hello, i'm christian fraser. you're watching the context on bbc news. the uk lags far behind other advanced countries in failing to teach maths to the age of 18. rishi sunak wants a change in emphasis. the problem recurring is that that government has missed their target to recruit maths teachers in every one of the last 12 years. we will discuss. i was never very good at maths. but there was one year when it did make sense to me, and i do remember that was down to a particular teacher who had an ability to explain it in a way that made sense. but then i only ever saw maths gcse as a hurdle to be

overcome and then forgotten. the prime minister says that is the "anti—maths mindset" that perpetuates in the country and is holding the economy back. today, he has announced a review of the way maths is taught in england. mr sunak says a group of advisers, including mathematicians and business representatives, will examine the "core maths content" that's being taught in schools and will consult on introducing some form of compulsory maths education to age 18. so it will take time to implement this change, but we are taking the first step today by identifying the maths content that will give our 16—to—18—year—olds the skills they need to get on in life. and when we have that, then we'll come back with a detailed plan to deliver. let's speak to dr laura clarke.

she has been researching how maths is taught for over a decade. she is the director of the institute of education at the university of winchester. tell me, first of all, what you're doing in madrid. i tell me, first of all, what you're doing in madrid.— tell me, first of all, what you're doing in madrid. i am with students, meetin: doing in madrid. i am with students, meeting other _ doing in madrid. i am with students, meeting other students _ doing in madrid. i am with students, meeting other students from - doing in madrid. i am with students, i meeting other students from european countries to tell how the whole of the curriculum is taught across europe. the curriculum is taught across euro e. , ., the curriculum is taught across euroe. ., europe. right, so you are comparing and contrasting, _ europe. right, so you are comparing and contrasting, so _ europe. right, so you are comparing and contrasting, so if _ europe. right, so you are comparing and contrasting, so if you _ europe. right, so you are comparing and contrasting, so if you were - europe. right, so you are comparing and contrasting, so if you were to i and contrasting, so if you were to point to other countries in europe, who does it best? we point to other countries in europe, who does it best?— who does it best? we have got schools like — who does it best? we have got schools like denmark, - who does it best? we have got schools like denmark, finlandl who does it best? we have got. schools like denmark, finland and sweden, where the children have the most positive attitudes towards mathematics. they enjoy it, they see it being purposeful, so their outcomes tend to be really, really high. 50 outcomes tend to be really, really hih, , ., outcomes tend to be really, really hiuh. , ., outcomes tend to be really, really high. so it is their outlook as how useful it is. _ high. so it is their outlook as how useful it is, is _ high. so it is their outlook as how useful it is, is that _ high. so it is their outlook as how useful it is, is that right, - high. so it is their outlook as how useful it is, is that right, and - high. so it is their outlook as how useful it is, is that right, and the | useful it is, is that right, and the way they perceive maths as a subject and what it could do for them in later life? , ., and what it could do for them in later life?— and what it could do for them in laterlife? , . . ., ,

later life? yes, and particularly in the netherlands, _ later life? yes, and particularly in the netherlands, the _ later life? yes, and particularly in the netherlands, the coquitlam i later life? yes, and particularly ini the netherlands, the coquitlam is based on application. all the maths they learn has a purpose to it. essen they learn has a purpose to it. even before we get _ they learn has a purpose to it. even before we get who _ they learn has a purpose to it. even before we get who teaches it, what is taught, what lessons, structures we are using, it is the general field and the attitude in the country towards maths that in the uk needs to shift? find country towards maths that in the uk needs to shift?— needs to shift? and certainly those international— needs to shift? and certainly those international reports would - needs to shift? and certainly those international reports would say the i international reports would say the society in mathematica is really key. i think the whole country is behind it and they value it and see it as key to the future, they will engage in it— it as key to the future, they will engage in it. let's start with who teaches it. why _ engage in it. let's start with who teaches it. why do we _ engage in it. let's start with who teaches it. why do we struggle l engage in it. let's start with who | teaches it. why do we struggle to employ enough maths teachers? ends u . employ enough maths teachers? ends u- bein: a employ enough maths teachers? ends no being a kind of _ employ enough maths teachers? ie�*ulcs up being a kind of a catch—22 situation. the number of students are dropping post 18, so that means there is if you are maths graduate, actually you can commit a much greater salary going to a maths specificjob and you can going into

