 Hi folks, this is Larry Teg, Assistant Dean at the University of Tennessee Health Science Center. And what we're going to do this afternoon is we're going to provide a recording, a re-recording of a presentation that we recently provided for the USETDA conference in Cleveland, Ohio for this year, 2022. And the title of this is Using Previously Published or To Be Published Content in LaTeX or for a word electronic thesis or dissertation. The authors of this are Shirley Hancock, our review manager, and Kelsey North, one of our graduate students, and myself. I want to share my screen with everyone. One thing I want to do is introduce you to a document that we have developed for student use relative to including previously published or to be published information in an appendices of an ETD. Now the first thing we want to talk about relative to this is where it all came from. This actually came from some research that we were doing on looking to see how other universities were including previously published items in their manuscripts. The first thing we noticed in this research is that most universities, if not all universities, were including this type of content in the body or chapters of an ETD. Shirley and I had talked about this at some length previously and then we later presented this to our electronic thesis and dissertation advisory committee for their advice and comment on possibly moving this information out of the body, which we really felt that it shouldn't be in the body, and that information in the body should be reserved for the student writing the ETD. And so in the process of doing this research and collecting information on what other universities were doing, we came across an article in the Virginia Tech ETD database that was very interesting. And I want to show you that right quick. When I scrolled through the table of contents and all of a sudden I came to chapter four. And the only thing in chapter four was an abstract. I thought, how weird, how is that possible to only have an abstract in a chapter? So I clicked on it, of course. And there was the abstract, sure enough, and it was just a regular abstract. And then all of a sudden I got to the next page and lo and behold, it's the full article that was pasted into this chapter. And I thought, well, how in the world did they do this? Well, I discovered by checking a little further that it was done with images. What they did is they collected the images from this was probably a PDF of this article. And they just put the images in here and I thought, man, that's a great idea. Let's think about that a while. So we brought that up to our committee and they agreed, man, that sounds like a great idea. Well, it turns out that there is an issue with it. I presented this previously to the US ETDA formatting group. And when I did, one of the folks from Bowling Green State University said, wait a minute, we can't do that. We have an accessibility problem with this type of material. And so we've been working with that since then in terms of that particular issue. But that's how this whole thing evolved. And I wanted you to kind of see where it came from. So that's what got us started in trying to put information into the appendices. And we were trying to put it into the appendices in the same way that Virginia Tech was actually including. And they're still doing this. And I've discovered since then, they're not the only university doing this. They're actually putting articles as images in other locations as well, other universities as well, which has an issue, as I said. Now, if you'll notice from from the authorship of this article, you'll notice there's one, two, three first authors. And there's one second author and one second authorship. That's what we're going to have to deal with a little bit. And we've kind of proposed, proposed something in terms of dealing with how we we currently say that an author must be a first or a second author in order to use the material directly in their manuscript. And we say here that students must be a first, a co-first or a second author in order to incorporate PPSPA into their ETD. If two others authors are designated as a co-first author, the student must be the third named to be considered as a second author. OK. Now, that would mean that whoever is being named as the second author really wouldn't be the second author. The way we're viewing is at the present time. But I think that's that's only reasonable to take that position. Now, as you might remember from the article, I won't bring it up again, but the actual mentor or the PI of that research was the last author that was listed in that group. So maybe maybe we should be just looking at the first two or three first authors that are not the primary investigator or the PI of themselves. And that's one issue that we will be discussing later, later as well. Now, of course, as far as the style is concerned, the style will be somewhat dependent upon the type of permission that we have that the student has for that documentation that's provided by the copyright holder or publisher. Now, if the author is a sole author, in other words, that the student has authored a manuscript, excuse me, or they have authored a book chapter all by themselves, they have a choice. They have the choice of placing that information in a chapter itself, or they can decide that they would rather have it in the appendices. Now, I think that as you can imagine, if there's a lot of tables or figures in that particular article that the student has, they would probably rather place it in the appendices rather than going through the trouble of formatting all that information into a body chapter. And that's absolutely permissible, whatever they would like to do in that particular case. Now, as far as including information in the appendices, it can be inserted as PDF, it can be inserted as a Word document or a flat file, which must be fully accessible. Well, if it must be fully accessible, the inserted PDF can be and our review manager is going to talk about this, can be actually converted into a Word type content that can be included in either a regular Word document or it can be included into a Latex document itself, since it's basically plain text or it can be or can be generated in the plain text. So flat files will work as well, just plain ASCII files will work just as well. But we want to try to make it fully accessible as much as we can. Now, the headings and the sections titles in a manuscript that has the appendices, inclusions will not show in the table of contents. So those those headings that are in the the PPSPA that in the appendices, they will not show in the table of contents nor will the tables or figures show in