2004 was an interesting and fruitful year for ANLTC. In November, the organisation held its one hundredth event, a colloquium on the topic of continuing professional development. This event was well attended and also served as the forum for the announcement of the results of the ANLTC Library Assistant Award 2004, which was won by Petra Shurenhofer from University College Dublin. Petra plans to use the bursary to fund travel to Cambodia , where she will work as a volunteer for a number of weeks in the Hun Sen Library at the Royal University of Phnom Penh. Joint runners up were Louise Walsworth-Bell, National University of Ireland Maynooth, and Andrea Mullen, St. Angela's College, Sligo, a constituent college of National University of Ireland, Galway. While the Library Assistant Bursary has been in operation for some time, this year the committee explored the possibility of offering research funding to staff at librarian grade. This came into operation in 2005 and it is hoped to offer the two awards in alternate years.

ANLTC’s relevance to its members remains paramount in all its activities. A comprehensive survey of members and their training needs was carried out during the year. A summary of the survey results is included. The survey results will be extremely useful in our planning of the ANLTC programme and in highlighting issues relevant to training.

Following a request from the CONUL representative, at our 2004 Planning Meeting, the committee explored the issue of developing some form of formal certification for library assistants. This is quite a complex issue involving many players outside ANLTC. Information on types of certification currently available is included in this report.

In 2004 ANLTC offered 10 courses. Eight were one-day training courses, one was a two-day colloquium and one a one-day seminar on quality in the Library context. Both the seminar and the colloquium were open to non-ANLTC members and proved to be useful venues for an exchange of ideas with library colleagues outside ANLTC. A summary of the evaluations of these courses is included in this report. The ANLTC website www.anltc.ie was a useful tool for marketing our programme and also provided a diverse range of information about ANLTC activities.

Thanks to the members of the Committee who attended meetings, arranged and sometimes presented courses and also took on various other roles relating to ANLTC during the year. Their enthusiasm and dedication led to a very productive and creative 2004.

Helen Fallon

Chairperson

ANLTC Programme 2004: Evaluation Review

Introduction

During the 2004 calendar year 10 events were offered on the programme to ANLTC participant Libraries. 5 of the 10 events were held in the greater Dublin area and 2 of the events were run over two days.

The highlight of the programme this year was the holding of the 100^th ANLTC event, the Continuing Professional Development Colloquium, which was held 3^rd- 4^th November in the Castletroy Park Hotel in Limerick .

Programme 2004 comprised the following courses/seminars:

1. DDC 22 (UL) – ANLTC 91

2. Conflict Handling and Resolution (UCD) – ANLTC 92

3. Introduction to Subject Cataloguing using LCSH (TCD) – ANLTC 94

4. Reference Skills – (DCU) ANLTC 95

5. Managing Electronic Resources (NUIG) – ANLTC 97

6. Using Web Technology (DIT) – ANLTC 98

7. Supervisory Skills (NLI) – ANLTC 99

8. Continuing Professional Development Colloquium (UL) – ANLTC 100

9. Quality Measures (NUIM) – ANLTC 101

10. Reality of the Virtual Learning Environment (UU) – ANLTC 103

In total 222 people attended programme activities; of this 34 attended the Continuing Professional Development Colloquium and 188 attended the remaining courses. This represents an increase in course attendance of 57% on 2003.

For the purposes of the analysis the ANLTC 100 event has been excluded and evaluated separately. The graphs and data represented below relate to the standard programme comprising the remaining 9 courses/seminars.

1. Analysis Methodology

Out of 188 participants, 91% submitted an evaluation form, conversely only 9% did not respond. This represents a high response rate to the evaluation process.

	Numbers	%
Number of Responses	171	91%
Number of Participants	188

1.1 Participants were asked to respond to a number of questions under the following sections:-

§ Content and Design (6 questions)

§ Presentation (5 questions)

§ Venue and Administration (4 questions)

§ Overall Course Satisfaction (2 questions)

§ A number of open-ended questions.

1.2 The questions, apart from open-ended questions, required the participants to select from the following options:

§ Strongly Disagree

§ Disagree

§ Agree

§ Strongly Agree

1.3 Analysis was undertaken on the actual number of responses received from participants. The data on which this analysis is based is included in Appendix 1.

1.4 The following graphic depicts the percentage dispersion of responses to questions within sections with most of the questions concentrated on course Content and Design.

