This chapter explores the cultural value of the MGM Wizard of Oz as an artifact of queer culture. Using insights from personal discourses and queer theory, it appraises how The Wizard of Oz facilitates individual assimilation and celebrates nonnormative identities for generations of audiences. Through this lens, it highlights how tangible details manifested in the film musical transcend Baum’s original series of novels, facilitating both aesthetic and emotional assimilation for its audiences. Drawing on ideas of camp, the symbolism of Harburg and Arlen’s iconic “Over the Rainbow,” and the iconic performance delivered by Judy Garland, it considers how MGM’s The Wizard of Oz has become intertwined with public and personal symbolism surrounding modern queer identities.

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A review of literature pertaining to forensic entomology in the midwestern region of the United States was conducted, searching for the earliest articles up through publications from early 2020. Eight states are included in this region, containing a total of 161 publications. There were a large number of publications regarding biodiversity, insect arrival and colonization of carrion. While Illinois had the greatest number of publications with more than 40, Minnesota produced the fewest publications, with only five. This review highlights the need for further investigations in forensic entomology in this region of the United States. This article is categorized under: Forensic Anthropology > Time Since Death Estimation Crime Scene Investigation > Crime Scene Examination Forensic Biology > Forensic Entomology

The Youth Enjoy Science program at the University of Nebraska Medical Center has engaged American Indian/Alaska Native youth in mentored cancer research internships from 2017 to 2022. The primary purpose of this study was to examine mentor and mentee lived experiences of participation in Youth Enjoy Science research education internships and to provide insights that can inform mentorship practices in research education programs for American Indians/Alaska Natives. We conducted semi-structured interviews with current and former Youth Enjoy Science mentees (n=8) and mentors (n=8). Following a narrative inquiry research approach, we analyzed interview transcripts and collectively re-storied interview data. Participants described program characters, settings, problems, actions to address the problems identified, and resolutions that led to various recommendations for ways to raise contextual awareness between mentees and mentors.

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