the list of tables or listed figures. It's totally independent information that is in the particular appendix holding that information. Now, if if they have included information in the body of the manuscript, whether it's a table or a figure, it will definitely or a header, for example, it will definitely show up in the normal table of contents and listed tables and listed figures. Now, the preface that we have, which Shirley is going to talk about shortly, is kind of lays the groundwork out for the document as a whole and how the this appendices information is actually going to be incorporated and how it's incorporated into the manuscript. Now, if an article would make the appendix title go over three lines, then what we ask to the student, name the appendix appendix a chapter two article rather than the full three lines, which is really excessive for the title. So that's kind of the only restriction. We give some examples of permission statements that we'll use and you have to understand that the full title is always available in the permission statement itself. And we give us some examples and this shows it that the copyright permission that's given and the way that the copyright holder gives that permission. Some of them will give permission to use the article as it's published. Some of them will say we can only use the preprint. Some will indicate that we can only use the last submitted item that was considered for publication. And so that house has to be considered when you craft your permission statement. And it's important, we think that you use the same language that the copyright holder uses when they give you the permission. Now, in the chapter body itself, there will be a footnote and the footnote goes down and gives a full permission statement and the full citation, including a link to that particular citation. And it will also include a link to the appendices or the appendix that actually contains that particular article. And we talk a little bit here about the type of information that needs to be included in the introduction to a chapter. This kind of sets the flow of the entire document up as you go through these introductions for each chapter. It kind of puts them in places where they really should be within the document. And then you come to the next section that's called a summary in a chapter. Now, this is a short summary. It's probably no more than three pages long. But it's not an abstract. I showed you an abstract in the article from Virginia Tech, but this is not an abstract. A summary is very different because it can contain links to references. It can contain links to images. And this is where it becomes very important relative to what's actually contained in the appendices of these particular types of articles. And you'll see that when Kelsey and Shirley present their information on those particular items. Here, we give some information about the call-outs. For example, if you're going to call out a figure that's in an appendices, it's going to be called out, for example, as appendix figure A.1C. And that would actually end in latex. And then in word, it would be figure A dash 1C. The dash in the period is the only thing different at this particular time. Now, if a student has written an article that hasn't not been accepted by the publisher, they may use that manuscript as a chapter, but they can only use it as a chapter if they obtain permission from the other authors. For example, if they're only a first author and there's other authors involved in order to use that material as a chapter. In fact, if they want to even use it in the appendix, they still have to have permission from those other authors before they can include it in their ETD. Now, concluding statement, I'll read this concluding statement because I think it's important. A presentation is described above for PPSPA relating to the ETD research which strengthened the ETD's integrity in presenting more clearly the student's work and contributions. It also will shorten the corresponding chapters in the body and allow them to focus on the relationship of this research and its findings to the overall objectives and specific aims of the dissertation. Now, what does this mean for everybody involved? And everybody involved, I'm talking about the student. I'm talking about the ETD reviewers and I'm talking about the scientific content reviewers. So it's going to shorten what the student has to do in terms of writing. In other words, just a summary is a very short summary. One or two or three pages is not much to write in the chapter body. That makes it very short. But it's very important that it actually relates everything that's most important for that particular item that's now back in the appendices. And those particular references now that will be in the chapter itself, they will show up in the references for the entire manuscript. Now, the references that go with the appendices item or the appendix item will only show at the end of that particular item that's in the appendix. OK. And that's the same as far as the tables and the figures as well. They only show at the end of the appendices manuscript, except for those that have been copied directly as images from the journal article and they show kind of where they're being first mentioned. Now, for the faculty on the committee, students committee, this becomes very important because if the information in the appendix has already been peer reviewed and accepted by a journal, there's no reason that a content reviewer in the committee needs to go over and entirely everything that's in that article. It's important that they read the summary and they look at the references to figures and tables that are in that summary. But beyond that, they really don't need to cover the entire article. And to have that in the body just to read it is would be a waste of their time as well as everybody else's because when Shirley starts her review process, then she doesn't have to review as much. She has to just look at basically what's being referred to in the summary and what's in the summary itself as far as formatting is concerned. And make sure everything's in place properly and in the appendix for that particular item. So with that, let me turn this over to Shirley and she's going to prevent, present the way that we include this information into Microsoft Word. We're using Microsoft Word to generate a particular manuscript. And then following that, Kelsey will show us how this works in latex. So let me stop sharing and Shirley, I'll let you share yours. Greetings. This presentation will demo the three ways students can include their multi-authored, previously published, submitted or prepared for submission articles, their