2. Overall Response to Programme

Overall it may be concluded that there is a high level of satisfaction both with the individual elements of the programme and the programme as a whole.

2.1 The following graph highlights this level of satisfaction as expressed by responding participants. In general, participants responded positively to all elements of the programme with the greatest levels of satisfaction recorded for Presentation. Overall course satisfaction was also high.

2.2 The majority of the responses fall in either the Agree or Strongly Agree category with it being the exception to Disagree or Strongly Disagree to the question posed.

2.3 Further analysis of the responses highlights a high degree of consistency within the ANLTC 2004 programme. The graph below provides an analysis of the Strongly Agree responses by course participants.

2.4 A review of the Agree response from participants is depicted in the graph below.

2.5 There is greater variation in the response pattern depicted in the Agree chart, however this may be explained by responses being biased to Strongly Agree thus depressing the percentage response to particular courses.

3. Analysis by Element

3.1 Content and Design

When Strongly Agree and Agree responses are totalled, there is 98% satisfaction with the Content and Design of courses. This area covers the overall content and format design and method of course delivery. This year all courses contained practical sessions and these were considered extremely useful. Practical sessions included practical online work, interactive groupwork, breakout sessions, role plays etc. As with last year’s programme the open questions reveal that time constraints curtailed practical sessions at a number of courses. Again the duration of some courses was commented upon with participants suggesting more courses (e.g. Supervisory Skills and Reference Skills) could be run over two days in order to provide maximum benefit

A very high 98% agree with the statement that “the course was relevant to my needs” and this is consistent across the entire programme. An analysis of the open question responses showed how valuable participants consider the availability of handouts and manuals to support the learning after course completion. A number of comments from a review of the open questions also suggested that interactive discussion sessions where participants learn from each other were particularly useful.

3.2 Presentation

This is consistently the highest scoring area in course satisfaction across the entire programme. Presenters are consistently seen to deliver high quality courses and to have “demonstrated good knowledge of their subject” (86% Strongly Agree).

Presenters are also seen to be open and responsive to questions by 100% of participants when Strongly Agree and Agree responses are combined. The use of audiovisual aids can be problematic and a dissatisfaction score of 6% is reported in this area.

When the Strongly Agree and Agree categories are combined there is an overall satisfaction score of 98%.

3.3 Venue and Administration

This area also scored a high satisfaction rate of 93%. This section covers pre event administration, the training facilities including equipment and catering supplied. The lowest level of satisfaction was recorded under this section for training room comfort with 17% disagreeing that the training room was comfortable. However, where facilities are identified as uncomfortable it does not appear to impact negatively on overall course satisfaction.

3.4 Overall Course Satisfaction

This category contained the following two statements:

· Overall the course met my objectives

· Overall I was satisfied with this course

97% either Agreed or Strongly Agreed with the first statement and 98% either Agreed or Strongly Agreed with the second statement, giving rise to an overall course satisfaction rating for the programme of 97%.

4. Ideas for Future Courses

In every evaluation participants are asked to make suggestions for future courses. These suggestions are reviewed and analysed by the Committee when it is planning future programmes. An analysis of suggestions from Programme 2004 reveals the following “Top 5” most frequently occurring suggestions:

1. Cataloguing and classification

2. Personal Development (including time management, assertiveness, conflict resolution etc.)

3. Developing online tutorials and modules for VLEs

4. Training the trainer

5. Web design and maintenance

Conclusion

It may be concluded the ANLTC Programme 2004 was evaluated as a success. Course content, design and administration are considered highly satisfactory. The presenters and facilitators are also considered to be consistently excellent. Noteworthy issues emerging from the analysis include:

§ The need to provide adequate supplementary materials and handouts wherever possible

§ Despite the increase in the number of two-day courses, course duration remains an issue particularly when the start and end times are dictated by travel arrangements

§ The need to provide adequate time for discussion and practical sessions

§ This year saw a real demand for specialist courses in cataloguing and classification. The two courses on these topics were very well attended and received

§ Skills-based courses (e.g. Supervisory, Reference, Web) remained popular and clearly there is an ongoing need for courses in these areas.

Miriam Corcoran

Programme Evaluator

Certification Schema

The following are details of certification schema. This is in response to a request from the CONUL representative, at the 2004 planning meeting, to explore the possibility of developing a certification scheme, along the lines of ECDL, for Library Assistants.

