The alternations in <u>/<v> and <i>/<j> are among the most well-known and commented-upon changes in Early Modern English spellings, yet little has been said about the potential factors underlying their standardisation, and whether and how the two alternant pairs could be linked together. The reason behind this knowledge gap may be found in the absence of a large-scale, quantitative investigation of these spellings, and consequently, the impossibility of commenting upon the relationship between patterns of chronological development and potential causes of change. This article focuses on the standardisation of word-initial <u>/<v> and <i>/<j> between 1500 and 1700 in printed English, and uses a quantitative model for the analysis of patterns of diachronic development in the two alternant pairs, across a range of texts from a sampled version of Early English Books Online. The results describe a rather abrupt, synchronised change in the redistribution of word-initial <u>/<v> and <i>/<j> between the 1620s and the 1640s. The discussion argues for a close connection between the diachronic developments in word-initial <u>/<v> and <i>/<j>, and pragmatic factors that affected the Early Modern English printing industry.

In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this.

Several digital contact tracing smartphone applications have been developed worldwide in the effort to combat COVID-19 that warn users of potential exposure to infectious patients and generate big data that helps in early identification of hotspots, complementing the manual tracing operations. In most democracies, concerns over a breach in data privacy have resulted in severe opposition toward their mandatory adoption. This paper examines India as a noticeable exception, where the compulsory installation of such a government-backed application, the “Aarogya Setu” has been deemed mandatory in certain situations. We argue that the mandatory app requirement constitutes a legitimate public health intervention during a public health emergency.

On September 21, 1976, former Chilean Ambassador and Minister Orlando Letelier drove to his job in Washington, DC, in his Chevelle, accompanied by his coworkers, Ronni Moffitt and Michael Moffitt. As the Chevelle veered off Massachusetts Avenue into Sheridan Circle, the bottom of the car exploded upward, blowing off Letelier's legs and killing him within minutes. A short time after that, at George Washington Hospital, Ronni Moffitt died from a severed carotid artery. Michael Moffitt, sitting in the back, survived with minor injuries. Most observers of the brutal dictatorship of Augusto Pinochet, which had overthrown Marxist President Salvador Allende in 1973 and jailed and then exiled Letelier, Allende's defense minister, pinned the crime on the Chilean despot, and the Departments of Justice and State came to the same conclusion within a few years. The assassination remains to this day the only instance of state-sponsored terrorism in Washington. In the 1970s and 1980s, it spawned several criminal lawsuits in the United States and Chile, the most important of which was not settled until 1995, and remnants of which continue to this day. In Chile, the case also inspired a wave of legal activism against impunity for human rights violations.

This article makes visible the complex social position of a previously overlooked class of Southern Song artists: freelance painters, who worked for the imperial court on a temporary, as-needed basis, but who have been mischaracterized as permanent, official “court painters” by post-Song historiographers. Through an analysis of the careers of freelance painters such as Chen Qingbo and Li Dong, I posit a hybrid class of adjunct-artists, who made their livings by operating fan shops in the capital's streets but at times also contracted with the court. How did the emperor exploit contingent artists while simultaneously allowing market agents (guilds and brokers) to protect their benefits? How did the freelance painters increase their profits by developing entrepreneurial relations with the court and by competing with other freelancers in a fierce market? By exploring how the Southern Song court mobilized non-court painters through consensual contracts, this article differentiates freelancers from court painters, thereby dismantling long-held myths about the Southern Song painting academy.

This timeline is concerned with Dynamic Assessment (henceforth, DA) as it has been taken up and elaborated in contexts involving the teaching, learning, and assessment of learners of second languages (L2s). DA is distinguished by its insistence that an individual's independent performance of assessment tasks reveals only part of his/her abilities, namely those that have completed their development at the time of the assessment; insights into abilities that have begun to emerge but have not yet fully developed can be determined according to an individual's responsiveness to particular kinds of support, referred to as mediation (e.g., reminders, leading questions, hints, provision of a model, feedback), offered during the assessment as difficulties arise (Haywood & Lidz, 2006). In this respect, DA differs from more conventional distinctions in assessment, such as that between assessments concerned with the results of previous learning (‘summative assessment’) and those intended to provide information relevant to subsequent instruction (‘formative assessment’). Instead, the embedding of an interactive, instructional element within the assessment procedure allows for the possibility of expanding the evidential basis upon which summative interpretations of learner abilities are made; that is, the results encompass previous learning that has resulted in both complete and partial understanding of relevant concepts. At the same time, DA serves a formative function in so far as interaction allows insights into the underlying sources of learner difficulties and the kind of support to which they are most responsive (Sternberg & Grigorenko, 2002).

Fifty-seven men of color were sentenced to death by the courts of England and Wales in the twentieth century and were less likely to receive mercy than white contemporaries. Though shocking, the data is perhaps unsurprising considering institutional racism and unequal access to justice widely highlighted by criminologists since the 1970s. We find discourses of racial difference were frequently mobilized tactically in nineteenth- and twentieth-century England and Wales: to support arguments for mercy and attempt to save prisoners from the gallows. Scholars have identified historically and culturally contingent narratives traditionally deployed to speak to notions of lesser culpability. These mercy narratives reveal contemporary ideals and attitudes to gender or class. This article is original in identifying strategic mercy narratives told in twentieth-century England and Wales that called on contemporary tropes about defendants' race. The narratives and cases we explore suggest contemporary racism in the criminal justice system of England and Wales has a longer history than previously acknowledged.