240 240 College & Research Libraries May 1998 The Role of Recruitment in Achieving Goals Related to Diversity Mark Winston One of our diversity-related goals is to broaden the number of perspec­ tives represented in academic library decision-making, administration, and library services. The research conducted in library and information science, as well as that conducted in numerous other disciplines, pro­ vides a basis for identifying those factors that have an impact on the decisions of individuals to choose a particular profession and/or profes­ sional specialty. This information should inform our recruitment strate­ gies, as we identify approaches that will prove effective in increasing the number of minority academic librarians, and thus help to achieve our goals related to diversity. lthough there are numerous ar­ ticulated reasons for making diversity issues a priority in academic libraries, one of the primary goals of diversity initiatives is to address the documented underrepres­ entation of ethnic minority professionals employed in college and university librar­ ies. By increasing the number of minor­ ity academic librarians, we will be able to broaden the number of perspectives represented in academic library decision- making, administration, and library ser­ vices. In addition, we will better reflect the multicultural community that is be­ ing served and offer an environment that is more open, receptive, and conducive to the success of all of those who use and are employed by academic libraries. However, to approach recruitment with­ out an adequate understanding of those factors that have been proven to affect career choices, we are doomed to continue the cycle of underrepresentation and to fall short of achieving our goals related to diversity. The research conducted in library and information science (LIS), as well as that conducted in numerous other disciplines, provides a basis for identifying those fac­ tors that have an impact on the decisions of individuals to choose a particular pro­ fession and/or professional specialty. In addition, this information should inform recruitment strategies as approaches are identified that will prove effective in in­ creasing the number of minority aca­ demic librarians. Many researchers have contributed to a body of literature that might be described as “recruitment theory,” which relates to the identification of those factors that have influenced the career choices of individuals in a broad range of professions, at various educational levels, and in a number of demographic cat­ egories. These categories include various Mark Winston is Assistant University Librarian and Assistant Professor in Odum Library at Valdosta State University; e-mail: mwinston@valdosta.edu. This article is based on the author’s upcoming book being published by Scarecrow Press. 240 mailto:mwinston@valdosta.edu Achieving Goals Related to Diversity 241 medical specialties,1 education majors and employees,2 counseling, school ad­ ministration, various LIS specialties, as well as high school, college, technical school, and graduate students, men and women, and members of minority groups.3 Despite the multiplicity of disci­ plines and career fields considered, many common themes emerge with regard to the relative importance of individuals, such as professors and teachers, par­ e n t s a n d o t h e r f a m i l y m e m b e r s , friends, and other role models, and ac­ tivities or other factors, such as inter­ esting academic courses and curricula, academic performance, work experience, expected salary and benefits, the desire to make a contribution, and ethnicity and gender, in the career decision-making process. The recruitment factors identi­ fied in the general literature correspond closely with those related to the recruit­ ment of librarians in general and in vari­ ous LIS specialties. The role of ethnicity and gender in career decision-making appears to be in dispute. One premise of this article is that what is known about the reasons why indi­ viduals have chosen their professional specialties provides a worthwhile basis for the development of recruitment strat­ egies because there are similarities be­ tween those who are currently employed in a given profession and those who are likely candidates for recruitment into that profession. This premise is valid based on the findings in the published research. In addition, career assessment instruments often are designed to measure the extent to which responses and preferences are similar to those of individuals in various professions and to those of individuals who are happy in their professions, based