NQAI certification

The National Qualifications Authority of Ireland was set up in 2001 under the Qualifications (Education and Training) Act, 1999. It was tasked to do two things:

Establish and maintain a National Framework of Qualifications
Promote and facilitate access, transfer and progression

The framework was agreed in 2003 and the Act requires that the NQAI maintains the framework of qualifications based on standards of knowledge, skills and competencies. The NQAI has defined the National Framework of Qualifications to be “The single, nationally and internationally accepted entity through which all learning achievements may be measured and related to each other in a coherent way and which defines the relationship between all education and training awards”. The framework is based on ten levels at which there are one or more award types with each level indicating standards of knowledge, skills and competence.

The NQAI has determined policies and criteria for determining award types and the framework facilitates the recognition of learning outcomes. There are four classes of award types:

Major awards
Minor awards
Special purpose awards
Supplemental awards

Major awards range from Certificate at level 1 to Doctoral Degrees at level 10. The two awarding councils, FETAC and HETAC, along with the Universities and the DIT have been asked to implement the awards titles as agreed in the Framework.

FETAC (Further Education and Training Awards Council) is the national awarding body for all further education and training in Ireland which was established under the Qualifications Act 1999. FETAC generally makes awards previously made by four Irish awarding bodies namely, FAS, the National Council for Vocational Awards, the National Tourism and Certification Board and Teagasc. Awards at level 5 and below are made by FETAC.

HETAC (the Higher Education and Training Awards Council) was established under the Qualifications Act 1999. It is the qualifications awarding body for third-level education and training institutions outside the university sector other than the Dublin Institute of Technology. It is the legal successor to the National Council for Educational Awards (NCEA). Awards at levels 7-10 are made by HETAC, DIT and the Universities.

Minor awards provide recognition for learners who achieve a range of learning outcomes but not the total specific outcomes associated with major awards. A minor award is typically the smallest part of a major award e.g a module and awarding authorities may allocate credits to parts of an award as a way to recognize learning outcomes.

Special purpose awards are standalone and not linked to other awards and are typically made to meet specific narrowly focused learning outcomes for very specific purposes e.g The Safe Pass certificate in health and safety in the construction industry. A special purpose award has limited learning outcomes and may focus on a discrete set of skills.

Supplemental awards are for learning that is additional to a previous major or special purpose award and would typically relate to continuing professional development.

To implement FETAC or HETAC certification for ANLTC courses would be a very complex process. All those delivering training would have to be FETAC or HETAC accredited trainers. In addition all course material would have to be designed by accredited trainers and approved by FETAC/HETAC.

For further information on the above qualifications see: http://www.nqai.ie/en/

CILIP

CILIP (Chartered Institute of Library and Information Professionals) was formed in 2002 through the merger of the Institute of Information Scientists and the Library Association. Currently CILIP offers professional librarians the ability to gain chartered status and become a full member of CILIP (MCLIP) based on formal practice-based evidence and professional academic qualifications. Fellowship of CILIP (FCLIP) can be gained by demonstrating advanced professional skills which make an outstanding contribution to library practice.

CILIP is developing a new Framework of Qualifications to take effect in April 2005 which will offer new opportunities to gain recognition and appropriate qualifications. The framework will introduce a certification scheme for Affiliated Members and a revalidation scheme for Chartered Members which will complement and enhance existing member and fellowship schemes. New forms of access to membership will be provided for paraprofessional staff and a certification scheme for library assistants in recognition of their contribution to library and information work. CILIP offers greater flexibility through the new framework with a much broader range of courses and previous library and information work being recognized. The CILIP certification process involves a support network offering advice and guidance, a mentoring scheme whereby candidates can locate a suitable mentor, training events, portfolio preparation and the production of a Personal Development Plan. Each application is assessed by two members of the CILIP panel and successful candidates receive a certificate from the Chartership Board along with the right to use ACLIP after their name.