PPSPA and the appendices of their ETDs using our word template. We'll see the Revizable Preface, the proposed organization of each PPSPA chapter and appendix, along with some of the red guidance instructions that I've added. And three sample approaches for inserting articles into appendices, depending on the type document approved by the copyright holder. So let's move right over to the ETD itself. We'll see that the preface comes early in the front matter. This is Revizable, as I mentioned. Readers don't normally stop to look at a preface. So we added a bold all caps note on PDF navigation, which is crucial for them moving around between the chapters and appendices. The navigation is dependent on Adobe Acrobat's use of quick keys for going to the next view. Back to the previously viewed screen. It's very easy to use both on Mac and PC with the control or alt key or the command key and a left arrow to go back or a right arrow to go forward. So the student will keep this note intact. They won't have to even think about it. It'll be in the template and there to use it. They will only have to revise the first two paragraphs. Paragraph one introduces the organization of the dissertation as a whole. And then the second paragraph immediately points out that there will be three chapters that will be tied to articles in the accompanying appendices, which present the entirety of an article itself. It points out how figures are referred to and they can see the links right here. If the reader chooses to check those out, they have the navigation tips right here and they can do that. Next, let's look at the table of contents. Here, chapters four, five and six, as we said, are those affected? By an accompanying article in the appendix. You see that we expect there will be three headings, usually. But sometimes a student might want to add some additional information beyond the summary and that's fine. But this will provide some coherence with all of these and we'll be sure that they have included what they need to include. Appendices also will have three headings. These, frankly, will probably remain pretty static for most students. And let's, without further ado, go to chapter four and see what it looks like. Right away, we see the title of the chapter is the title of the article or an abbreviated version of that. With a footnote after it going to the brief permission statement, that also indicates where the article comes from. In this case, it's reproduced from the publisher PDF, full citation information and an active link to the DOI, plus a link to the appendix. So let's just, at this point, take a look at that appendix. Here immediately in the title, there's a reference back to the appropriate chapter and then the article of the title or abbreviation thereof. And a note for the benefit of the reader, reminder of how to use those quick keys. This again, the student will not need to do very much with other than include the appropriate chapter and create a link back to it. Also, we're suggesting that they include a reference back to the preface in case the reader wants more details. Each appendix will have an introduction. The student might have some comments before the presentation of the article on the second page of the appendix. But for sure, they will again have this permission statement and full citation information. So if the reader so chooses, they could go to the DOI if that's appropriate. And now we're going to go back to the chapter. I'm on a PC. So what I'm doing is pressing alt and the back arrow to go immediately back to chapter four, which is pretty slick. Here's a note also in the chapter. Same type of thing that we had in the appendix. We don't want the reader to get frustrated with not remembering how to go back and forth and navigate. I'm going to point out this red text because currently our students who use Word do not use bookmarks and links. So in our training, we'll be teaching them how to do that because it's very easy to go back and add a bookmark, either for the appendix title or for a table or figure and then come back here and at the call out add a link to it. The introduction in the chapters will first serve as a bridge from the previous chapter and lead into how this relates to the whole of the ETD. Next they will give a formal introduction to the article and the appendix that it's in and also point to the coming summary of the article. And again, a reminder to them that the summary of the article is to be in their voice this time. So let's take a look at what that summary might look like. We expect it to only be one to three pages long, so very short. But definitely to include references to tables and figures back in the article. And you can see how that's done here. The conclusions tie the particular chapter and the concepts in the article back to the goals and aims of the ETD. So everything flows along smoothly. And at the end of the conclusions can point to the next chapter and show how it builds on this particular chapter. So let's go look at this appendix table. And you may remember that we said that this particular appendix is a PDF inserted as ping images. You can see that it's not the best quality of type, although if you increase the font size up here for visibility, it is readable. However, it is not accessible to readers for the visually impaired. So it's really not appropriate unless there's no other alternative way of inserting the material. And usually, I must say, there is another way that will be available. This is just to show you what we did in our text, our test. The link here is the page was bookmarked, so that's how we got back here. Now, as you can see, it's all very clean. Here's the references. They will not be in the LOR, the list of references for the ETD, however. The final headings are alternative text for tables and figures referenced in chapter four, because they're not visually acceptable, as accessible here for the visually impaired. So here's the figure reference and a link back to the figure in case the reader would like to go back there. And the red instructions here tell the student exactly what the text should include if it's going to be accessible for them to see in their mind. For them to see in their mind's eye what this figure looks like. And here's a reference for a table. They'll give the title of the table or figure and then the alt text. Copyright permission statement. Here's another ping image. But this will be the full permission statement received from the copyright holder showing exactly how the student may use this PPSPA content. So if they're going to actually modify a table or a figure to include in their chapter, that will also need to be indicated in this permission