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Aims: The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of 'No Outsiders' within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of 'sexual orientation' and 'gender identity' deserve the disproportionate amount attention they receive. Method: The paper utilises Erikson's Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculum. Findings: The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views. Limitations: The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved. Conclusions: The 'No Outsiders in Our School' resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as 'other' within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.

Sophisticated software such as Virtual Learning Environments (VLEs) are rapidly being deployed by universities. Despite widespread use of such systems, experience shows that there is frequently poor pedagogic development, leading primarily to use of VLEs as electronic document repositories rather than as online learning systems in which the available suite of tools are used to their full potential. Online assessment is the major potential efficiency gain of such systems, but most staff do not scratch the surface of the full capabilities of the software. Based on our experience, we describe practical guidelines for a model of online assessment which promotes deep versus superficial learning, encourages higher level learning competencies and inclusivity. (Contains 1 table.)

Policy for urban trees is based upon a presumption that residents favour and benefit from them but in Britain the evidence for this is patchy and dated. We therefore initiated a study to understand modern attitudes and perceptions from adult urban residents across Britain. Our study consisted of exploratory focus groups to identify the main issues that concerned residents, and a large (6000 participant) demographically representative survey to quantify views and attitudes. Further focus groups were conducted to help interpret some of the main findings from the survey. There was a large level of support for urban trees, with a desire for more trees from about a third of the survey respondents. Trees were favoured in parks, gardens and existing urban woodlands, and less so along transport corridors and residential streets. The management of urban trees was an important issue for a significant proportion, mainly driven by perceived ecosystem disservices that trees can deliver. Most recognised that local authorities held greatest responsibility for management of trees in publicly accessible space, but many were uncomfortable or uncertain how to interact with them. A relatively small proportion of survey participants expressed an interest in participating in tree-related activities such as tree planting, watering or other forms of maintenance. Communication about trees to urban dwellers was considered piecemeal and comparatively ineffective. Statistical analysis revealed that respondent age was the most important factor determining attitudes to trees and their management. The study concludes that there are important sectors of the urban population, especially young people, that are disconnected from urban trees, and that education and communication programmes need to be improved to ensure that all residents better understand what the benefits of trees are. [ABSTRACT FROM AUTHOR]

Highlights: [•] Short Rotation Forestry (SRF) growth showed positive effects on British earthworms. [•] Native earthworms accepted non-native SRF litter, but favoured native tree litter. [•] SRF using Eucalyptus had no adverse effect on Lumbricus terrestris production. [ABSTRACT FROM AUTHOR]

Long term trend analysis of bulk precipitation, throughfall and soil solution elemental fluxes from 12 years monitoring at 10 ICP Level II forest sites in the UK reveal coherent national chemical trends indicating recovery from sulphur deposition and acidification. Soil solution pH increased and sulphate and aluminium decreased at most sites. Trends in nitrogen were variable and dependant on its form. Dissolved organic nitrogen increased in bulk precipitation, throughfall and soil solution at most sites. Nitrate in soil solution declined at sites receiving high nitrogen deposition. Increase in soil dissolved organic carbon was detected – a response to pollution recovery, changes in soil temperature and/or increased microbial activity. An increase of sodium and chloride was evident – a possible result of more frequent storm events at exposed sites. The intensive and integrated nature of monitoring enables the relationships between climate/pollutant exposure and chemical/biological response in forestry to be explored. [Copyright &y& Elsevier]