The CILIP Roadshow on the Framework of Qualifications will visit Dublin on 30^th September 2005

For further information see: http://www.cilip.org.uk/default.cilip

3. CERTIDoc

CERTIDoc is a European Union supported project involving three library and information professional associations form France , Germany and Spain with support from two organizations in Belgium and Holland . The purpose of CERTIDoc was to further develop the results of DEDIDoc, which ran from 1998-2000 and which identified certification systems for library and information professionals in Europe , and to explore the possibility of installing a European wide certification system. The CERTIDoc team surveyed all identified Professional Associations throughout Europe to canvass their views on a European-wide certification process that would be acceptable to all. Certification is seen as an objective gauge of real and identifiable competencies for staff in all information fields whether they are in library, information, archival and documentation work. The procedure for CERTIDoc involves a certifying body to be chosen (does not have to be in the country of the person applying) which meets the requirements laid down by the CERTIDoc symposium. The Certificate guarantees that the person certified can apply the competencies to his/her job at a certain point in time and is usable for three years after which time it can be renewed. There are four levels of staff assessed: Assistant, Technician, Manager and Expert. Thirty three competencies which rate the extent of knowledge, depth of education and training, applicability of experience and complexity of work are assessed in five groups such as information, technology, communication, management and other scientific knowledge. Twenty aptitudes relating to personal relations, research analysis and managing and organizing are also assessed.

Full details are available in the Euroguide which was published in 2004 by the Association des Professionnels de lnformation et de la documentation (ABDS). Vol. 1 deals with Competencies and Aptitudes for European Information Professionals while Vol. 2 lists the Levels of Qualification for European Information Professionals.

In 2004 the European Commission adopted a proposal on a single framework for the transparency of qualifications and competencies which is called Europass. This offers a single portfolio for qualifications and competences and covers five main documents relating to qualifications and competences: The European CV, The European Language portfolio, The MobillPass (experience of transnational mobility), The Certificate supplement and the Diploma Supplement. The Europass is open and flexible and other documents may be added to it in future.

For further information on CERTIDoc see: http://www.CERTIDoc.net

For Euroguide LIS see: http://www.CERTIDoc.net/en/euref1-english.pdf

For Euroguide LIS see: http://www.CERTIDoc.net/en/euref2-english.pdf

Ursula Gavin
Continuing Professional Development Co-ordinator

Library Staff Survey 2004: Summary Report

Introduction

In 2004, ANLTC carried out a survey to gather data regarding library staff course attendance and to get their views about course relevancy and their reasons for non-attendance. The survey also asked respondents to suggest ideas for future courses and to consider other roles that ANLTC might adopt in the future.

1. Respondent Profile

Respondents included all member institutions of ANLTC, except for Queen’s University and the University of Ulster . There was a total of 224 responses to the survey. The majority of respondents have attended an ANLTC course (71.8%). Overall the response rate was good, with a spread across all grades.

Grade	No.	% Total
Library Assistant	69	31
Senior Library Assistant	32	14
Assistant Librarian	86	38
Sub-Librarian	13	6
Deputy Librarian	4	2
University Librarian	4	2
Other	16	7
Total	224	100

There was also a good spread of returns across all ANLTC member institutions.

Institution	No.	% Total
DCU	12	5.4
DIT	9	4.0
NLI	10	4.5
NUIG	22	9.8
NUIM	21	9.4
RCSI	8	3.6
TCD	40	17.8
UCC	33	14.7
UCD	47	21.0
UL	22	9.8
Total	224	100

The majority of respondents are in full-time posts (84.4%). Of those in part-time posts, 56.4% are job sharers.

The profile reflects attendance at courses, where the majority of attendees are Assistant Librarians and Library Assistants.

Of particular interest is the fact that more than a quarter of those responding (28.2%) have never attended a course. Analysis of this particular group of 82 respondents reveals that 57% are Library Assistants and 71% work full-time.

A very high 89% felt that in general ANLTC courses are relevant to their work; however, the most frequently cited reason for non-attendance at the individual courses of programme 2003 was lack of relevance. The table below demonstrates this clearly.

Programme 2003 - Reasons for non-attendance given by those who have never attended an ANLTC Course

Course/Event	Timing %	Location %	Relevance %	Cost %	No Advance Information Received %
Library Services to Non-traditional Users (16 January, UU)	12	16	36	6	30
Collection Management Strategies (29 January, UCD)	8.2	4.1	55.1	6.1	26.5
Searching the Web (6 February, NUIG)	16.3	10.2	32.7	6.1	34.7
Group Facilitation Skills (28 February, NUIM)	6.4	6.4	46.8	6.4	34
Supervisory Skills (6 March, NLI)	20.8	4.2	41.7	4.2	29.2
Marrying Effective Learning and Teaching with Online Technology (4 April, DCU)	20.8	4.2	41.7	4.2	29.2
Project Management (8 April, NUIG)	12.5	4.2	52.1	4.2	27.1
Disaster Planning (11 June, UL)	8.2	2	57.1	8.2	24.5
Visit to TCD Library (9 September)	21.7	0	30.4	6.5	41.3

2. Course Attendance Rates since 2000

Respondents who had attended a course since 2000, were asked to indicate the most recent year of attendance.