future. the government with the bursary, that is much less than you would earn going turn into banking or business or some other field. right. there obviously some people who are not numerate, he said. that is why i work inwards. i was awful in maths, i could not wait to get rid of it, so how do i make it appeal, how do you make it so that i can understand what it is and what it is we're doing wrong? {line can understand what it is and what it is we're doing wrong?— can understand what it is and what it is we're doing wrong? one of the thins i it is we're doing wrong? one of the things i say — it is we're doing wrong? one of the things i say to _ it is we're doing wrong? one of the things i say to our _ it is we're doing wrong? one of the things i say to our students - it is we're doing wrong? one of the things i say to our students when l things i say to our students when they say they don't maths is, they probably don't like the way it was taught to them, and if you can see maths a different way, you can see it is interesting and engaging and you can subtly be curious about it, so what we do with our students and look at their subject knowledge and their specialist knowledge and how they introduce —— introduce it to children. so it makes sense. we get them interested in maths at five,

keep them interested in maths, actually it is very, very easy. the problem is not the 16—year—olds, the problem is not the 16—year—olds, the problem is not the 16—year—olds, the problem is with six—year—olds, because at that point, and think it is about recall and getting answers correctly and doing things that speed —— doing things that speed. and they can be counter to understanding maths properly. i’m understanding maths properly. i'm auoin understanding maths properly. i'm going to bring in bryan because it is notjust a uk problem. students across almost all, graphic groups have suffered setbacks. a meagre 26% of eighth graders proficient, down from 34% in 2019. it is getting worse and worse. why? from 3496 in 2019. it is getting worse and worse. why? completely embarrassing- _ worse and worse. why? completely embarrassing. why? _ worse and worse. why? completely embarrassing. why? lack _ worse and worse. why? completely embarrassing. why? lack of - worse and worse. why? completely embarrassing. why? lack of focus. | embarrassing. why? lack of focus. why is— embarrassing. why? lack of focus. why is lack— embarrassing. why? lack of focus. why is lack of standards. that is the only— why is lack of standards. that is the only thing i can imagine it is, and explaining the importance of it.

the reality— and explaining the importance of it. the reality is, maths is at the future — the reality is, maths is at the future of _ the reality is, maths is at the future of everything we do today. everything is moving to this cyber economy— everything is moving to this cyber economy for some maths plays a creek rolled in— economy for some maths plays a creek rolled in that. here's a unit fact that— rolled in that. here's a unit fact that might _ rolled in that. here's a unit fact that might motivate some kids — nearly— that might motivate some kids — nearly 60% of all billionaires are juniors — nearly 60% of all billionaires are juniors. that in itself, maths shows the level— juniors. that in itself, maths shows the level of— juniors. that in itself, maths shows the level of success to motivate people — the level of success to motivate pecule it — the level of success to motivate people. it is a critical way to do everything. i work with maths everyday _ everything. i work with maths everyday and i am a corporate lobbyist — everyday and i am a corporate lobbyist. it is unavoidable. it needs— lobbyist. it is unavoidable. it needs to _ lobbyist. it is unavoidable. it needs to be in for sites in the us. it needs to be in for sites in the us. it has _ needs to be in for sites in the us. it has lost — needs to be in for sites in the us. it has lost focus. probably some that is— it has lost focus. probably some that is due — it has lost focus. probably some that is due to covid the last two years. but— that is due to covid the last two years, but it clearly needs to be refocused for who we are, because when _ refocused for who we are, because when you _ refocused for who we are, because when you look at other countries, including — when you look at other countries, including our competitors, china, japan, _ including our competitors, china, japan, their— including our competitors, china, japan, their focus on maths is fundamental to who they are and we are falling _ fundamental to who they are and we are falling behind. we fundamental to who they are and we are falling behind.— are falling behind. we will get dr clarke's you _ are falling behind. we will get dr clarke's you on _ are falling behind. we will get dr clarke's you on that. _ are falling behind. we will get dr clarke's you on that. we - are falling behind. we will get dr clarke's you on that. we do - are falling behind. we will get dri clarke's you on that. we do need are falling behind. we will get dr. clarke's you on that. we do need to refocus on what is and who we teach, but one thing is school. some