on the assumption that similar responses and preferences are likely to correlate with similar professional preferences. Recruitment Theory Numerous researchers have categorized the list of factors affecting the recruitment of individuals into professions in terms of either the individuals or the activities that affect career choices.4 The individu­ als who have an impact on the career de- cision-making process include: • family members;5 • friends and peers;6 • teachers;7 • counselors; 8 • other role models.9 The activities and other factors that influence this process include: • “interesting” academic courses and curricula;10 • “course grades;”11 • extracurricular activities;12 • work experience, including intern­ ships;13 • desire to make a contribution;14 • expected salary and benefits;15 • ethnicity; • gender. The published research provides some explanation for the factors that appear to be most important to those who are mak­ ing career decisions, as well as for the importance attached to those factors. The recruitment factors that have been rated most highly include teachers, interesting courses, grades, work experience, the desire to make a contribution, and ex­ pected salary and benefits. Other factors were not rated highly in some instances. For example, the impor­ tance of family members was indicated by young people selecting a career field, but this was not the case for older individuals. The role of ethnicity and gender in career decision-making appears to be in dispute. Some researchers have found that gender and ethnic background lead to differences in career choices for men and women16 and minorities and nonminorities; others have found that gender and ethnicity do not have such an effect.17 Although work experiences have a sig­ nificant role in the career decision-making http:effect.17 242 College & Research Libraries May 1998 process, extracurricular or “out-of-school activities” have not been rated highly by those making career decisions.18 Richard J. Noeth, Harold B. Engen, and Patricia E. Noeth provide a possible explanation for this lack of a high rating. “It is interesting to note that students [in their study] did not rate the extracurricular and nonschool experiences highly. Perhaps the positive components of these activities are difficult for students to abstract and relate to po­ tential career directions.”19 The recruitment factors identified in the general literature correspond closely to the list of factors related to the recruit­ ment of librarians in general and in vari­ ous LIS specialties, with regard to recruit­ ment factors related to the influence of role models, interesting courses, internship, or other related work experience, expected salary, and desire to make a contribution. The recent published literature regard­ ing those factors that may form the basis for LIS recruitment theory includes writ­ ings by Lois Buttlar and William Caynon,20 who present a relatively com­ prehensive list of factors affecting the re­ cruitment of minorities into the profes­ sion and the research of Kathleen de la Peña McCook and Paula Geist,21 which substantiates a number of the findings of Caynon and Buttlar, particularly in rela­ tion to issues of the importance of para­ professionals as potential future librar­ ians and the role of financial aid for LIS graduate students. In general, these fac­ tors have been identified as being appli­ cable in the recruitment of individuals into various specialties, including special librarianship and science librarianship. Other writings that add to this theoreti­ cal framework regarding LIS recruitment are those by Susan M. Vazakas and Camille Clark Wallin,22 Beth M. Paskoff,23 Lorene B. Brown,24 Phyllis J. Hudson,25 and Kathleen M. Heim and William E. Moen.26 Current recruitment theory indi­ cates that factors which cause individu­ als to accept recruitment into the library profession include: • personal desire to enter the profes­ sion of librarianship;27 • information provided by role mod­ els and/or the “influence of role mod­ els”28 on individuals to consider librari­ anship as a profession;29 • “availability of financial aid or scholarships;”30 • paraprofessional or student assis­ tant library positions held by individu­ als which, in turn, motivated them to con­ sider the profession;31 • appreciation for the work in which librarians are engaged, which has encour­ aged them to consider the information profession as a career;32 • appreciation for “the environment of library work;”33 • interest in entering “a service posi­ tion”34 or service profession; • availability of professional posi­ tions in the field