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OUR theme in general this month is the personality of the librarian. One may say that librarians have a habit of discussing the recruitment of the profession, its pay and other factors in the personnel. And it is natural that they should have, because after all it is their life. The librarian as a man rarely figures at any length or in any detail in the books or magazines that we usually read. Lately, it is true, Mr. L. Stanley Jast has been contributing to a contemporary, The Library Review, some admirable all‐too‐brief articles on his memories of personalities and doings mainly in connection with the Library Association thirty or more years since. It is a pity that Mr. Jast cannot be persuaded to give these reminiscences at much greater length, and although it is possible that their main appeal is to the born librarian, yet for those who read as they run, they possess many things of quite living interest. In short, the librarian is bound to be interested in the librarian himself; that is human nature.

General and Historical Works, Nevins, Allan. The Gateway to History. Chicago: Quadrangle Books, 1963.

The purpose of this study is to identify latent classes of work values that influence the career choices of Korean workers through a person-centred approach. Because work values may be diverse in individuals, investigating the various combinations of those values will help understand individual's decisions to take, maintain and leave a job.

The authors used a total of 15,103 datasets collected at the national level in South Korea. Data were analyzed by using latent class analysis (LCA); a three-step approach was employed to address classification.

As the results of this study, Class 3, “seeking balanced work values rather than income,” presented the highest level of job satisfaction, whereas Class 1, “seeking job security and income,” exhibited the lowest.

Employing an assessment tool to identify the distinct combinations of work values that individuals possess and then providing them with appropriate training and development programs and customized Human Resource (HR) policies aligned with the classes will be essential tasks for HRD (Human Resource Development)/HRM (Human Resource Management) practitioners.

Organizations create knowledge by making sense of new stimuli with which they are constantly being bombarded with. Furthermore, the knowledge created is transmitted through the application of knowledge. Language facilitates the sharing of knowledge created. The meaning which is collectively created in an organization has evolved within relationships over a period of time. Meaning is a product of interaction and does not take place in isolation. An increase in relationships means exposure to different knowledge which results in an increase not only in knowing, but also in what is known. Knowledge is not isolated from that which the individual considers reality to be. There are many interpretations as to what constitutes reality. Knowledge of the world does not reflect an objective world, but an understanding of the world as it is experienced.

“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.