parents would say, great, the problem is at the moment we have got teacher striking... that problem is at the moment we have got teacher striking. . ._ teacher striking... that is a whole new can of _ teacher striking... that is a whole new can of worms _ teacher striking... that is a whole new can of worms you've - teacher striking... that is a whole new can of worms you've open - teacher striking... that is a whole new can of worms you've open up| new can of worms you've open up there! _ new can of worms you've open up there! i_ new can of worms you've open up there! iwant— new can of worms you've open up there! i want teachers _ new can of worms you've open up there! i want teachers to - new can of worms you've open up there! i want teachers to be paid i there! i want teachers to be paid well, _ there! i want teachers to be paid well, and — there! i want teachers to be paid well, and in _ there! i want teachers to be paid well, and in all— there! i want teachers to be paid well, and in all of— there! i want teachers to be paid well, and in all of the _ there! i want teachers to be paid well, and in all of the countries i well, and in all of the countries your— well, and in all of the countries your first — well, and in all of the countries your first calling _ well, and in all of the countries your first calling there - well, and in all of the countries i your first calling there mentioned, teaching _ your first calling there mentioned, teaching is— your first calling there mentioned, teaching is one _ your first calling there mentioned, teaching is one of— your first calling there mentioned, teaching is one of the _ your first calling there mentioned, teaching is one of the most - your first calling there mentioned, teaching is one of the most things| teaching is one of the most things people _ teaching is one of the most things people would _ teaching is one of the most things people would want _ teaching is one of the most things people would want to _ teaching is one of the most things people would want to be. - teaching is one of the most things people would want to be. in - teaching is one of the most things i people would want to be. in finland it is one _ people would want to be. in finland it is one of— people would want to be. in finland it is one of the _ people would want to be. in finland it is one of the best— people would want to be. in finland it is one of the best paid _ people would want to be. in finland it is one of the best paid jobs, - people would want to be. in finland it is one of the best paid jobs, it- it is one of the best paid jobs, it has high — it is one of the best paid jobs, it has high social— it is one of the best paid jobs, it has high social status, - it is one of the best paid jobs, it has high social status, people . it is one of the best paid jobs, it. has high social status, people want to be _ has high social status, people want to be teachers. _ has high social status, people want to be teachers, and _ has high social status, people want to be teachers, and they _ has high social status, people want to be teachers, and they are - to be teachers, and they are financed _ to be teachers, and they are financed and _ to be teachers, and they are financed and encouraged - to be teachers, and they are financed and encouraged toi to be teachers, and they are . financed and encouraged to do to be teachers, and they are - financed and encouraged to do so, so the quality— financed and encouraged to do so, so the quality of— financed and encouraged to do so, so the quality of their— financed and encouraged to do so, so the quality of their teachers, - financed and encouraged to do so, so the quality of their teachers, the - the quality of their teachers, the pay they— the quality of their teachers, the pay they receive _ the quality of their teachers, the pay they receive the _ the quality of their teachers, the pay they receive the critical - the quality of their teachers, the| pay they receive the critical part. i pay they receive the critical part. ! also _ pay they receive the critical part. ! also think— pay they receive the critical part. i also think we _ pay they receive the critical part. i also think we need _ pay they receive the critical part. i also think we need to _ pay they receive the critical part. l i also think we need to remember pay they receive the critical part. - i also think we need to remember we think back— i also think we need to remember we think back to — i also think we need to remember we think back to our— i also think we need to remember we think back to our own _ i also think we need to remember we think back to our own school - i also think we need to remember we think back to our own school days, i think back to our own school days, maths _ think back to our own school days, maths was — think back to our own school days, maths was associated _ think back to our own school days, maths was associated with - think back to our own school days, i maths was associated with algebra and trigonometry— maths was associated with algebra and trigonometry and _ maths was associated with algebra and trigonometry and your - maths was associated with algebra and trigonometry and your parents would _ and trigonometry and your parents would say, — and trigonometry and your parents would say, i— and trigonometry and your parents would say, ! did _ and trigonometry and your parents would say, i did that _ and trigonometry and your parents would say, i did that at _ and trigonometry and your parents would say, i did that at school - and trigonometry and your parents would say, i did that at school and| would say, i did that at school and i would say, i did that at school and ! never _ would say, i did that at school and ! never ever— would say, i did that at school and i never ever used _ would say, i did that at school and i never ever used it _ would say, i did that at school and i never ever used it again. - would say, i did that at school and i never ever used it again. we - would say, i did that at school and i i never ever used it again. we need to refrarne — i never ever used it again. we need to refrarne it— i never ever used it again. we need to refrarne it in— i never ever used it again. we need to reframe it in terms— i never ever used it again. we need to reframe it in terms of— i never ever used it again. we need to reframe it in terms of logic- i never ever used it again. we need to reframe it in terms of logic and i to reframe it in terms of logic and problem _ to reframe it in terms of logic and problem solving _ to reframe it in terms of logic and problem solving and _ to reframe it in terms of logic and problem solving and the - to reframe it in terms of logic and problem solving and the types - to reframe it in terms of logic and problem solving and the types ofl problem solving and the types of skills young _ problem solving and the types of skills young people _ problem solving and the types of skills young people use - problem solving and the types of skills young people use in - problem solving and the types of skills young people use in all- problem solving and the types of skills young people use in all of. skills young people use in all of their— skills young people use in all of their life —