of library and informa­ tion science;35 • image of the profession;36 • salaries paid to library and infor­ mation professionals.37 Implications for Practice Some specific observations of the LIS pro­ fession seem to become apparent based on what is known about recruitment theory. Many individuals who are seek­ ing or changing careers indicate that their interest in entering a service profession or the desire to make a contribution is an important factor in the decision-making process. This is important for all LIS re­ cruitment, but it is particularly important with regard to specialties such as busi­ ness librarianship, law, science, and en­ gineering librarianship—specialties in which individuals with either an interest in the discipline (an interest in business or chemistry, for example), an educational background or work experience in these areas, or some combination of interest and experience may be amenable to applying their expertise and/or interest in a disci­ pline within a profession that is service oriented. http:professionals.37 http:decisions.18 Achieving Goals Related to Diversity 243 There may be aspects of the work en­ vironment or professional responsibilities associated with other professions that are not appealing to those who have, for ex­ ample, less interest in focusing on the bottom line or on billable hours that are a part of the business world or the practice of law. Thus, LIS recruiters may have an advantage in encouraging these individu­ als to become librarians. Whether practitioners, library educators, or adjunct faculty in LIS programs, everyone should insist that LIS education be made relevant and attractive to students. The availability of positions in the spe­ cialty is another factor that appears to be a positive asset or “selling point” of the profession at present. The expanding numbers and types of positions in library and information science are likely to be an attractive inducement for those who are selecting a career field. The importance of “interesting” courses and academic curricula in the successful recruitment of librarians and other professionals should be of interest to everyone in library and information science. Whether practitioners, library educators, or adjunct faculty in LIS pro­ grams, everyone should insist that LIS education be made relevant and attrac­ tive to students. The quality and rigor of the education provided is key in ensur­ ing an informed and motivated cadre of new professionals. Certainly, the proliferation of under­ graduate courses in library and informa­ tion science is likely to play a key role in recruitment efforts by introducing under­ graduate students to issues related to in­ formation and the role of libraries in so­ ciety. A growing number of colleges and universities are offering such courses, in­ cluding institutions with ALA-accredited LIS programs. For example, “the number of undergraduate programs grew from four [ALA-accredited] schools in the fall of 1992 to eight in 1996, according to the 1997 Statistical Report, issued recently by the Association for Library and Informa­ tion Science Education (ALISE).”38 Be­ cause many undergraduate and gradu­ ate students have difficulty in selecting an academic major or a professional spe­ cialty and are uncertain about their ca­ reer options, it seems clear that many of these students have not considered li­ brarianship. Thus, their first impressions of the discipline and the profession are likely to play a pivotal role in their con­ sideration of librarianship as a career choice. In terms of issues related to salary and benefits, the LIS profession may offer less in terms of what we can promote for those we are attempting to interest in the pro­ fession. However, the research suggests that few individuals have been motivated to become librarians on the basis of an­ ticipated salary. However, recruitment efforts can highlight certain fringe ben­ efits generally associated with academic library work and work in academia. The issue of academia is addressed in greater detail below. The issue of image has been of concern for some time. It seems that those who understand what librarians do also are aware of both the importance of what they do and the key role they will con­ tinue to play, particularly with regard to information and information technology. To a certain extent, this article has ad­ dressed primarily undergraduate and graduate students, but the recruitment of librarians also must focus on those work­ ing in other professions. In many cases, these individuals may be dissatisfied with their current professions and thus may be open to recruitment