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Alison Curtis, Joseph Matthews, Dan Haverkamp, Charles Farley, and James Michael offer their comments on the future of library automation from their perspective as vendors. This forum updates a similar symposium published four years earlier. When read in tandem, the 1985 forum and the 1989 version cover most of the same technologies (CD‐ROM, OPACs, gateways, but not expert systems and FAX) and issues (standards, co‐operation, money) but there is a difference. It is one of emphasis. In 1985 the emphasis seemed to be on the potential of new technologies to solve problems. Today the emphasis is more on the problems to be encountered and conquered if these technologies are to reach their real potential.

The automation process has a tendency to reveal strengths and weaknesses in a library, its management style, its organizational structure, and the abilities of its staff members. What are the educational and training requirements needed by professional librarians to manage effectively the automation process? This question is discussed by representatives of five major library vendors: Michel Ridgeway and Dean Gattone (Geac), Alison Curtis, (Utlas), Susan Olson (OCLC), James J. Michael (Data Research Associates), and Gene Robinson (CLSI). They stress the need for a solid foundation in management and communication skills, and a commitment to continuing education. Technology changes so rapidly that detailed knowledge of a current system is less important than knowing how to evaluate the capabilities of a future system.

The library, the vendor, and the consultant have their own roles to play in the RFP process. The library is responsible for identifying its objectives and needs. These must be clearly understood and stated. The vendor's responsibility is to develop a creative solution to the library's particular needs, based on the information provided in the RFP and the functionality currently available. The responsibility of the consultant is essentially to educate. In order to get the system it needs, the library must not abdicate from the decision‐making process. The RFP is only one step in the process of locating a vendor and a system that meet the library's needs.

Currently, no research is available for behavioural investigative advisors’ to provide justifications to infer from the crime scene that an offender is a UK or non-UK national. The paper aims to discuss these issues.

Data were obtained from National Crime Agency and consisted of 651 stranger rapes, 434 UK nationals and 217 non-UK nationals. All cases were coded for 70 offence behaviour variables. χ² analyses were conducted to identify significant associations between offence behaviours and offender nationality. Significant associations were then entered into a logistic regression analysis to assess their combined predictive ability of offender nationality.

Analyses revealed 11 offence behaviours with significant associations to offender nationality: confidence, darkness, offender kisses victim, victim performs sex acts, requests sex acts, apologises, destroys forensics, block entry/exit, weapon – firearm, vaginal penetration – hands/fist/digital, and violence: minimal. From this, seven variables held predictive ability within the logistic regression, with five predicting the non-UK grouping and two the UK grouping.

Future research should test the distinctions between UK and non-UK national stranger rapists and explore the impact of length of residency.

Results indicated that on the whole UK and non-UK stranger rapists display similar behaviours, but there were some distinct behaviours within stranger rape crime scenes, particularly the use of firearms. The ability to use crime scene behaviours to narrow suspect pools by criminal conviction is only useful when police have access to full criminal histories. Unfortunately, the ability to access and search non-UK databases is not always possible. Therefore, this study may be the first step for BIAs to utilise in identifying the likely offender nationality, before using further models that narrow down to criminal history.

This is the first study to examine whether it is possible to differentiate stranger rapists nationality using their offence behaviours.

The aim of this paper is to document the operationalization of the OCAP^® principles in the context of the work of a medical anthropologist and Whapmagoostui First Nation (FN). The authors describe their recent collaboration with Whapmagoostui FN to digitize and transfer the research data archive to the community.

Beginning with a description of the data collection process from the late 1980s to early 1990s, this study describes recent efforts to digitize the research data archive and work with Whapmagoostui FN to develop a plan for access and safekeeping. The authors focus on the work required to implement the OCAP^® principles locally, including the need to address questions of ownership rights/transfer, information technology systems and community capacity.

This study describes the necessary work that is required to operationalize the OCAP^® principles on a local level, including obstacles to this work. This study also underscores how the process of OCAP^® implementation is distinct for each community and research context. Based on these considerations, the authors calls for increased resources and new legal mechanisms in support of achieving indigenous data sovereignty (IDSov) in FNs, Inuit and Métis communities across Canada.

To the best of the authors’ knowledge, this study makes an original contribution to the literature on IDSov. This study provides a valuable case study, illustrating how the OCAP^® principles can be operationalized in the context of a longstanding partnership between an academic researcher and an indigenous community.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.