South African football tours at the turn of the twentieth century:Amateurs, pioneers and profits

Academic and popular studies of South African sport generally reveal a bias towards cricket and rugby and this perpetuates the myth that these games are the most popular in South Africa. This in turn is often viewed through the lens of 'race' in which the simplifications of sport along racial lines occur. This paper argues that football was more important in South Africa among all South Africans in the late 19th and early 20th century than has been previously acknowledged. It reveals that not only was the game important and popular in South Africa but its teams and administrators played a significant role in globalising the game during this period. Tours to and from South Africa were important politically, financially and for sporting reasons. Five ground breaking football tours took place during a ten year period and these serve as the basis of discussion in this paper.

Detecting plagiarism in the forensic linguistics turn

This study investigates plagiarism detection, with an application in forensic contexts. Two types of data were collected for the purposes of this study. Data in the form of written texts were obtained from two Portuguese Universities and from a Portuguese newspaper. These data are analysed linguistically to identify instances of verbatim, morpho-syntactical, lexical and discursive overlap. Data in the form of survey were obtained from two higher education institutions in Portugal, and another two in the United Kingdom. These data are analysed using a 2 by 2 between-groups Univariate Analysis of Variance (ANOVA), to reveal cross-cultural divergences in the perceptions of plagiarism. The study discusses the legal and social circumstances that may contribute to adopting a punitive approach to plagiarism, or, conversely, reject the punishment. The research adopts a critical approach to plagiarism detection. On the one hand, it describes the linguistic strategies adopted by plagiarists when borrowing from other sources, and, on the other hand, it discusses the relationship between these instances of plagiarism and the context in which they appear. A focus of this study is whether plagiarism involves an intention to deceive, and, in this case, whether forensic linguistic evidence can provide clues to this intentionality. It also evaluates current computational approaches to plagiarism detection, and identifies strategies that these systems fail to detect. Specifically, a method is proposed to translingual plagiarism. The findings indicate that, although cross-cultural aspects influence the different perceptions of plagiarism, a distinction needs to be made between intentional and unintentional plagiarism. The linguistic analysis demonstrates that linguistic elements can contribute to finding clues for the plagiarist’s intentionality. Furthermore, the findings show that translingual plagiarism can be detected by using the method proposed, and that plagiarism detection software can be improved using existing computer tools.

Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction.

Teacher-fronted interaction is generally seen to place limitations on the contributions that learners can make to classroom discourse and the conclusion is that learners are unable to experiment with, for example, turn-taking mechanisms. This article looks at teacher-fronted interaction in the language classroom from the perspective of learner talk by examining how learners might take the initiative during this apparently more rigid form of interaction. Detailed microanalysis of classroom episodes, using a conversation analysis institutional discourse approach, shows how learners orient to the institutional context to make sophisticated and effective use of turn-taking mechanisms to take the initiative and direct the interaction, even in the controlled environment of teacher-fronted talk. The article describes some of the functions of such learner initiative, examines how learners and teachers co-construct interaction and how learners can create learning opportunities for themselves. It also briefly looks at teacher reactions to such initiative. The article concludes that learner initiative in teacher-fronted interaction may constitute a significant opportunity for learning and that teachers should find ways of encouraging such interaction patterns.

Study of "chopper/inverter" AC drives using gate turn-off thyristors"

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Water network dynamics at the critical moment of a peptide's ß-turn formation:a molecular dynamics study

All-atom molecular dynamics simulations for a single molecule of Leu-Enkephalin in aqueous solution have been used to study the role of the water network during the formation of ß-turns. We give a detailed account of the intramolecular hydrogen bonding, the water-peptide hydrogen bonding, and the orientation and residence times of water molecules focusing on the short critical periods of transition to the stable ß-turns. These studies suggest that, when intramolecular hydrogen bonding between the first and fourth residue of the ß-turn is not present, the disruption of the water network and the establishment of water bridges constitute decisive factors in the formation and stability of the ß-turn. Finally, we provide possible explanations and mechanisms for the formations of different kinds of ß-turns.

Dyslexia research at the turn of the 21st century:behavioural, neuroimaging and genetic findings

Behavioural studies have shown that dyslexics are a heterogeneous population and between-group comparisons are thus inadequate. Some subjects do not develop dyslexia despite having a deficit implicated in this disorder, which points to protective factors. Dyslexia co-occurs with ADHD, DCD, SLI, and SSD, so that future behavioural studies will need to screen and/or statistically control for other disorders. Studies of multiple cases of DPs with other developmental disorders are necessary. Neuroimaging findings show structural and/or functional brain abnormalities in language areas, V5/MT and the cerebellum. Future neuroimaging studies need to investigate the whole reading network and multiple cases. Six dyslexia risk genes have been found, mostly involved in neural migration, which may suggest dyslexia is a deficit of neuronal migration. However, it is not clear how these genes can restrict migration to specific brain areas. As a complex and heterogeneous disorder, dyslexia is likely to be associated with several mutated genes. ADHD and SSD are characterised by genetic risk factors which are partially shared with dyslexia, resulting in comorbidity. Future genetic studies need to focus on identifying other risk genes and pleiotropic genes involved in comorbidities, and linking genotypes implicated in dyslexia with brain structure. Any theory of dyslexia needs to take into account a multitude of risk and protective factors across behavioural, neural and genetic domains.

Explaining turn of the year order flow imbalance

The paper provides evidence of a turn of the year effect in the order flow imbalance of both retail and institutional investors. In December there is net selling pressure which is reversed in January. We examine high frequency intraday order flow information and find that the changes in order flow imbalance between December and January are related to firm risk factors and characteristics. We find that retail order flow imbalances are associated with a wide range of risk characteristics including beta, illiquidity and unsystematic risk. Imbalances in institutional order flow are associated with only a small number of risk variables. We show that these order flow changes are important because risk premiums are elevated in January. Our results are robust to the effects of decimalization.