strategies that high­ light the differences between the business world, for example, and librarianship, particularly in academia. Moreover, the academic environment itself may offer some of the benefits that individuals be­ lieve to be important in their professions/ 244 College & Research Libraries May 1998 work environments. However, the real­ ity is that most librarians of color work in public library settings. Certainly, this preponderance of librarians of color who choose to work in public libraries may be based on perceptions, accurate or other­ wise, of the nature of academia and aca­ demic library work. It seems that this preponderance of librarians of color who choose public libraries over aca­ demic libraries often is based on a sense that the minority librarian who wants to make a contribution to his or her community has more opportunities to do so in the public library, and more aggressive minority recruitment efforts in public libraries presumably reflect an appreciation for diversity, as well as opportunities for advancement in a “fairer” system. An understanding of these percep­ tions, to whatever degree they are accu­ rate, should help in defining recruitment strategies. For example, in attempting to recruit persons of color into academic li­ brarianship, it may be necessary to face the view that the ivory tower of academia is not welcoming. Thus, recruitment ef­ forts may need to be more aggressive and emphasize the institutional support (read administrative and widespread organiza­ tional support) for diverse perspectives. With the use of words such as institutional commitment and administrative or orga­ nizational commitment, the responsibility has been depersonalized (or objectified) to a certain extent. The intention is to do just the opposite. Institutional commitment is based on the personal commitment of in­ dividuals—library faculty, teaching fac­ ulty, and administrators. Although this commitment is necessary and important, it must be translated into actions that lead to successful recruitment (i.e., hiring, pro­ motion, and retention). Finally, it must be emphasized that academic librarians can and do make important contributions in their work with students, faculty, and other researchers, in general, and minor­ ity students, in particular. Recommendations A number of specific recommendations regarding the LIS profession seem to be apparent based on what is known about recruitment theory. Certainly, information on the importance of various factors in the recruitment of individuals into their professional specialties is useful to em­ ployers, library educators, practicing li­ brarians, and others who are interested in recruitment and in addressing issues of underrepresentation. Thus, this infor­ mation may make it easier to target those individuals who are the most likely can­ didates for recruitment based on a more complete understanding of the factors that influence their career decisions. In addition, it may be possible to undertake recruitment that leads to positive results if the profession can be “marketed” by highlighting its strengths with a focus on the desired population of potential new professionals. The issue of image has been of concern for some time. Obviously, further research is needed in order to better define the population of librarians in specialties where underrepresentation is particularly acute. The results of this research will define more fully those individuals who are working currently in these specialties and provide details on the specific criteria re­ lated to educational background, work experience, interests, and factors affect­ ing their recruitment that were significant in their choice of professional specialty. It seems apparent that the information on recruitment theory described in this article, as well as the results of subsequent research, should enhance the effectiveness of recruitment efforts that target those who have some combination of interest and experience in the specialties in which underrepresentation is of particular con­ cern. These recruitment efforts are likely to be most effective if particular selling Achieving Goals Related to Diversity 245 points of the profession are highlighted, including the service orientation of the pro­ fession, the professional opportunities and availability of positions, and the fringe benefits associated with working in aca­ demic libraries and in academia in general. The apparent perception that academia may not be a welcoming environment for minority librarians suggests that recruit­ ment efforts should be aggressive and should highlight organizational and