skills young people use in all of their life. what— skills young people use in all of their life. what we _ skills young people use in all of their life. what we tell - skills young people use in all of their life. what we tell children| their life. what we tell children masses — their life. what we tell children masses for— their life. what we tell children masses for is _ their life. what we tell children masses for is important, - their life. what we tell children . masses for is important, because their life. what we tell children - masses for is important, because it is not _ masses for is important, because it is not all— masses for is important, because it is not all about— masses for is important, because it is not all about fancy _ masses for is important, because it is not all about fancy copley - masses for is important, because it is not all about fancy copley tears. i is not all about fancy copley tears. it is is not all about fancy copley tears. it is credited — is not all about fancy copley tears. it is credited to _ is not all about fancy copley tears. it is credited to their— is not all about fancy copley tears. it is credited to their future. - is not all about fancy copley tears. it is credited to their future. dr- it is credited to their future. clarke, you mentioned the it is credited to their future.“ clarke, you mentioned the nordic countries are very good at this, but generally speaking is this a western problem? we talked about the united states and bryan compared us to south korea, singapore, the chinese. is it, i don't know, an issue for us in the us we don't prioritise maths was yellow i think there are plenty of countries that do —— in the west that we do not prioritise maths? there is a formal process to teaching mathematics, but they see it as central to progress and prosperity. i think one of the things is what we do is compare ourselves against these international comparison tests. the testis international comparison tests. the test is only going to show what you can learn from testing, so what they tend to show is ability and compilation and a certain sort of

reasoning, which possibly is not the kind of maps that your colleague is using every day working as a lobbyist —— the kind of maths. needing a curriculum... are we going to have a curriculum that is useful and able to be flexible and applied it to a wide range of workplaces? dr clarke, enjoy madrid, my favourite city, and i hope you come back with things that we can learn, because obviously there is a lot of improvement needed in maths. i am probably bottom of the class, so i can do it some improvement, but anyway thank you forjoining the programme at. anyway thank you for “oining the programme at anyway thank you for “oining the programme rah anyway thank you for “oining the programme at. elon musk had set unusually low expectations for starship's proposed launch this afternoon. lots of people focused on the biggest rocket, but it did not go in the end. it turned into nothing more than a "wet dress rehearsal".

the gargantuan rocket that houses the 33 engines had been loaded with fuel, but it seems there was a problem with one of the pressure valves. fully stacked, starship stands about 120 metres tall, towering over nasa's saturn v — which launched the apollo missions — at 111m tall. and compare that to nasa's artemis rocket, 98m tall, which will one day return astronauts to the moon. it has plenty of oomph too — around 17 million pounds of thrust, which has almost twice the power of the artemis rocket. i spoke earlier to our science correspondentjonathan amos, who explained how it works. i was just listening to your numbers there. i like to do some calculations on a piece of paper. and you will remember the old concorde. i was brought up in bristol, in the west country, and it is famous for concorde, the engines, the olympus engines that were produced there, designed there, for concorde. concorde used to fly with four olympus engines. the amount of thrust that this rocket should be able to produce is equivalent to about 100 concordes

