How the times are changing: Peter Stothard on the evolution of journalism

In the first of an occasional series of guest-bloggers, we welcome the editor of the Times Literary Supplement, Peter Stothard, who has also edited The Times itself and is a member of the POLIS board. Today he reflects on how journalism has changed from investigative to analytical

Daniel McGrory: a natural reporter remembered

In the latest of our guest-blogs, the former Times editor, and POLIS board-member Peter Stothard pays tribute to the outstanding Times reporter Daniel McGrory who died this week

Caisson disease of bone: an experimental study of its cause, early diagnosis, and management

SIGLEAvailable from British Library Document Supply Centre- DSC:D34017/81 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The personal experience of diabetes and its relationship with self-care behaviour

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Educational Psychology and the Dissemination of Evidence to Professional Practice

The purpose of this reflective practice paper is twofold: firstly, to review the concepts of evidence-based practice (EBP) and practice-based evidence (PBE) within the discipline of educational psychology and, secondly, to consider how research evidence can be effectively disseminated to inform educational psychologists’ (EPs’) professional practice. The unique contribution that EPs can make to the evidence base is described before exploring the extent to which EPs’ general practice is based on the best available scientific evidence. Finally, a dissemination plan is outlined that includes a discussion regarding the critical role of Implementation Science (Blase et al., 2012). The paper concludes that, although sparse, the existing literature suggests EPs are not basing their practice on well-evidenced techniques. Also, effective dissemination must include Implementation Science if sustainable changes are to be made at an organisational level

A critique of the technical and structural flaws in the legal aid scheme: and an analysis of the proposals for reform contained in the legal aid act 1988

The critique of the Legal Aid scheme is on two levels. Firstly ‘technical’ problems are discussed. It is in the nature of these problems that they can be resolved within the present structural arrangement of the scheme. The administrative procedures, use and coverage of the scheme are examined, taking into account the view point of the consumer. Privately paying and legal aid clients are compared in terms of the quality of the service they receive, solicitors’ attitudes to them, and the differing nature of the problems of poor people. The argument then concentrates on the 'structural’ defects of the scheme, avoiding the minutiae of its workings. The proprietry of a scheme created to provide legal services to poor people through solicitors in private practice is questioned. The legally orientated theory underlying the Legal Aid scheme is contrasted to social and consumer based theories, and to the practical model of the American Neighbourhood Law Firm. Empirical research is used to highlight the deficiency in the distribution of private practice solicitors to meet the needs of the poor; and the compensatory role of advice agencies in providing the relevant legal services to them. The Legal Aid Act 1988 is subjected to a close analysis with particular emphasis on the Lord Chancellor's powers, and the creation of the Legal Aid Board. The role and agenda of the Board, and future of the Legal Aid scheme are considered by outlining and examining the proposals contained in the preceding White Paper. Conclusions are drawn as to the possible results of the Act, and its value in relation to the previous critique of the Legal Aid scheme

Skill acquisition and retention in training: DSTO support to the army ammunition study

Approved for Public Release - UnclassifiedThis work was undertaken within the Land Preparedness Studies Task (ARM 01/059) within the Land Operations Division. It is in response to the request for DSTO support contained within the Terms of Reference for the Army Ammunition Study (AAS). This request was for DSTO to assist in developing a better understanding of skill degradation (retention) and acquisition, with the view that this would enable accurate prediction of training requirements and, in the longer term, develop tools to predict levels of proficiency provided by different training regimes.Christina Stothard and Robin Nicholso

Speech and language difficulties in children with and without a family history of dyslexia

Comorbidity between SLI and dyslexia is well documented. Researchers have variously argued that dyslexia is a separate disorder from SLI, or that children with dyslexia show a subset of the difficulties shown in SLI. This study examines these hypotheses by assessing whether family history of dyslexia and speech and language difficulties are separable risk factors for literacy difficulties. Forty-six children with a family risk of dyslexia (FRD) and 36 children receiving speech therapy (SLT) were compared to 128 typically developing children. A substantial number (41.3%) of the children with FRD had received SLT. The nature of their difficulties did not differ in severity or form from those shown by the other children in SLT. However, both SLT and FRD were independent risk factors in predicting reading difficulties both concurrently and 6 months later. It is argued that the results are best explained in terms of Pennington's (2006) multiple deficits model

Better communication research project : language and literacy attainment of pupils during early years and through KS2 : does teacher assessment at five provide a valid measure of children's current and future educational attainments?

It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children’s performance on entering primary school. Moreover, children who enter school with poorly developed speech and language are at risk of literacy difficulties and educational underachievement is common in such children. Whatever the origin of children’s problems with language and communication, the poor educational attainment of children with language learning difficulties is an important concern for educational polic