40% of respondents attended a course as recently as 2004. Only 3.6% had not attended since 2000.

3. Awareness of ANLTC Courses

Respondents were asked how they heard about ANLTC courses. An overwhelming 76.3% said they heard about courses through their library training co-ordinator/ANLTC committee member. Awareness was also raised through the website (18.3%).

4. ANLTC Website

The survey showed that over half of all respondents have accessed the ANLTC website (53.1%). When asked to comment on the website, the majority of respondents found it to be clear, user friendly, well laid out and that it offered easily accessible and pertinent information regarding ANLTC events.

It was suggested that courses could be listed in chronological order. This suggestion may reflect that changes were made to the timetable during last year and this may have created some confusion about the way events are posted.

While it was suggested that more detailed commentary on course content would on occasion be helpful, it is recognised that full programmes may not be available in January.

5. ANLTC 2003 Course Applications

There were nine ANLTC events offered in 2003, beginning on January 16^th and ending the 9^th of September. Respondents were asked to give a reason for not applying to the courses listed and to comment on what influenced their decision not to apply.

Programme 2003 - Reasons given for non-attendance (figures by percentage)

Course/Event	Timing	Location	Relevance	Cost	No Advance Information Received
Library Services to Non-traditional Users (16 January, UU)	15.8	15.8	49.2	3.8	15.3
Collection Management Strategies (29 January, UCD)	25	1.7	56.3	3.4	13.6
Searching the Web (6 February, NUIG)	22.5	16	40.2	3.6	17.8
Group Facilitation Skills (28 February, NUIG)	22.9	3.4	55.4	3.4	14.9
Supervisory Skills (6 March, NLI)	19	3.6	58.9	4.2	14.3
Marrying Effective Learning and Teaching with Online Technology (4 April, DCU)	28.5	1.7	51.7	1.7	16.3
Project Management (8 April, NUIG)	24.7	9	48.8	3.6	13.9
Disaster Planning (11 June, UL)	12.1	5.8	64.7	5.2	12.1
Visit to TCD Library (9 September)	40.6	2.5	34.4	3.8	18.8

The responses show that the main reason offered for not applying for a course or event was its lack of relevance to the respondent. Interestingly, cost was not identified as a significant factor.

Summary of comments on reasons for non-application

Respondents were also offered the opportunity to expand or comment on reasons for not applying to attend events on the 2003 programme. There were a total of 72 comments, which have been summarised as follows:

· Almost half or more did not feel that the particular course being offered was relevant to their needs or job roles. In some cases similar courses were being offered in-house and therefore were not considered relevant.

· Comments were also made about the timing of events. Staff shortages and events coinciding with busy term-time activities were identified as application deterrents.

· Family obligations and factors associated with job sharing arrangements were cited several times as a contributory factor in not applying for events.

· In relation to the cost of events, comments were focussed around budget cuts, lack of funds and a freeze on training funding in certain institutions.

· It is clear that the reason for not applying varied depending on the individual in respect to type of work, home responsibilities, courses attended previously and place of employment. It was also pointed out that some institutions have quotas and that ANLTC also restrict course numbers due either to the training methodology or the subject matter.

· More innovation in course topics was suggested as a way to increase interest in events. Particular emphasis could be placed on the skills/competencies required to work in the changing library and information environment.

6. Overall Programme Relevance

Respondents to the survey were asked if they felt that in general ANLTC courses were relevant to their work.

A very high 90.4% felt that some of the courses were relevant, 7.3% felt all courses were relevant while 2.3% felt that none of the courses were relevant to their needs.

When asked to comment on the relevance of the programme a variety of responses was received.

· Some believed that course relevance depended on previous experience or library grade.

· Others responded that while particular courses might appear to be relevant, they are often targeted at a specific group or at those in management positions. “I always look at the intended audience” was one particular comment.