dashing down the runway, on reheat, trying to take off. that is how much oomph... i could not have think of the scientific, technical term, but oomph seems to cover it! 33 engines. is this everything they have? are they throwing everything at it? the nearest analogy, actually, is an old soviet rocket called the n1, which the soviets were going to use to send cosmonauts to the moon back in the 1960s. 0bviously, they lost the race to the moon, in part because they could not control the 30 engines that they had at the base of the n1. so it is really hard to co—ordinate those engines. they have to be lit up in stages. you have to watch out for crazy resonances. the big concern, the worry is that

if one engine lets go, do you get a cascade? do they all let go and you lose your ship? so these are the things that would keep elon musk awake at night, although i do not think he sleeps very much at the moment with all the companies he is trying to run. no, i don't think so. he has got a lot on his plate. let's suppose that it goes up, that it gets up there. what is it supposed to do? the rocket would be a game—changer, complete game—changer. the history of rocketry is that you use a rocket once and then you throw it away. so you launch a satellite — as the rocket goes up, it stages, it is mostly fuel tanks, and once the tanks are exhausted, you drop them, they fall in the ocean, you never see them again. we have seen earlier attempts at reusability. you will remember the space shuttle, the orbiter, the space plane itself, they used to reuse that. elon musk himself, his falcon 9

rockets that he launches every week now, the bottom half of that rocket is used time and time again. he does not use the top half, the top half is expended. the dream is to get a fully reusable rocket and rapidly reusable. that is to say, it comes back, and just like the jet airliner that lands in new york, they refuel it and it goes again, and that is the idea with this rocket. now, because it is so big, because it is so big, you can put a huge amount in orbit, more than 100 tonnes in one go. if you can also have a rapidly reusable vehicle, the cost of putting a kilo in orbit, it falls through the floor, right, essentially? all you are paying for is the fuel that you put in the rocket. so it is an absolute game changer, if he can make it work, and that is what we are watching to see. they do have a window tomorrow to

get it off the ground again, but they have to take all the fuel out and put it back in, so it is much more likely to be thursday, i think, when we see them attempt to launch that rocket. around the world and across the uk, this is bbc news. with a mixture of british and turkish culture, the people of beverley came together to help those affected by february's earthquake. sunday's event had a special focus — the children who've lost their homes and families. this is contributed by these people and their children, and this is aged eight years old, it's for a little girl. and as you can see, it's got a beautiful little doll in it. more than 50,000 people were killed in the 7.8 magnitude earthquake. the organiser lost 11 family members himself in the disaster. the support is unbelievable.

we're doing a shoe box appeal and fundraising event for the children, so we kind of want to put a little smile on the little ones' face. people from east yorkshire have raised many tens of thousands of pounds and the turkish community says their friendship will never be forgotten. you're live with bbc news. now it is time for the panel. kesia, we will start with you, we are going to talk about matters in belfast today, because bill and hillary clinton were there with tony blair, sir tony blair, hillary clinton were there with tony blair, sirtony blair, unveiling hillary clinton were there with tony blair, sir tony blair, unveiling a statue of george mitchell, who of course was the northern ireland envoy 25 years ago to get the good friday agreement over the line. why did you want to talk about this? i just think it is a fascinating story. let's go back to 1997 and a certain senator called a joe biden, who was sitting on the foreign relations committee in the states and arguing heavily for the united

states to involve itself more in trying to secure peace in northern ireland, and he was at that time pressurising bill clinton to step in, and then fast forward 25, 26 years and we are now marking 25 years of the good friday agreement, a triumph of diplomacy that brought peace northern ireland, a great example of people working across the political divide, a great actual personal sacrifice to themselves to secure a long lasting peace, and we're very fortunate to have three of those leaders still with us and still able to reflect on what was over that time in the form of bertie ahern, tony blair and bill clinton, all in belfast this week, just a few days afterjoe biden himself paid a visit. i days afterjoe biden himself paid a visit. ., , days afterjoe biden himself paid a visit. . , ., �* visit. i am 'ust looking at bill clinton. visit. i am 'ust looking at bill canton. r— visit. i am just looking at bill clinton. i have _ visit. i am just looking at bill clinton. i have not _ visit. i am just looking at bill clinton. i have not seen - visit. i am just looking at bill| clinton. i have not seen them visit. i am just looking at bill- clinton. i have not seen them for a while, he is looking quite old, but i guess he is quite old. he was there 25 years ago, and as he said today, he took a punt on it. it was a leap of faith for him. find today, he took a punt on it. it was a leap of faith for him. and people thou~ht a leap of faith for him. and people thourht he a leap of faith for him. and people thought he was — a leap of faith for him. and people thought he was mad. _ a leap of faith for him. and people

