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The University of Auckland Library appointed a Digital Projects Librarian in 2001. There were a number of tasks that the librarian needed to do before major digitisation projects started in earnest. These tasks form the digitisation framework and encompass an inventory of projects, raising awareness, training and re‐skilling of staff, developing networks and collaborations, obtaining funding, instigating digitisation projects, enhancing the IT infrastructure, strategic planning and writing a digitisation policy. The policy sits at the centre of the framework and is an essential part of the structure. Each element is described in detail – what was done and what was learned from this. These practical experiences and the recommendations are aimed at helping all sizes and types of organisations to begin developing their own frameworks for digitisation.

This issue contains selected papers from the 2003 Annual LIANZA Conference held in Napier, Hawke's Bay, 7‐10 October 2003, plus one paper that was not. The title of the Conference was “Oceans of Opportunity”, with sessions aptly named: Seize the day, Exploring the depths, Netting the fish and Swimming with the sharks. The papers that make up this issue reflect these topics.

The purpose of this paper is to address the most urgent challenges that libraries face in the mass digitization of historical printed text: the unsatisfactory result of the conversion of scanned images to full featured electronic text by means of automated optical character recognition (OCR); the historical language barrier around 1850, caused by inadequacy of most existing lexica for historical language for OCR or post‐correction and a lack of institutional knowledge and expertise in libraries, museums and archives.

In the EC‐funded project IMPACT (Improving Access to Text), seven libraries, six research institutes and two private sector companies across Europe work together to address the challenges by the development of OCR software and technologies which exceed the accurateness of current state‐of‐the‐art software significantly. The IMPACT solutions focus on the entire process of recognition after the document leaves the scanner: Image processing, OCR processing (including use of dictionaries), OCR correction and Document formatting. IMPACT will also build capacity in mass digitization by sharing best practice and expertise with the cultural heritage communities in Europe.

Technical results will include toolkits for image enhancement and segmentation, an adaptive OCR engine and several prototypes of experimental OCR engines, computational lexica and several post‐correction modules including a web based collaborative correction system and a parser for structural metadata. Strategic tools include several decision support tools, guidelines, a web site with demonstrator platform, a training programme and ultimately, a sustainable Centre of Competence for mass digitization in Europe.

The IMPACT solutions will allow for the first time to transform large amounts of digitized historical texts into electronic text with a minimum of manual interference and a significantly improved accessibility for the user.

Counselor educators graduating from accredited doctoral programs complete training in counseling, supervision, teaching, research, scholarship, leadership, and advocacy. The purpose of this paper is to investigate the valued components of doctoral degree training in counselor education among new graduates.

Recent graduates in full-time counselor education positions were surveyed using the Delphi method to determine which aspects of their doctoral training best prepared them for their current positions.

The participants valued or desired training in teaching, research, supervision, and potential mentorship.

A serendipitous finding of the research was that mentorship, which was not a deliberate training feature, was highly valued by new counselor educators. Further research on which mentorship styles are best suited for counselor educator training is necessary. Continued training in teaching, research, and supervision is also necessary.

Some form of mentoring is desirable in counselor educator training programs to facilitate transition from year to year of doctoral study, as well as to assist transition from the role of student to faculty.

A desire to be mentored by faculty, specifically for students in counselor education doctoral programs, is revealed.

This course has made me observe the international business environment in a completely different light, and has made me think about whether a ‘win-win situation’ is ever possible in an international business context, where the organisations are involved in extremely complex supply chains. (Dianne from Estonia who studied in a UK business school)