· It was pointed out that when determining relevance it would be useful if ANLTC could provide an indication of the course level, i.e. introductory, advanced etc.

· It was noted that not all courses could be relevant to work as a very broad spectrum of interests and subject areas needs to be covered to meet the requirements of all academic library staff. It was also commented that regardless of relevance all courses help to improve knowledge and understanding.

7. Suggestions for Future Courses

Respondents were asked what courses they would like ANLTC to offer in the future. The responses have been summarised below by category together with some examples of courses preferred:

Technologies and Electronic Resources (41)

e.g. Web technologies

Web design

Programming

Databases

Electronic publishing

Internet training

Management (18)

e.g. Management skills

Negotiation skills

Project management

Strategic planning

Staff motivation management

Customer Service (12)

e.g. How to handle difficult customers

Communication

Customer service

Services for non traditional users

Cultural diversity

Disability orientated courses

Personal Development (6)

e.g. Work/Life balance

Career planning

Stress management

Time management

Specialist Skills (17)

e.g. Cataloguing

OCLC

Classification

Preservation

Metadata standards

Courses for Library Assistants (12)

e.g. Career development

Information literacy

Cataloguing

New technologies

Training for Trainers (11)

e.g. Promoting user education

Teaching skills and methodologies

Designing online quizzes and tutorials

Presentation skills

There were also requests for more visits to other libraries and also for more repeats of some recently held courses such as web skills and cataloguing.

8. Possible Roles for ANLTC

The survey asked respondents what other roles ANLTC should have and the following is a summary of the suggestions proposed:

· Most commented that ANLTC should continue to encourage co-operation between libraries, share best practice and most importantly to continue to focus on and develop its training role.

· Other comments suggested that ANLTC might provide more networking opportunities through the organisation of more visits, updating activities and social events. The development of a chat room to provide a forum for liaison and information exchange was also proposed.

· There was a strong sense of satisfaction with the current role of ANLTC and it was felt that further diversification could “dilute” the core function of training.

9. Other Comments

The survey concluded with the option for respondents to make any other comments and 70 comments were submitted. Overall there appears to be a high level of satisfaction with the work that ANLTC is doing and with the courses it provides. It is felt that ANLTC provide an efficient, varied, valuable and up-to-date training service.

Some respondents would like to see more of the courses repeated to accommodate those who miss out on a place the first time round and the importance of courses as a way of meeting colleagues from other institutions was stressed.

Timing and location are clearly key issues with lots of comments on travel issues and the fact that many courses are based in Dublin .

It was commented that ANLTC contributes to the upskilling of all library staff because staff in the profession design the courses. Prior to ANLTC there were very few courses for library assistants.

Miriam Corcoran

Helen Fallon

Programme Evaluators

Hon. Treasurer’s Annual Report 2004

During 2004, 10 courses were held out of 13 planned. A total of 222 people participated. While the majority of these were from ANLTC institutions, both the Continuing Professional Development Colloquium and the Quality Measures seminar, were open to library staff from other higher education institutions.

The attendance fee was maintained at €100 per person for four of the courses, one course charged €120 and two-day courses charged €150. At the year end, the closing profit carry-over for courses in 2004 was €8313.27, a significant amount of which was due to the outstanding success of course 94 on “Subject Cataloguing, LCSH subject headings”, hosted by TCD, which had 40 participants and was part-funded by Cataloguing and Indexing Group (CIG). The other profit-making event was the celebration of the 100^th ANLTC event, the CPD colloquium held in University of Limerick which attracted sponsorship.

Other than course expenses, the main additional expenditure was the Library Assistant bursary which was awarded in 2004. A sum of €1,900 was awarded to the winner and two runners-up. Work on the new logo cost €908.

In 2005 we are committed to supporting the newly launched research award for librarians, which will require financial support from ANLTC, and is part-funded by Swets Blackwell.

Overall there is still an accrued profit of €7962.09 in the ANLTC account at 31^st December 2004 . A summary financial report is outlined below.

Pauline Corrigan

Hon. Treasurer

	Expenditure	Income
Courses	24,977.06	33290.33
Bank charges	39.54
Bursary	1,900.00
Other (logo,admin,printing,web sub)	1,222.00
Carried forward to Jan 2005		7,962.09

Updated: 07 October 2005