settings.