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Conflict styles are typically seen as a response to particular situations. By contrast, we argue that individual conflict styles may shape an employee's social environment, affecting the level of ongoing conflict and thus his or her experience of stress. Using data from a hospital‐affiliated clinical department, we find that those who use a more integrative style experience lower levels of task conflict, reducing relationship conflict, which reduces stress. Those who use a more dominating or avoiding style experience higher levels of task conflict, increasing relationship conflict and stress. We conclude that an employee's work environment is, in part, of his or her own making.

The papers in this volume look at security from a variety of viewpoints. Behind all the papers is the idea that security is important and that security can and should be improved. The papers ask some fairly fundamental questions and provide considerable food for thought. In this paper I am looking at the landscape and making an assumption that a change in culture as a result of better understanding of technology will result from increasing familiarity with technology and its limitations.

This paper examines three approaches to increasing awareness in an academic setting: a discussion session, a checklist and a web based tutorial. All three are found to be effective in raising motivation and understanding of security because they present the issues in an accessible, interesting way. The research for the paper was funded by the JISC Committee for Awareness, Liaison and Training as part of a project on the human and organisational issues associated with network security. http://litc.sbu.ac.uk/calt/

There are few people who would claim that a library is simply a collection of books. The concept of a library embodies an acquisitions policy, collection management, finding aids, disposal policy, a variety of services to readers, a lending policy and so on. Without these additional facets, a collection of books is just that and not a library. In the same way, a collection of digital documents, even if linked together via hypertext links is not an intranet (or any other sort of net for that matter), although much that has been delivered in the name of intranets is no more than a collection of digital documents.

The purpose of this paper is to show that the digital environment of the early twenty‐first century is forcing the information sciences to revisit practices and precepts built around paper and physical objects over centuries. The training of archivists, records managers, librarians and museum curators has had to accommodate this new reality. Often the response has been to superimpose a digital overlay on existing curricula. A few have taken a radical approach by scrutinising the fundamentals of the professions and the ontologies of the materials they handle.

The article explores a wide range of the issues exposed by this critique through critical analysis of ideas and published literature.

The authors challenge archive and records management educators to align their curricula with contemporary need and to recognise that partnership with other professionals, particularly in the area of technology, is essential.

The present generation owe it to future generations of archivists and records managers to ensure that the education that they get to prepare them for professional life is forward‐looking in the same way.

This paper aims to raise awareness of the educational needs of twenty‐first century archives and records professionals.