ad­ ministrative support for diversity in gen­ eral, as well as for minority employees. These recruitment efforts are likely to be most effective if particular selling points of the profession are highlighted. For those who do not have a clear and complete picture of the role that librar­ ians play in academia and in society, ev­ ery opportunity should be taken to pro­ vide this type of information. Under­ graduate courses in library and informa­ tion science should be identified as—and used as— recruitment venues. When we instruct students in LIS courses, as well as in bibliographic instruction sessions and as guest lecturers in other courses, we are compelled to make the first im­ pression of the discipline and the profes­ sion one that is positive, intriguing, and informative. In terms of the importance of work experience and internships in students’ career choices, we are com­ pelled to increase internship opportuni­ ties and to encourage successful and promising library paraprofessionals to consider the profession. Conclusion Despite the standard aversion to evalu­ ating our efforts related to any aspects of diversity because of the connection made between evaluation and goal-setting and the concept of quotas, it is necessary to be able to establish goals and to evaluate success as our recruitment strategies are refined. Certainly, we are less apprehen­ sive about establishing goals and evalu­ ating success in relation to other aspects of academic library operations. And, the ability to define and measure success and to refine diversity recruitment efforts will be based, to a large extent, on the ability to evaluate the outcomes of our efforts. The importance of recruitment efforts related to diversity is based on the need to ensure that a broad range of perspec­ tives is represented in library decision- making, that library staff are representa­ tive of the community served, that they are sensitized to the needs of library users, and that equitable service is provided to minor­ ity students and other researchers. To this end, aggressive and informed recruitment efforts must be incorporated which reflect the institution’s commitment to creating, retaining, and promoting a diverse workforce and which reflect an under­ standing of the factors that are important to individuals as they select a profession. Notes 1. S. Redman et al, “Determinants of Career Choices among Women and Men Medical Stu­ dents and Interns,” Medical Education 28 (Sept. 1994): 361–71; Frederick S. Sierles, “Decline of U. S. Medical Student Career Choice of Psychiatry and What to Do about It,” American Journal of Psychiatry 152 (Oct. 1995): 1,416–26; Landy F. Sparr, “Recruitment of Academic Psychiatrists: Applicants’ Decision Factors,” Academic Psychiatry 16 (fall 1992): 141–46. 2. Jerry B. Davis, “A Look at Those Who Have Decided to Teach,” High School Journal 77 (Apr.–May 1994): 274–79; N. Ribak-Rosenthal, “Reasons Individuals Become School Adminis­ trators, School Counselors, and Teachers,” School Counselor 41 (Jan. 1994): 158–64. 3. Sabrina Hope King, “Why Did We Choose Teaching Careers and What Will Enable Us to Stay? Insights from One Cohort of the African American Teaching Pool,” Journal of Negro Educa­ tion 62 (fall 1993): 475–92. 246 College & Research Libraries May 1998 4. Maduakolam Ireh, Ernest Savage, and Larry O. Hatch, “Factors Influencing the Career Choices of Technical College Students,” Journal of Studies in Technical Careers 15 (1995): 115; Rich­ ard J. Noeth, Harold B. Engen, and Patricia E. Noeth, “Making Career Decisions: A Self-Report of Factors That Help High School Students,” Vocational Guidance Quarterly (June 1984): 242. 5. Noeth, Engen, and Noeth, “Making Career Decisions,” 244; Ireh, Savage, and Hatch, “Factors Influencing the Career Choices of Technical College Students,” 114, 120. 6. Judith D. Emmett and Carole W. Minor, “Career Decision-Making Factors in Gifted Young Adults,” Career Development Quarterly 41 (June 1993): 354; Noeth, Engen, and Noeth, “Making Career Decisions,” 245; Ireh, Savage, and Hatch, “Factors Influencing the Career Choices of Technical College Students,” 119. 7. Noeth, Engen, and Noeth, “Making Career Decisions,” 244–45. 8. Ibid., 244. 9. Ireh, Savage, and Hatch, “Factors Influencing the Career Choices of Technical College Students,” 119; Kermit R. Davis Jr., Hubert S. Field, and William F. Giles, “Recruiter– Applicant Differences in Perceptions of Extrinsic Rewards,” Journal of Employment Counseling 28 (Sept. 1991): 89; Sonia M. Goltz, “Recruiter Friendliness and Attraction to the Job: The Mediat­ ing Role of Inferences about the Organization,” Journal of Vocational Behavior 46 (Feb. 1995): 109– 18; Daniel B. Turban, “Factors Related to Job Acceptance Decisions of College Recruits,” Journal of Vocational Behavior 47 (Oct. 1995): 193–213. 