thought he was mad. in _ a leap of faith for him. and people thought he was mad. in fact, - a leap of faith for him. and people | thought he was mad. in fact, there were many people advising against it, thinking, what do you mean you think you can secure peace? it cannot be done. but in pointing to senator george mitchell and send them to northern ireland to broker a peace, and we know how difficult that was, he did lay a part in securing that long lasting peace, and it is a delicate piece. we know that now, we know the trip relations because of brexit and other matters still unresolved full stop northern ireland does not have a sitting assembly at the moment, stormont has not resumed. there still an impasse the assembly. my goodness what a difference today positing northern ireland is compared to the onejoe biden and the clinton found himself getting involved in the late 1990s. i know that some republican or critical overjoe biden's trip over here last week, but if you ask them

about the first day of the trip in belfast, a lot of republicans feel ownership for good friday agreement and took that part of it very seriously?— and took that part of it very seriousl ? ~ , ,., , ., , and took that part of it very seriousl ? ~ ,,., , .,, , seriously? absolutely. it was very historic. seriously? absolutely. it was very historic- my _ seriously? absolutely. it was very historic. my self, _ seriously? absolutely. it was very historic. my self, i— seriously? absolutely. it was very historic. my self, i have _ seriously? absolutely. it was very historic. my self, i have been - seriously? absolutely. it was very historic. my self, i have been in i historic. my self, i have been in northern— historic. my self, i have been in northern ireland, i cannot believe going _ northern ireland, i cannot believe going 25_ northern ireland, i cannot believe going 25 years ago... is an issue republicans and democrats are very happy _ republicans and democrats are very happy with _ republicans and democrats are very happy with resident clinton's involvement, and it as to the test for now— involvement, and it as to the test for now -- — involvement, and it as to the test for now —— president involvement. we for now -- president involvement. we will for now —— president involvement. will leave it for now —— president involvement. - will leave it there. we'll talk about sport. at the weekend, watching a football game, i was thinking the length of time it takes to get a sub on and off the field drives me nuts, and they have tried efforts to speed up the game, baseball are trying to speed it up. are they having any success added? i think they are having too much success — think they are having too much success. dave shortened the lines

between _ success. dave shortened the lines between the bases, the pitch clock forces _ between the bases, the pitch clock forces the — between the bases, the pitch clock forces the picture to pitch in the amount— forces the picture to pitch in the amount of— forces the picture to pitch in the amount of time, and it is short enough — amount of time, and it is short enough that beer sales have gone down _ enough that beer sales have gone down because the game is shorter! laughter success is so much success they are going _ success is so much success they are going to _ success is so much success they are going to change the rules of how long they— going to change the rules of how long they sell alcohol at the game. sounds _ long they sell alcohol at the game. sounds like cricket!— sounds like cricket! laughter there is an _ sounds like cricket! laughter there is an american - sounds like cricket! laughter there is an american league i sounds like cricket! laughter - there is an american league started, cricket isn't there? i would love to explain to an american you could play forfive explain to an american you could play for five days and have a draw, but anyway that is interesting, because most sports in america are designed around the add break in the dash to the bar.— dash to the bar. absolutely. clearly nobody thought _ dash to the bar. absolutely. clearly nobody thought it _ dash to the bar. absolutely. clearly nobody thought it through, - dash to the bar. absolutely. clearly nobody thought it through, and - dash to the bar. absolutely. clearly nobody thought it through, and it i nobody thought it through, and it became _ nobody thought it through, and it became such a huge issue in the last weekr _ became such a huge issue in the last week, where — became such a huge issue in the last week, where teams were crossing the judgment _ week, where teams were crossing the judgment of the baseball, saying, hey, you — judgment of the baseball, saying, hey, you shorten the game and now you have _ hey, you shorten the game and now you have extended beer sales to last longer _ you have extended beer sales to last longer. aren't our fans going to be