Those local authorities in this country who have been carrying out extensive training courses for food handlers must, at this time of the year with annual estimates fresh in their minds, together with frequent exhortations for economy, give much thought to the ultimate results of their efforts. In order to proceed further with this analysis, it is necessary to divide the authorities into three main groups: (1) those that have had a comprehensive system embracing lectures to all types of food handlers in hotels, food shops, fishmongers, bakers and greengrocers, etc.; (2) those who are content with one or two public lectures, or those whose campaigns take the form of a Clean Food Week; and finally (3) those who have no organised training programme, do not intend to have one and rely entirely on visits by Health Officers to advise and enforce the necessary Acts and local bye‐laws. It is imperative that a system of regular and thorough inspection of these premises be carried out at least once every three months, irrespective of what type of auxiliary training and lectures are put into force. Those officers who have spent a great deal of time in taking these courses and lecturing have found that there are many people who will not ask questions in front of an audience and to these advice during inspection is of the utmost importance. Particular difficulties in relation to equipment and layout can often be solved on the premises which would not be possible at a lecture even if the food handler would put his questions forward at that time. In order to check improvements, division into the three groups above will assist in assessing the achievements in any training programme. The consensus of opinion among health authorities in this country shows that comprehensive training programmes do pay good dividends. Later inspections show that there are improved conditions in food shops and improved working relations between the food industry and the local health department and, most important of all, increased public interest in, and support for, the cleaner food ideal. This assessment has also been borne out by the experience of authorities in the United States of America. In one large city in Columbia, 70 per cent of the staff of the licensed restaurants had completed training courses and one was interested to learn that in the “ A” restaurants the Health Department had issued tabs to be attached to menus which read: “ Our dishes and utensils are sanitised; our employees are trained; our kitchen invites your inspection”. Of particular interest in this respect is the attention paid to catering at fairs, a very thorny problem in this country. The Missouri Division of Health have stated that, during the past four years, there has not been a single reported case of food poisoning and that this has been accomplished, not only by means of regulations, but with constant supervision and a mobile laboratory that follows the fairs. It also stresses the value of dispensable paper cups and dishes that obviate the necessity for washing and sterilising facilities, often most difficult to obtain with mobile fairs and peripatetic catering. In one county in Kansas courses are planned by the Public Health Department and the Adult Education Sections of the Schools. All food handlers are required to have a card saying that they have successfully completed the course and this card is valid for one year only and personnel must complete a refresher course before obtaining a new card. The rates of improvement vary considerably but in all authorities in the United States of America, where comprehensive programmes have been carried out over a few years, definite improvement has been found in food handling. This is not the only aspect that must be considered at the present time. The potentiality of highly trained staff is of the utmost value in case of emergency. This was demonstrated in the very serious flooding that occurred in Kansas inundating hundreds of houses and disorganising public services. This problem arose at very short notice and the fact stressed by the State Board of Health was that, although the crisis lasted from a period of weeks to several months, not a single case of disease was traced to water supplies or to food. These emergency measures are undoubtedly the most stringent test of public health organisation and of the efficiency of those who handle and distribute food. In such cases, there is never sufficient time to start any scheme of training, but, with skilled staff, the spate of illnesses, such as typhoid, dysentery, etc., that invariably accompanied such occurrences could be reduced, if not eliminated, where efficient schemes of training have been carried out. When assessing the value of food training courses in such an emergency, one is forced by present conditions to think again of how it will fit in with Civil Defence requirements. The experience of the last war showed that the task of feeding large numbers of evacuees is a tremendous problem. It is not sufficient merely to have stores of food at strategic points, but trained people must be available who can not only make the most use of the food, but will know how to reduce the incidence of food poisoning or transference of infection when dealing with communal feeding of this type. To the foregoing must be added the risk that power and fuel might be cut off and also other main services. Then washing and sterilisation of equipment would not be possible. Experienced workers in this sphere will, prior to such conditions, have plans in hand that will cover all these contingencies. It may be necessary to feed homeless exacuees, Civil Defence workers operating in devastated areas, and even distribute food for the remaining citizens in towns where normal services have ceased to exist. It is in these circumstances that the food handler who has had thorough training will be able to carry on, well knowing the risks and taking every precaution to avoid the spread of infection and consequent epidemics.

This paper explores issues raised during the development and implementation of a new multimedia learning experience, outlining the context to the research and focussing on the changing roles for teachers and learners in the light of evolving new technologies. A backdrop of successive government policies to widening participation is provided to show the current rationale for higher education institutions encouraging staff to move towards on‐line learning. At institution level, this paper discusses the potential issues in the classroom that arise by asking both staff and students to change from more traditional ways of learning. Then the second part of the paper details the teaching problem behind the “INCOTERMS challenge” and covers the development of the multimedia tool. The final section of the paper reviews the evaluation of the tool by the students and discusses the findings in relation to the issues raised in the literature review.

The aim of this research is to study the implications of the human resources management practices on corruption in humanitarian aid as the phenomenon is under-researched (Akbar & Vujic, 2014; Melo & Quinn, 2015) and considered to be a hot topic since the determinants of corruption from an individual perspective have been scarcely discussed in the non-profit sector (Epperly & Lee, 2015; Mohiuddin & Dulay, 2015).

This research adopts grounded theory as a method and builds upon long experience in the humanitarian aid sector to generate theory from field observations and from 30 interviews conducted with respondents working in humanitarian organisations. The data collected from interviews was compared to observations data, leading the way to validating and expanding the findings.

The findings of this study are related to human resources administration weaknesses which appear to be directly linked to corruption in humanitarian aid. These weaknesses include issues in relation to Terms of Reference and organisational charts, irregularities in staff selection procedures, the short-termism of contracts, poor talent management, a lack of ethics awareness and mismanaged cultural diversity.

This study suffers from a few limitations pertaining to the sensitivity of the context, confidentiality issues, retrospection in some cases and possible bias resulting from staff frustration. These were dealt with through ensuring interviewees' utmost anonymity in publishing the results and through cross-checking answers of respondents from within the same organisation.

This research proposes a corruption preventive model which serves as a tool driving better human resources practices in humanitarian aid, and highlights the dangerous impact of corruption and raises awareness among humanitarian aid managers and workers about the importance of preventing it so that more vulnerable people are reached and that the donated money fulfils its intended target. The chapter brings value to research on humanitarian aid as it considers the corruption phenomenon with new lenses; focusing on individuals rather than on systems thus opening new horizons of study away from the traditional stream of research on service delivery.

Considering the rising number of first generation college students (FGCSs), an increased number of first generation college graduates should be expected. Historically Black Colleges and Universities have long served as a landing place for these students. While research has focused on the barriers to access and persistence for this population, there has been little discussion about the FGCSs that attend college, obtain degrees, and go on to serve in their disciplines and contribute to their communities. Having been a FGCS, now serving as a tenure-track faculty member at a Historically Black institution, I have been compelled to explore and initiate a dialog regarding the experience of being, First, still. “It” does not end with degree completion.