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One cynic has speculated that years hence people will look back and be forced to conclude that ‘money laundering was one of the greatest problems facing mankind towards the end of the second millennium’. This would be true of lawyers, politicians, economists, sociologists and many others who have sought to examine the problem, each from their own viewpoint. Yet, the persis‐tently non‐definable trend of globalisation has seemingly demonstrated that uni‐causal or uni‐disciplinary explanations of change in the international arena tend to yield unilateral perspectives on problems, solutions to which are subsequently limited in scope.

The purpose of this paper is to explore how the luxury accommodation experience is created by investigating the perceptions of the three main participant groups – managers, employees and guests – using case studies from New Zealand.

An interpretivist case-study methodology was used. Eighty-one participants were interviewed (27 managers, 27 employees and 27 guests) from six luxury properties. Thematic analysis was conducted to inform the results.

The key themes identified in creating the luxury accommodation experience are: setting the stage; the ethos of the property; performances of the actors; and co-creation between the participants. Using the themes identified, a conceptual model of the creation of the luxury accommodation experience has been formulated.

The conceptual model can be used to assist managers to deliver a more positive and memorable experience of their properties. Strategies to enhance the luxury accommodation experience include: training; standards of procedure; staff incentives; and the use of effective communication tools.

This study identified the three alternative perspectives of managers, employees and guests regarding how the luxury accommodation experience is created. The luxury accommodation sector contributes to the economies of a number of nations and therefore it is important to highlight how it can be maintained and improved.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

GUEST editor of this South African issue of THE LIBRARY WORLD is Hendrik M. Robinson, Director of Library Services, Transvaal Provincial Administration, Pretoria.

The purpose of this paper is to present an annotated bibliography of the new poetry volumes from the Poet's House 2008 Poetry Showcase.

The titles were selected from the Poet's House 2008 Poetry Showcase as titles that are both challenging and accessible.

This list provides the librarian and reader with a guide to collection development in poetry.

This is one of the few lists of its kind showcasing contemporary poetry.

This chapter introduces the tourism–disaster–conflict nexus through a comprehensive review of the contemporary social science literature. After reviewing conceptual definitions of tourism, disaster and conflict, the chapter explores various axes that link through this nexus. The linkages between tourism and disaster include tourism as a trigger or amplifier of disasters, the impacts of disasters on the tourism industry, tourism as a driver of disaster recovery and disaster risk reduction strategies in the tourism sector. Linkages between tourism and conflict include the idea that tourism can be a force for peace and stability, the niche status of danger zone or dark heritage tourism, the concept of phoenix tourism in post-conflict destination rebranding, tourism and cultural conflicts, and tourism’s conflicts over land and resources. Linkages between disaster and conflict include disasters as triggers or intensifiers of civil conflict, disaster diplomacy and conflict resolution, disaster capitalism, and gender-based violence and intra-household conflict in the wake of disasters. These are some of the conversations that organise this volume, and this introductory chapter ends with a summary of the chapters that follow.

Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues.

In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received interpretative phenomenological analysis.

Placement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth.

Ontology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated.

The UK Bachelor’s degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for higher education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development.