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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.

“Men make their own history,

but they do not make it just as they please;

they do not make it under circumstances chosen by themselves

but under circumstances directly encountered,

given and transmitted from the past.”

–Karl Marx

“Men make their own history,

but they do not make it just as they please;

they do not make it under circumstances chosen by themselves

but under circumstances directly encountered,

given and transmitted from the past.”

Over one dozen books have been written about historically black colleges and universities over the last 15 years. However, not one of the volumes published addresses this cohort of institutions from a global dimension. Each of the books ignores the reality that there are institutions of higher education populated by persons of African descent scattered around the globe. Equally, the emergent literature is silent on issues of racial stratification; consequently, treating black colleges as homogenous monoliths. This quiesance ignores the important tension of racial oppression/white supremacy, social stratification, and the persistent hegemony of power in societies with black populations. In this commencing chapter, there are two primary explorations: (1) the particularities of race and identity in black colleges in the United States, and (2) the nexus between race and culture in black colleges outside of the United States. In order to properly contextualize this diorama, it is imperative to examine the meaning of diaspora, the realities of racial stratification, and the ways in which hegemony can be unsettled and usurped.

The purpose of this chapter is to explore the continued need for librarians now and in the future to possess excellent interpersonal and intrapersonal skills and receive continual opportunities for their development. The chapter is designed to gather in-depth views on staff abilities and training through the eyes of the author and other senior-level academic library administrators. In-depth survey/interviews with follow up emails for clarification were used to collect data from four senior level academic library administrators. The way by which we hire, enculturate, and provide ongoing professional development and training related to interpersonal/intrapersonal abilities of librarians matters. While the former area has received quite a bit of attention it is the latter which has yet to be fully embraced and incorporated within many organizations. There is a greater potential for library administrators to improve the lives and quality of their staff by not just focusing on specific skills but rather taking a more holistic approach from the hiring process forward that gives greater weight to individual interpersonal and intrapersonal skills, the latter more specifically referring to the application of mindfulness in the library workplace. This chapter explores professional development of staff from a unique perspective. The librarian as a whole is considered implying the need for administrators to be more concerned about the happiness and growth of staff as individuals as opposed to being just library employees. This in turn could lead to dramatic improvements in library effectiveness within their respective institutions.

The purpose of this paper is to illustrate how setting goals and focusing on acquisition and achievement in life can lead to disappointment and misery, whereas focusing on the guidance of one's inner wisdom can lead to happiness and fulfilment.

The limitations and drawbacks of goal setting are outlined and case studies are provided to support this. Suggestions are provided for listening to one's intuition and allowing the Universe to direct one's life.

Both the author and a client are used as case studies that support the value of allowing intuition to be the guiding force in one's life. In both instances there is greater peace and satisfaction in life and the feeling that life is working out easily for both individuals.

This approach can be successfully used in any area of one's life and is valuable to people from all walks of life. However not everyone is willing to adopt this approach as it requires a willingness to let go of the desire to control one's life and in so doing, allow in what is really meant for us.

This training to date has been presented to open audiences, executives and entrepreneurs with good results. It is clear that these ideas could also be of value to those leading larger organisations and in other key roles of leadership.

These techniques originate from the author's study of “A Course in Miracles”. The author has adopted its teaching within her own work and this, she believes, to be original ‐ although there are other coaches who may support such thinking with their clients. This thinking is of value to anyone who wishes to reduce anxiety and stress, feel more fulfilled in life and improve their relationships – both professional and personal.

Lifelines (also referred to as critical infrastructure) are referred to here as the essential infrastructure and services that support the life of our community. In a disaster response and recovery situation, provision of Lifelines, is essential. New Zealand has several mechanisms to improve the responses of lifeline service providers in a disaster situation, including pre‐event planning and coordination groups and legislative provisions for timely response in an emergency. Currently, waste management is not formally included in either the coordination process or the legislative provisions for Lifelines. This paper aims to address whether or not waste management should be included in these.

Qualitative and semi‐qualitative matrix‐based assessments were used to determine the relative importance of provision of waste management services in a disaster‐recovery situation.

The paper argues that waste management should be included in Lifeline planning in New Zealand. Organisational complexity in the waste management system and the likely need to expand pre‐disaster waste management services to deal with large amounts of disaster generated waste, however, mean that inclusion in the legislative provisions for Lifeline service providers would be challenging.

The research context is specific to New Zealand; however, the general challenges, principles and overall approach and may be transferable to other jurisdictions.

Organisational and regulatory approaches recommended in this paper, if adopted, will help waste and emergency managers respond and recover more effectively in a disaster situation.

This paper is the first to attempt to examine in detail the importance of waste management on disaster recovery in New Zealand. The findings of the paper are of relevance to countries with similar organisational and legal structures.

This chapter connects Black women’s histories of educational leadership after emancipation to the need for creative leadership in academia now. This chapter focuses on ways in which nineteenth-century educator and activists Lucy Craft Laney and Frances Ellen Watkins Harper, among others, addressed challenges of race and gender and how their stories offer opportunities to consider current needs in higher education. Contrary to the freedom that academia is supposed to promote, topics in gender and ethnic studies may be challenged or restricted as part of liberal political agendas. Additionally, this chapter considers ways in which academia has been used to limit freedom for students and the need for innovative and creative ways to promote academic freedom in educational settings.

This chapter traces the early beginnings of schools and schooling in Aotearoa New Zealand. We have drawn on archival evidence to identify shifting tensions between Māori and missionary, between Church and State and between local and national priorities. Despite its relative size, the history of New Zealand’s schools highlights their complex and competing origins. This educational landscape has been marked by emerging concerns and unresolved tensions regarding entry standards, academic and professional training, recruitment, and the knowledge, skills and dispositions a teacher ought to possess. There has been little consensus about how teachers should be prepared and where this training ought to occur. The absence of any uniform understanding or agreement about the effective professional training and preparation of teachers has induced a level of bureaucratization as competing interests sought to control the work of teachers.

Child abuse is no longer something we must talk about in cautious tones. The creation of the National Committee for Prevention of Child Abuse and the launching of a national awareness campaign in 1984 has resulted in a welcome but typical media blitz which has raised our consciousness but given little in the way of a solution. Parents are turning to the library for materials to help them introduce the hereto‐fore unspeakable of child abuse to their children.