going _ longer. aren't our fans going to be going home even more inebriated than before? _ going home even more inebriated than before? a _ going home even more inebriated than before? a serious debate, but clearly — before? a serious debate, but clearly a — before? a serious debate, but clearly a huge economic impact on baseball— clearly a huge economic impact on baseball already. i clearly a huge economic impact on baseball already.— clearly a huge economic impact on baseball already. i was watching the cardinals with _ baseball already. i was watching the cardinals with ron _ baseball already. i was watching the cardinals with ron christie. - baseball already. i was watching the cardinals with ron christie. the - cardinals with ron christie. the brakes were quite long and it cost me a fortune! i might get a second invite, i don't know! mr; me a fortune! i might get a second invite, i don't know!— me a fortune! i might get a second invite, i don't know! my son en'oyed baseball, invite, i don't know! my son en'oyed baseball. we — invite, i don't know! my son en'oyed baseball, we can i invite, i don't know! my son en'oyed baseball, we can go i invite, i don't know! my son en'oyed baseball, we can go home h invite, i don't know! my son enjoyed baseball, we can go home sooner. i baseball, we can go home sooner. that is— baseball, we can go home sooner. that is the — baseball, we can go home sooner. that is the thing. they want it fast and furious. that is the thing. they want it fast and furious-— that is the thing. they want it fast and furious. cricket is not so much and furious. cricket is not so much a sort, and furious. cricket is not so much a sport. right? _ and furious. cricket is not so much a sport. right? it _ and furious. cricket is not so much a sport, right? it is _ and furious. cricket is not so much a sport, right? it is more - and furious. cricket is not so much a sport, right? it is more of - a sport, right? it is more of a leisure activity, something to take at your own pace. ifeel leisure activity, something to take at your own pace. i feel it is your kind of dim, christian. i at your own pace. i feel it is your kind of dim, christian.— kind of dim, christian. i am a professional and _ kind of dim, christian. i am a professional and watching . kind of dim, christian. i am a professional and watching it. kind of dim, christian. i am a i professional and watching it and kind of dim, christian. i am a - professional and watching it and how did you know? and my son is now playing it, so i in spend a lot of time enjoying cricket and watching it at the bar. bryan, kezia, thank you for your company. i will not be

here tomorrow, i have a day off, so sarah campbell will be here tomorrow. see you wednesday at the same time. good evening. we start with the drama at the world snooker championship in sheffield, with play suspended at the crucible after a protester vandalised one of the tables. robert milkins and joe perry were playing theirfirst—round match at the time of the incident. a man climbed on to their table, covering it in orange powder. mark allen and china's fan chen—yee were also in action and escorted from the theatre. their match has since resumed. the other will get back under way tomorrow. the evening session was just getting under way when a man and a woman from the process group just stopped oiljumped over the barriers here from the seeds come into the auditorium. the man climbed onto the table, he then opened a packet of

orange powder and emptied it onto the table before security intervened. the woman tried to get around the other side, on the other side of the barriers of aid to table format at the moment, but was stopped by the match referee, before she could do any damage to the table. ladon resumed, but the other match was not able to continue, as the cloth on that table needed to be replaced. i can tell you there was a lot of anger from people behind the scenes and also the fans there about what had happened. in terms of the action, there was big shock earlier in the day, with the 2016 runner—up ding junhui knocked out. ding led iran's hossein vafaei by five frames to four overnight, but the world number 23 was in scintillating form, winning the first four frames of the day on his way to a 10—6 victory. vafaei now faces defending champion and world number one ronnie 0'sullivan in the second round. three—time champion mark williams is also through to the last 16. his opponentjimmy robertson did produce one of the shots

of the tournament. but williams won six frames in a row to progress 10—5. he'll face the belgian lucas brecel next. liverpool have moved to within three points of the europa league places in the premier league with a 6—1win at leeds, who remainjust two points above the relegation zone. coady gakpo gave liverpool the lead in the first half, with mo salah striking again for the visitors before half—time to make it 2—0. luis sinisterra pulled one back for leeds just after the break before a flurry of liverpool goals — including two from diogojota and a second from mo salah — sealed all three points forjurgen klopp's side. darwin nunez added a late sixth in the 90th minute. frank lampard says "anything is possible in football" as chelsea look to overturn a two—goal defecit against real madrid in the second leg of their champions league quarterfinal. chelsea are without a win in six games, they've lost their last three, and lampard says they will need a special stamford bridge atmosphere to pull off a shock

