Teaching Statistics – Despite Its Applications

Evidence‐based policy requires sophisticated modelling and reasoning about complex social data. The current UK statistics curricula do not equip tomorrow's citizens to understand such reasoning. We advocate radical curriculum reform, designed to require students to reason from complex data.     

Critical Theory and Visual Practice in the Art School

This paper reflects upon the recent debates concerning the relationship between theory and practice in British art schools. Much has been done during the last two decades by artists, academics, writers and exhibition curators to bridge the traditional polarization between thinking and making. Underlying this venture is the keenly felt conviction that our task as teachers is to work with our students to develop creative practices which make a difference – particularly in relation to how we might use the arts to reformulate the ways in which we articulate our sense of self in a wider social and political context. In the last thirty years we have witnessed a sea change in art schools. The formerly inward looking reclusive art school culture is now inhabited by groups and individuals who are engaged in the everyday concerns of consumer culture and are committed to, first of all, harness creative production as an agent of change and, second, reject the notion that art practice is divorced from theoretical concerns.     

Specialist-level preparation in school violence and youth gang intervention

Surveys regarding the level and scope of training provided in both traditional child and youth issues and that of school violence and youth gang prevention were sent to 213 school psychology training programs. Ninety specialist-level programs were included in the final study. Results indicated the majority of programs provided substantial intervention training for more traditional behavioral concerns (e.g., ADHD, conduct problems). Training in school violence prevention and, in particular, youth gang prevention/intervention, were lower priorities for training. The hypothesis was not supported that programs located in or near metropolitan areas are more likely to offer training in school violence and gang interventions. These results are discussed within the context of practitioner preparation for violence intervention. © 1998 John Wiley & Sons, Inc.     

Relative age effect in Spanish association football: its extent and implications for wasted potential

Spain is one of the largest and most successful powers in international youth football, but this success has not extended to the national team. This lack of continued success seems to indicate a loss of potential. The relative age effect has been detected in football in many countries. Understanding the extent of this bias in the youth teams of Spanish elite clubs may help to improve selection processes and reduce the waste of potential. Comparisons between players from: the Spanish Professional Football League, all age categories of these clubs' youth teams, the Under-17 to Under-21 national teams, the national team, and the Spanish population, show a constant tendency to under-represent players from the later months of the selection year at all age groups of youth and Under-17 to Under-21 national teams. Professional and national team players show a similar but diminished behaviour that weakens with ageing, which suggests that talent identification and selection processes can be improved to help better identify potential talent early on and minimize wasted potential.