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This article presents an ecologically informed approach for comprehending the nature of and perceived changes to the relationship between Indiana’s kindergarten-5 classrooms and public history institutions. This perspective offers a lens for understanding the degree to which public history institutions actualize social studies learning and how public policy currently influences their associations with kindergarten-5 classrooms. Consideration was given to how respondents reported exchanges with kindergarten-5 learners, elementary educators, and the extent to which state public history organizations encouraged schools to utilize their resources for extending social studies instruction outside of the classroom. Baseline data gathered in 2007 indicated that: (1) state public history organizations adapted their mission statements to better reflect federal and state educational policy and (2) federal and state educational policy were contributing to both children and teachers being left out of the museum experience. Based on the results, the authors call for sustained inquiry to ascertain the impact such changes are having on the status and quality of kindergarten-5 social studies instruction across the United States.

An interview with Milton Friedman in 1996 ‐ presents his reflections on some of the important issues surrounding the evolution of, and currrent debates within, modern macroeconomics. A world‐renowned economist and prolific author since the 1930s, Milton Friedman has had a considerable impact on macroeconomic theory and policy making. Associated mostly with monetarism and the efficacy of free markets, his work has ranged over a broader area ‐ microeconomics, methodology, consumption function, applied statistics, international economics, monetary theory, history and policy, business cycles and inflation. In the interview discusses Keynes’s General Theory, monetarism, new classical macroeconomics, methodology, economic policy, European union and the monetarist counter‐revolution.

The purpose of this paper is to examine the relationship between SME suppliers and large buyers, and so better inform competition policy in cases where market power resides with buyers.

The theories of monopsony and oligopsony are applied to intermediate markets to set out a model of profit appropriation by large buyers from small suppliers. The main focus of the illustrative examples used is on the relationship between supermarkets and their suppliers.

The authors' main prediction is that powerful buyers are able to “exploit” SME suppliers by restricting their number, the price paid to individual suppliers and the quantity purchased from each supplier.

Governments seek to encourage small businesses because of their ability to generate innovation and create future growth opportunities. Any investigations of the continued growth of buyer power in intermediate markets should consider the effects not only upon consumer welfare but also upon the welfare of the SME sector. Governments may wish to counteract monopsonistic markets as they may inhibit SMEs that could otherwise provide innovation and growth within the economy.

This model gives a theoretical framework to analyse the interaction between small suppliers and large buyers. Furthermore, it may provide a counter to the argument that low consumer prices are the sole legitimate aim of competition policy.

Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their historical and civic understanding through exposure to artifacts and narratives unavailable in classrooms. Yet, research suggests teachers are insufficiently prepared to integrate museum visits into classroom curriculum effectively. In this project, the instructors of the two secondary social studies methods course sections organized a visit to a natural history museum. The instructors modeled pre- and post-visit lesson activities during class and provided a guide for pre-service teachers to complete during their museum visit. While pre-service teachers reported they better understood the importance of connecting museum visits to classroom curriculum, they also raised questions about how methods course faculty might introduce pre-service teachers to museum visits. This article discusses what was learned during the project, as well as approaches social studies methods course instructors might reflect upon when considering museum visits as a component of social studies teacher education.

In the preceding rules the individual biographical entry has been ignored, as it lends itself to more convenient treatment apart. Collective biography is, of course, in no way different from the ordinary book ; and the same is to be said of autobiography. Owing to the change of form in the individual biographical entry, due to the author yielding in importance to the biographee, it is usual to separate collective and individual biography in the catalogue, whether this is done on the shelves or not. Individual biography might be further separated in the catalogue into autobiographical and non‐auto‐biographical, though I cannot recall any instance where this has been carried out. In any case, it is important to distinguish in some clear way, between the subject name and the name of the author. Mere position is hardly enough ; there should be a distinction in the type. Whatever type has been employed in the other parts for author should be retained for author in the individual biograhical entry, and the subject name should be in a different type. If the author is printed in a black‐face type, as suggested in these rules, the best type for the subject name will be small capitals, as :—

With profound regret we have to record the death of Colonel Charles Edward Cassal, F.I.C., who passed away on Dec. 22nd at his residence in London. The sad news has only reached us at the moment—when we are going to press. We hope to publish in the January issue an appreciation of his life, his remarkable abilities, his high minded and lofty nature, and the beneficent work which he achieved in the interests of the profession which he so conspicuously adorned. Colonel Cassal was the founder of “The British Food Journal,” and, in addition to his multifarious official duties, he occupied for fifteen years the position of Editor of the Journal.