10. Noeth, Engen, and Noeth, “Making Career Decisions,” 244; Ireh, Savage, and Hatch, “Factors Influencing the Career Choices of Technical College Students,” 119; Nancy B. Kaltreider, “Student Education and Recruitment into Psychiatry: A Synergistic Proposal,” Academic Psy­ chiatry 18 (fall 1994): 154–61. 11. Noeth, Engen, and Noeth, “Making Career Decisions,” 245. 12. Ibid., 244. 13. Davis, Field, and Giles, “Recruiter–Applicant Differences in Perceptions of Extrinsic Re­ wards,” 89. 14. Emmett and Minor, “Career Decision-Making Factors in Gifted Young Adults,” 358; Ed­ ward D. Bewayo, “What Employees Look for in First and Subsequent Employers,” Personnel (Apr. 1986): 54. 15. Ireh, Savage, and Hatch, “Factors Influencing the Career Choices of Technical College Students,” 119; William J. Kassler, “Why Medical Students Choose Primary Care Careers,” Aca­ demic Medicine 66 (Jan. 1991): 41–43; Emmett and Minor, “Career Decision-Making Factors in Gifted Young Adults,” 354. 16. Consuelo Arbona and Diane M. Novy, “Career Aspirations and Expectations of Black, Mexican American, and White Students,” Career Development Quarterly 39 (Mar. 1991): 238; Ireh, Savage, and Hatch, “Factors Influencing the Career Choices of Technical College Students,” 119. 17. Arbona and Novy, “Career Aspirations and Expectations of Black, Mexican American, and White Students,” 237-38; Noeth, Engen, and Noeth, “Making Career Decisions,” 246. 18. Noeth, Engen, and Noeth, “Making Career Decisions,” 244. 19. Ibid., 246. 20. Lois Buttlar and William Caynon, “Recruitment of Librarians into the Profession: The Minority Perspective,” Library & Information Science Research 14 (1992): 270–75. 21. Kathleen de la Peña McCook and Paula Geist, “Diversity Deferred: Where Are the Minor­ ity Librarians?” Library Journal 118 (Nov. 1993): 35–38. 22. Susan M. Vazakas and Camille Clark Wallin, “Where Are All the Science Librarians?” College & Research Libraries News 53 (Mar. 1992): 166–71. 23. Beth M. Paskoff, “Recruitment for Special Librarianship,” in Librarians for the New Millen­ nium, eds. William Moen and Kathleen Heim (Chicago: ALA Office for Library Personnel Re­ sources, 1988), 57-64. 24. Lorene B. Brown, “Recruiting Science Librarians,” in Librarians for the New Millennium, eds. William Moen and Kathleen Heim (Chicago: ALA Office for Library Personnel Resources, 1988), 65–71. 25. Phyllis J. Hudson, “Recruitment for Academic Librarianship,” in Librarians for the New Millennium, eds. William Moen and Kathleen Heim (Chicago: ALA Office for Library Personnel Resources, 1988), 72–82. 26. Kathleen M. Heim and William E. Moen, “Information Services Recruitment: The Chal­ lenge of Opportunity,” RQ 29 (summer 1990): 562–66. 27. Paskoff, “Recruitment for Special Librarianship,” 57; Buttlar and Caynon, Recruitment of Librarians into the Profession,” 272; Heim and Moen, “Information Services Recruitment,” 566. 28. Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 272. Achieving Goals Related to Diversity 247 29. Vazakas and Wallin, “Where Are All the Science Librarians?” 166; Hudson, “Recruitment for Academic Librarianship,” 79. 30. Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 272; Paskoff, “Re­ cruitment for Special Librarianship,” 60; McCook and Geist, “Diversity Deferred,” 36. 31. Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 272; Brown, “Re­ cruiting Science Librarians,” 69. 32. Paskoff, “Recruitment for Special Librarianship,” 58; Brown, “Recruiting Science Librar­ ians,” 69; Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 274. 33. Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 274. 34. Ibid.; Heim and Moen, “Information Services Recruitment,” 563. 35. Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 274; Brown, “Re­ cruiting Science Librarians,” 65. 36. Paskoff, “Recruitment for Special Librarianship,” 59; Buttlar and Caynon, “Recruitment of Librarians into the Profession,” 275. 37. Hudson, “Recruitment for Academic Librarianship,” 77; Buttlar and Caynon, “Recruit­ ment of Librarians into the Profession,” 275; Brown, “Recruiting Science Librarians,” 68. 