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Reviews the established arguments for writing collection development policies, focusing on selection, planning, public relations and co‐operation. Identifies various practical and theoretical drawbacks, and illustrates these with examples from library literature. Concludes that a more flexible approach is needed in order to reflect the changing environments of publishing, library selection and acquisition.

The Lending Division handles over three‐quarters of all interlibrary loan requests from British libraries. Demand was 4% higher than in 1976/77 — a lower growth rate than hitherto. Overseas demand continued to grow faster (9% more requests than 7976/77) than British demand (3% more). The back‐up system, which was rationalised during the year, dealt with nearly as many requests (5%) as the locations service (5.5%), which showed an improved performance. The pilot transport schemes in London and the North West were completed, and plans were made for the extension of rail/road services over the whole country. Over £1,800,000 was spent on acquisitions, and the number of current serials acquired rose to 49,300. The Gift and Exchange Section became able to receive large quantities of material direct, rather than being notified on cards. Work started on a new building with 40 miles of shelving, due for completion in 1979. Increased funds were spent on conservation, for which a long‐term programme is being prepared. Other aspects covered are translating services, MEDLARS, courses and seminars, research and computer applications, publications, and publicity and visitors.

Demand by remote users for old, rare and precious books is small but not insignificant. Special features affecting availability, whether by loan or photocopy, include scattered holdings, fragility, monetary value, rarity and restrictive conditions of gift. Union lists, of which there are several examples, are a first step towards availability. Where facsimiles and reprints exist they can be used for loan purposes. Not all older books are rare or precious, and many could be lent. A central repository accepting books withdrawn from other libraries can make them available subsequently. Electrostatic copies can often be made, or photographic copies in cases of fragility or tight binding; in both cases a second copy could be made for a national centre. Microfilming, whether as a commercial project or by individual libraries, can also avoid loan of the original. Other photographic or digital forms of capturing and storing texts may become more widely used. A national programme for improved availability could include union lists, a microfilming programme, a national register of microfilms or other copies, and a central repository of copies and/or originals. In the UK, some but not all of these elements exist. Union listing is very advanced. The British Library Lending Division serves as a national repository and has a good collection of facsimiles, reprints and microform research collections, all available for loan. Although there are limits to availability, much more could be done. The interests of bibliographic control, conservation and availability fortunately all coincide.

The purpose of this paper is to explore the history of Black women as critical civic agents fighting for the recognition of their intersecting identities in multiple iterations of the feminist movement.

Utilizing Black feminism and intersectionality I explore the many ways in which Black women have fought against multiple forms of oppression in the first, second and fourth wave feminist movement and organizations in order to fight for their rights as Black women citizens.

Black women in the past and present have exhibited agency by working within such multiple civil rights movements to change the conditions and carve out inclusive spaces by working across differences and forging multiracial coalitions.

This paper serves as a call to action for social studies classroom teachers and teacher educators to rethink how we remember and teach feminist movements. I also explore how we can use this past to understand and advance the conversation in this present iteration of the women’s movement to work across differences in solidarity toward equal justice for all.

Many members will be pleased to know that Miss Anne Turnbull, Meetings Organizer, Aslib, has announced her engagement to Mr Jim Elphick who was, for some six months during 1959, Accountant to the association. Miss Turnbull has given fifteen years of devoted service to Aslib and is the only remaining member of the staff who remembers the small Bloomsbury offices and who served under Miss Ditmas, the first Director. We wish her and her fiancé every happiness in the future and are glad that she means to carry on with her work after her marriage on Wednesday 18th May.

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

Following the Supreme Court’s 1988 decision in Basic, securities class plaintiffs can invoke the “rebuttable presumption of reliance on public, material misrepresentations regarding securities traded in an efficient market” [the “fraud-on-the-market” doctrine] to prove classwide reliance. Although this requires plaintiffs to prove that the security traded in an informationally efficient market throughout the class period, Basic did not identify what constituted adequate proof of efficiency for reliance purposes.

Market efficiency cannot be presumed without proof because even large publicly traded stocks do not always trade in efficient markets, as documented in the economic literature that has grown significantly since Basic. For instance, during the recent global financial crisis, lack of liquidity limited arbitrage (the mechanism that renders markets efficient) and led to significant price distortions in many asset markets. Yet, lower courts following Basic have frequently granted class certification based on a mechanical review of some factors that are considered intuitive “proxies” of market efficiency (albeit incorrectly, according to recent studies and our own analysis). Such factors have little probative value and their review does not constitute the rigorous analysis demanded by the Supreme Court.

Instead, to invoke fraud-on-the-market, plaintiffs must first establish that the security traded in a weak-form efficient market (absent which a security cannot, as a logical matter, trade in a “semi-strong form” efficient market, the standard required for reliance purposes) using well-accepted tests. Only then do event study results, which are commonly used to demonstrate “cause and effect” (i.e., prove that the security’s price reacted quickly to news – a hallmark of a semi-strong form efficient market), have any merit. Even then, to claim classwide reliance, plaintiffs must prove such cause-and-effect relationship throughout the class period, not simply on selected disclosure dates identified in the complaint as plaintiffs often do.

These issues have policy implications because, once a class is certified, defendants frequently settle to avoid the magnified costs and risks associated with a trial, and the merits of the case (including the proper application of legal presumptions) are rarely examined at a trial.