The battle of Cable Street

This witness seminar on the events in the East End of London of 4 October 1936, traditionally known as the ‘Battle of Cable Street’, was held at the Institute of Historical Research on 1 May 1991. It was chaired by Professor Geoffrey Alderman and introduced by Noreen Branson. The participants were Sid Bailey (former member of the BUF), Dr David Cesarani, Tony Gilbert, Charlie Goodman, Joyce Goodman, Professor Colin Holmes, Frank Lesser, Kevin Morgan (biographer of Harry Pollitt), Phil Piratin (Communist MP for Mile End 1945–50), Michael Quill, Jack Shaw, Harold Smith, Ronald F. Webb (former member of the BUF) and Len Wise (former member of the BUF). Yvonne Kapp was unable to attend but she sent a short account of her recollections of the event and this has been included with this transcript.

The causal relationship between private and public investment in Zimbabwe

Aims: The study examines the relationship between private and public investment in Zimbabwe utilizing yearly time series data for the period 1967 to 2004. Study Design: Time Series Study. Place and Duration of Study: Zimbabwe, May 2011 to July 2011. Methodology: Emphasis is placed on the direction of causality and the long run and short run effect of the two types of investment on each other. The paper constructs empirical models for both private and public investment, based on the flexible accelerator theory. Private investment is found to be cointegrated with public investment. A cointergration and VEC models are employed to assess the long and short run relationship existing between public and private investment. Conclusion: The relationship between private and public investment is found to be insignificant and the direction of causality found to be unidirectional. The results support the notion that private investment precedes public investment.

Analyzing and Modeling Medical Data on Distributed Computing Infrastructures

Researchers want to analyse Health Care data which may requires large pools of compute and data resources. To have them they need access to Distributed Computing Infrastructures (DCI). To use them it requires expertise which researchers may not have. Workflows can hide infrastructures. There are many workflow systems but they are not interoperable. To learn a workflow system and create workflows in a workflow system may require significant effort. Considering these efforts it is not reasonable to expect that researchers will learn new workflow systems if they want to run workflows of other workflow systems. As a result, the lack of interoperability prevents workflow sharing and a vast amount of research efforts is wasted. The FP7 Sharing Interoperable Workflow for Large-Scale Scientific Simulation on Available DCIs (SHIWA) project developed the Coarse-Grained Interoperability (CGI) to enable workflow sharing. The project created the SHIWA Simulation Platform (SSP) to support CGI as a production-level service. The paper describes how the CGI approach can be used for analysis and simulation in Health Care.

Physical Education or Playtime: which is more effective at promoting physical activity in primary school children?

Background School physical education (PE) and playtime provide important opportunities for physical activity (PA). However, little research has assessed PA during primary school PE using accelerometry or compared PA during different lesson types. There is also a lack of research comparing PA during PE and playtime, despite suggestions that playtime promotes more PA. The primary aim of this study was to determine which types of PE lesson are most facilitative of PA. The secondary aim was to determine whether children are more active during PE or playtime. Methods Descriptive and fitness data were assessed in 20 children aged 8-9years from a single school. Over eight consecutive weeks PA was assessed during PE lessons, which were classified as either team games or movement activities. At the mid-week of data collection playtime PA was also assessed. PA was assessed using accelerometry and the percentage of time spent in moderate to vigorous PA (MVPA) calculated. Paired t-tests were used to compare MVPA during movement lessons and team games lessons and during PE and playtime. Results Children spent 9.5% of PE lessons in MVPA and engaged in significantly more MVPA during team games (P < 0.001). MVPA was also significantly higher during PE than playtime (P < 0.01). Conclusions Children do not engage in sufficient PA during PE, but are most active during team games lessons; whilst PA during playtime is lower than PE. Interventions to increase PA during both PE and playtime are therefore required. PE interventions should target games lessons as they dominate the curriculum, encourage most PA and present the greatest potential for change. Playtime interventions should encourage participation in active games through the provision of playground equipment and markings.