38. Evelyn H. Daniel and Jerry D. Saye, eds. 1997 Statistical Report on Library and Information Science (LIS) Education (Arlington, Va.: Association for Library and Information Science Educa­ tion, 1997); available: http://www.alise.org/nr_stat.html. http://www.alise.org/nr_stat.html << /ASCII85EncodePages false /AllowTransparency false /AutoPositionEPSFiles true /AutoRotatePages /All /Binding /Left /CalGrayProfile (Dot Gain 20%) /CalRGBProfile (sRGB IEC61966-2.1) /CalCMYKProfile (U.S. Web Coated \050SWOP\051 v2) /sRGBProfile (sRGB IEC61966-2.1) /CannotEmbedFontPolicy /Warning /CompatibilityLevel 1.3 /CompressObjects /Tags /CompressPages true /ConvertImagesToIndexed true /PassThroughJPEGImages true /CreateJobTicket false /DefaultRenderingIntent /Default /DetectBlends true /DetectCurves 0.0000 /ColorConversionStrategy /CMYK /DoThumbnails false /EmbedAllFonts true /EmbedOpenType false /ParseICCProfilesInComments true /EmbedJobOptions true /DSCReportingLevel 0 /EmitDSCWarnings false /EndPage -1 /ImageMemory 1048576 /LockDistillerParams false /MaxSubsetPct 1 /Optimize true /OPM 1 /ParseDSCComments true /ParseDSCCommentsForDocInfo true /PreserveCopyPage true /PreserveDICMYKValues true /PreserveEPSInfo true /PreserveFlatness false /PreserveHalftoneInfo true /PreserveOPIComments false /PreserveOverprintSettings true /StartPage 1 /SubsetFonts false /TransferFunctionInfo /Apply /UCRandBGInfo /Preserve /UsePrologue false /ColorSettingsFile () /AlwaysEmbed [ true ] /NeverEmbed [ true ] /AntiAliasColorImages false /CropColorImages false /ColorImageMinResolution 151 /ColorImageMinResolutionPolicy /OK /DownsampleColorImages true /ColorImageDownsampleType /Bicubic /ColorImageResolution 300 /ColorImageDepth -1 /ColorImageMinDownsampleDepth 1 /ColorImageDownsampleThreshold 1.10000 /EncodeColorImages true /ColorImageFilter /DCTEncode /AutoFilterColorImages true /ColorImageAutoFilterStrategy /JPEG /ColorACSImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /ColorImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /JPEG2000ColorACSImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /JPEG2000ColorImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /AntiAliasGrayImages false /CropGrayImages false /GrayImageMinResolution 151 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.10000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /GrayImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /JPEG2000GrayACSImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /JPEG2000GrayImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /AntiAliasMonoImages false /CropMonoImages false /MonoImageMinResolution 600 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.16667 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict << /K -1 >> /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False /CreateJDFFile false /Description << /ENU (IPC Print Services, Inc. Please use these settings with InDesign CS4 \(6.x\). These settings should work well for every type of job; B/W, Color or Spot Color. Contact Pre-press Helpdesk at prepress_helpdesk@ipcprintservices.com if you have questions or need customized settings.) >> /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ << /AsReaderSpreads false /CropImagesToFrames true /ErrorControl /WarnAndContinue /FlattenerIgnoreSpreadOverrides false /IncludeGuidesGrids false /IncludeNonPrinting false /IncludeSlug false /Namespace [ (Adobe) (InDesign) (4.0) ] /OmitPlacedBitmaps false /OmitPlacedEPS false /OmitPlacedPDF false /SimulateOverprint /Legacy >> << /AddBleedMarks true /AddColorBars false /AddCropMarks true /AddPageInfo true /AddRegMarks false /BleedOffset [ 9 9 9 9 ] /ConvertColors /ConvertToCMYK /DestinationProfileName (U.S. Web Coated \(SWOP\) v2) /DestinationProfileSelector /DocumentCMYK /Downsample16BitImages true /FlattenerPreset << /ClipComplexRegions true /ConvertStrokesToOutlines true /ConvertTextToOutlines true /GradientResolution 300 /LineArtTextResolution 1200 /PresetName ([High Resolution]) /PresetSelector /HighResolution /RasterVectorBalance 1 >> /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles true /MarksOffset 9 /MarksWeight 0.250000 /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (3.0) ] /PDFXOutputIntentProfileSelector /NA /PageMarksFile /RomanDefault /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> << /AllowImageBreaks true /AllowTableBreaks true /ExpandPage false /HonorBaseURL true /HonorRolloverEffect false /IgnoreHTMLPageBreaks false /IncludeHeaderFooter false /MarginOffset [ 0 0 0 0 ] /MetadataAuthor () /MetadataKeywords () /MetadataSubject () /MetadataTitle () /MetricPageSize [ 0 0 ] /MetricUnit /inch /MobileCompatible 0 /Namespace [ (Adobe) (GoLive) (8.0) ] /OpenZoomToHTMLFontSize false /PageOrientation /Portrait /RemoveBackground false /ShrinkContent true /TreatColorsAs /MainMonitorColors /UseEmbeddedProfiles false /UseHTMLTitleAsMetadata true >> ] >> setdistillerparams << /HWResolution [2400 2400] /PageSize [612.000 792.000] >> setpagedevice