statement. It might be an image for open access permissions or it might be a formal statement of permission from the article, the authors of in submission or prepared for submission articles. The next example. Shows you that this article had a long title, so we will only require that they say that this appendix deals with a chapter five article because immediately here in the introduction, they will see the full article and you can see how long it is here. This one is the final submission copy reproduced with open access permission. The insertion was very easy. This in this case, the final submission copy was in word. The student did not know that I was going to request to be able to insert this in our sample or template here. So it looks exactly as he submitted it to the journal. If a student knew that they were going to do this, they of course could manipulate things a little bit differently before the insertion, but we don't ask that they do that because that would just take a little more time. And you can see that when it pulls in word actually does label these in the styling as heading one and heading to, but we don't want students to include those in such a way that they would pull into the table of contents because it would look really bad and really unprofessional to have two or three different styles in the table of contents. So that's a that's a NICS on putting in any effort to do that. They can just leave it right as it is. Very readable, very totally accessible, except for the figures of course, and they can come in here and if you can highlight text, you know that it's accessible so they can put the bookmark right there. Now, occasionally, there are some gaps in and white space in this particular method, but it's not too bad. And as I said, if the reader really the student really wanted to they could manipulate that just a little bit around where they have white spaces like this. Coming on down and we see that they have a supplementary file. And in the supplementary file, they have some figures and tables. That's not a problem. If you can refer to this, they just need to call it figure a be whatever whichever appendix, it's in, and then figure one hyphen s for supplementary of the three methods that I tested out. I don't mean the word article or it could be a flat file was by far the easiest I thought the third method illustrated in this appendix is to insert the publishers pre print PDF. This one needs a little more manipulation in word. What the student has to do is come at the bottom of this first page and insert a section break, then space down to the next page, insert a section break and then insert the article between them. The spews in word is insert object, and then as text, and immediately it spews in that PDF article. This is what it looks like, totally accessible, very readable. There are some little funky things like maybe not having a space between paragraphs but it's very clear where the paragraphs are because of the indentations. Again, we don't allow students to include these first and second level heads in their table of contents, even though they pull in that way and they just need to go in and unstyle them. Some of the images are a little oversized we don't worry about that either. And they are accessible. As you can see here I can highlight them if you can highlight anything in a document. It is going to be accessible to the readers for those who have are visually impaired. So of these three. I really prefer the inclusion of word inserted either as a flat file, including a word document or as a flat file. And Kelsey will describe how she inserted articles into a latex document. Kelsey I unshared my screen. I'm going to begin the PDF download from that was developed from our overly template. As you scroll through, you'll see we have the same preface. Again, it's going to show you how to navigate to and from the appendices and the figures that are referenced within the text itself. In the table of contents are going to mirror the word template that surely just went over. You're going to have a breakdown of the chapters that are going to reference previously published materials such as this example here as an introduction which is going to give you background information on the article and how it relates to the dissertation, a summary of the article itself and conclusions and if you notice all of these are clickable links to each one of the sections itself. As you go down again you're not going to have any figures or list of tables that do not show up within the text within the chapters but only are referring to the figures within the appendix. You're going to have figures that you put into the chapter itself, they would come up to the list of figures for a list of tables. Here is going to be a example for a previously published article. It's going to be reference figure a. If you just click on figure a. It jumps you to figure a. This will give you the full citation for this article and the link to the DOI. This will take you to the actual article as it's published online. If you click alt for control in the arrow key it will take you back to where you just came from. Within this introduction you're going to see there's going to be a breakdown of aims, this is going to be the aims that were sought to be established within the article itself. And then you are also going to have references these references are going to show up within the dissertation references. Other references that are left out of the chapter article are going to only be within the appendix in the article itself. As we go down, we're going to get to the summary. Within the summary you're going to have a breakdown of the figures and what each figure means. Each figure is going to have its call out, such as figure a one this is going to be figure one in appendix a. If you click on it, it takes you to the beginning of figure one. In this particular. In this particular example article, we're taking the article itself and reformatting it into the appendix. So you're going to have exactly how it is shown, either in the printed publisher manuscript, or online. But is good about this is that it is very quick, you can do this very very easily and put in a lot of data very quickly. However, there are some drawbacks the figures are a little bit smaller in the text are a little bit smaller to be incorporated into the overly template itself. Again, going to click Alt or control back. And take you back to where you once were all of these figures figure a three these are all going to take you to the exact figures themselves. And lastly, we have supplemental figure a point as one this is me means supplemental figure one and appendix a. If you click on this, this