against the holders. it is just worth focusing on the here and now, with a little understanding that if we get things right, if we work hard, if we do the right things in the game, then anything is possible. i've got no doubt it will be positive. and when i talk about it, i talk about the start of the game. i think the rest of it is down to us, it is down to us as a team to play with a real desire and a know—how, to try and turn this game around. arsenal women's captain kim little will miss the rest of the season, including for their upcoming champions league semifinal against wolfsburg. the scotland international picked up a hamstring injury in their quarterfinal win over bayern munich last month. she'll miss the final five wsl games of the season. arsenal are third, just three points behind leaders manchester united. the fall out continues from this weekend's grand national at aintree, where the death of one horse — and two others across the meeting —

protests and arrests have again raised questions about animal welfare and possible reforms to britishjump racing. the start was delayed after animal rights activists entered the track to protest the staging of the race. police arrested 118 people. nobody can really argue that it's appropriate that we leave a three—day festival of racing with three dead horses. and, you know, we are calling on the british horseracing authority and horse racing to closely, transparently review these three deaths, so we can avoid seeing this situation again. don't forget, you can get all of the reaction from that drama at the world snooker championship on the website in the bbc sport app as well and all the reaction from the triple's win at struggling leads in the premier league ——

liverpool's win at struggling leeds in the premier league. hello. 0ur weather for the next few days looks pretty quiet across the uk as a whole. there'll be some cloud coming and going, maybe the odd light shower, but really nothing much to report in the way of rain before the end of the week. we will, though, have perhaps a strengthening easterly breeze contributing to a chillier feel in the next 48 hours or so. that easterly wind comes across from the north sea underneath this area of high pressure. currently centred across scandinavia, it drifts across to the north of the uk by the time we get to thursday. and that easterly wind, as we look at the small hours of tuesday, introduces some thicker cloud, mist and murk to many eastern regions of the uk, pushing across into the midlands by the end of the night as well. 0vernight lows widely 4—6 degrees in a few sheltered spots. we could, though, just capture a few patches of ground frost, particularly the north—east of scotland, perhaps the welsh marches.

tuesday, though, there's the high across scandinavia. easterly breeze again across england and wales. we should clear a lot of that low cloud, mist and murk quite early on in the day, perhaps a bit hanging back around some of the north sea coasts, but a lot of sunshine essentially taking us into tuesday afternoon. that wind off the north sea, though, will keep things feeling chilly across eastern counties and particularly adjacent to the north sea coast, because essentially, you're just fetching air in that's been cooled down by those north sea waters, and at this time of year, they are only around 8 degrees. we will see, i think, a bit more cloud across the south—east and east anglia pooled across from the near continent come the afternoon. highs here ofjust 12 and with the chance of the odd shower developing through the afternoon. that whole area of cloud marked up as a little weather feature here will transfer further west on the easterly wind to the south of our high for wednesday. so, a bit more cloud initially on wednesday, perhaps across the midlands, wales and for the south—west of england. on and off through the day, there mayjust be the odd light shower. again with that wind, eastern counties, particularly coastal regions, struggling with the temperatures. towards the west as well, just a shade cooler, i think, than it was to start the week.

but we are looking at temperatures in many spots reaching the low—to—mid—teens. for thursday, perhaps some rain arriving into the east later on, more widespread across england and wales on friday. the weekend, though, looks pretty showery for all and perhaps quite chilly to end.

tonight at ten — almost 200,000 operations and appointments cancelled — the impact of last week's strike by junior doctors in england. what do we want? fair pay! when do we want it? now! _ it's the highest number of cancellations so far in the current pay dispute. those affected included people waiting for operations and other treatments as well as scans and follow—up appointments. nhs bosses are increasingly concerned about further industrial action with a planned walk—out by nurses over the bank holiday weekend in early may. i think we feel very much like we are getting to the edge of our ability to continue to deliver care during these circumstances. our staff are utterly exhausted. we'll have the latest on the cumulative effects of industrial action in the nhs in england. also tonight...