I. SSN: The Queen of the Seas?

We have it on good authority that the dropping of a canvas bag over U-boat periscopes was among the desperate remedies considered by the British during the early days of World War I

The Loss of the Bismarck: Who Was to Blame?

Recent articles commemorating the hunt for the Bismarck have recaptured some of the epic qualities of that action, and, following Dr. Ballard\u27s discovery of the wreck, have done much to refine estimates of the damage inflicted by British action. None however, have returned to that most fundemental of questions why so valuable a ship should have been risked on so humble and enterprise as commerce raiding. To the modern observer, the decision to send the Bismarck unescorted and unsupported through the British blockade and into the Atlantic is bound to seem a strange one. Any war college graduate who submitted a plan like this would be regarded as eccentric or worse. There seems same merit therefore in reviewing those higher-level decisions which appear in retrospect to have had the greatest influence on the course of events

Collecting genetic samples and linked mental health data from adolescents in schools:Protocol co-production and a mixed-methods pilot of feasibility and acceptability

OBJECTIVES: To coproduce a school-based protocol and examine acceptability and feasibility of collecting saliva samples for genetic studies from secondary/high school students for the purpose of mental health research. DESIGN: Protocol coproduction and mixed-methods feasibility pilot. SETTING: Secondary schools in Wales, UK. PARTICIPANTS: Students aged 11–13 years. PRIMARY AND SECONDARY OUTCOME MEASURES: Coproduced research protocol including an interactive science workshop delivered in schools; school, parental and student recruitment rates; adherence to protocol and adverse events; ability to extract and genotype saliva samples; student enjoyment of the science workshop and qualitative analysis of teacher focus groups on acceptability and feasibility. RESULTS: Five secondary schools participated in the coproduction phase, and three of these took part in the research study (eligible sample n=868 students). Four further schools were subsequently approached, but none participated. Parental opt-in consent was received from 98 parents (11.3% eligible sample), three parents (0.3%) actively refused and responses were not received for 767 (88.4%) parents. We obtained saliva samples plus consent for data linkage for 79 students. Only one sample was of insufficient quality to be genotyped. The science workshop received positive feedback from students. Feedback from teachers showed that undertaking research like this in schools is viewed as acceptable in principle, potentially feasible, but that there are important procedural barriers to be overcome. Key recommendations include establishing close working relationships between the research team and school classroom staff, together with improved methods for communicating with and engaging parents. CONCLUSIONS: There are major challenges to undertaking large-scale genetic mental health research in secondary schools. Such research may be acceptable in principle, and in practice DNA collected from saliva in classrooms is of sufficient quality. However, key challenges that must be overcome include ensuring representative recruitment of schools and sufficient parental engagement where opt-in parental consent is required

Teaching and learning in the outdoors: the current state of outdoor learning in schools in Wales

This report presents the findings from a comprehensive literature review and a validated survey sent out to schools to gain an indicative picture of the current outdoor learning provision in Wales. The project was undertaken as part of the Collaborative Evidence Network. The findings are aimed at policymakers and LAs, who can support schools and practitioners in developing outdoor learning policy, guidance, resources and professional development for the education workforce in Wales. The findings suggest that a coherent strategy and budget allocation are required to support schools and local authorities in curating outdoor learning resources in an accessible format and single location. Further support should also be given for professional development opportunities for the education workforce, along with increasing awareness of outdoor learning as a viable and effective pedagogy, rather than an enrichment activity in both the existing workforce and in programmes of initial teacher education