is going to take you to the supplemental figure. Since this is not published within the. It's published as supplemental figures PDF that you have to download in addition to the article itself. These are going to be entered and formatted into overly template. This is not going to be a PDF or PNG file inserted into overly, but rather, these images are going to be taken from that PDF you download and restarted reinserted and reformatted into overly itself so all of these are going to be accessible. We have a brief conclusion section, and this conclusion section is mainly going to focus on the dissertation as a whole, and what this article brings and then introducing the next chapter for chapter three, we're going to go a little bit differently all of this information the introduction. The publish the. I forgot to mention that the footnote here footnote is going to be after the article, the name or title of the article that is referencing and it's also going to be the title of the chapter. This footnote is going to reference what appendix this article is going to be in. So this is going to be a appendix be to go to appendix be. This is formatted a little bit differently from the article we just shot saw the article we just saw was going to be PDF templates that were taken online from the final published version of the article and inserted into overly itself and I'll show you a little bit about how we did that. This, however, is taking the final submitted version of the article. So I was accepted at the final submission, and all of the text is reinserted into overly itself. And then, when you get to the figures, all the figures are going to come after the text, but what is beneficial about this is that this figures are all going to take up an entire page they're going to be much larger and they're going to be much clearer to see for the audience. Moreover, all of this text is going to be accessible. However, this takes a little bit more time and a little bit more coding to do this, then the other version that we just saw. And then, lastly, we are going to have the publisher permissions and the publisher permission statement is going to be in the last section of each appendix. This is going to be taken directly from what was sent to you by the publisher and inserted into its own section of the appendix of figure a point three. This is going to be appendix a section three. This is going to come after the supplemental materials. I'm going to tell you exactly what format you need to insert into overly to be cooperating with the publisher agreement states. Next, I'm going to take you over to the overly template itself. What you're looking at here is the source code within overly. Something really important I want to show you is that these lines 59 and down. These are how we imported the PNG or the PDFs from previously published article. So you take one page and each page is inserted into the overly. What's interesting about this is that when you get to the figures right here, you can create create these hyper targets, these hyper targets are going to be labeled however you want to label them. And then you can reference these within the text. So I'm going to take you to the text now. Give it a second to load. This is an example of these hyper links. So from that hyper target that you defined. You can type in text bold font figure, this is going to just bold font the figure, and then hyper link. This hyper link coordinates with the hyper target, which you defined previously. And then in the second bracket you're going to put the clickable target link that will take you to that figure that you hyper targeted hyper linked. This is really important. When we get to appendix be within appendix be this is the one that we had to format specifically into overly so it can be accessible for the visually impaired. So here you have all of the text, all of this text is again going to have to be coded so you're going to have to take in any sort of symbols like the micro symbols and reformat them into the text. This section. If you think it not show up in the table of context, you're going to have to put this asterisk this asterisk is going to say it's going to be a new section yes but it is not going to show up into the table of contents. This is what I wanted to show you. So in order to format each figure, it doesn't actually take a lot of brain power or a lot of work. You can actually copy this code, and then insert the figure that you defined within the figures over here. So for this figure it's figure one pregnant alone figure five. And if you go down figure one pregnant on figure five is right here. You can add the caption, the label, as well as the hyper target right here. This hyper target is going to create a link that directly takes you to this full page figure that is embedded into the appendix of belief itself. Importantly, this is going to shave you save you look the students a lot of time and writing their dissertation because they don't have to format every single figure every single template into overly specifically for their school, but rather format it in a general sense. So it is a readable be included into the appendix in a way that represents the final submitted or final published version of their manuscript. And then simply reference it in their actual text the actual text is going to be very good because it is all going to be in their voice. And also, going to display everything they understood from that manuscript that they contributed to. I find to be very important in the dissertation process you're not just simply taking a manuscript and shoving it in there as chapter itself but you're describing what you did, why you did it, and how it contributes to an empty subject matter that you were filling with your scientific achievements. And with that, I will give the floor over to Dr take and stop my screen sharing. Thanks Kelsey. And thanks Charlie that was great. What we will do is this is I said before in the in the beginning of the introduction to all of this is this will be provided to the US CTA executive director, and he will post this in place of what was actually collected during the meeting itself. Now the only downside is that we do not have an audience with us today to actually ask us questions. As this concludes so what we will be doing is we'll be providing a link to a question form to all the attendees of this year's US CTA conference in Cleveland. With that, we're going to sign off. And we hope we get lots of questions from everyone because the more questions we have and the more comments we have, the better we can do it be at trying to actually improve on the methodology that we have created to this point. Thank you very much.