KESS PhD student talks about his experiences, John Walsh’s KESS project, economic benefits of anaerobic digesters.Read more »
Case Studies: Bangor University
I loved working with the company because it drew upon my love and expertise of the history of Welsh music. It was nice to have different perspective of my work outside of the world of academia, which at times was refreshing.
In the work place I gained extensive experience of using software that was beneficial for my PhD and the work with the company, it developed my musical and technical skills and that helped with what I was doing day to day with the PhD, and with the company’s publications in the long term. I was also given the opportunity to use new and different software on digitising tonic sol-fa into modern notation which was beneficial for the company as well. When typesetting the music I could put the tonic sol-fa line in, a considerable number of males voice choirs wanted the tonic sol-fa and instead of sending work out, it could be done internally.Read more »
A different PhD model For me KESS has been a fantastic opportunity, being able to work on a project linked to a company that has real world objectives means that the research I am doing can be applied and is actually doing useful things in the real world, which has suited me quite well.
Highlights So far it would have to be having the opportunity to attend the Euroblight conference; because that was the first time I’d presented real original research that I’d done to an audience of other scientists. I also think generally getting my first results out of my trial and these actually being used by the company that I’m working with to inform what they are doing in their breeding programme; it was good to see my research actually being used.Read more »
Starting the PhD has opened up new challenges to me in terms of academic discipline; my PhD is a project that spans across two disciplines: the Business School and the School of Creative Industries, though the PhD itself sits within the Business School. From an academic development perspective having those two schools of thought has certainly helped me shape what I want to do in the future.
I think that there are a number of benefits for a company to work with a research partner, especially for a small company like Sain. In being a small company they have generally had to follow the larger companies in the industry in terms of development, working with a research partner has allowed them to see new ideas implemented much sooner. The company is constantly developing and as soon as something comes out from the research we try and implement it straight away.Read more »
As part of my postgraduate skills development award I have been able to attend and give an oral presentation in a symposium with both my supervisors, Prof. Pauline Horne and Dr. Mihela Erjavec at the British Psychological Societies 3-day Cognitive and Development conference at Reading University. This was a great experience and excellent opportunity to disseminate my research.Read more »
What an experience…
During November 2012 I was given the opportunity to join the Dweezil Zappa plays Zappa band on their UK tour. A series of events led up to this opportunity. During ZPZ’s 2011 tour, I was lucky enough to briefly chat with Dweezil – I had questions to ask him about his father’s Clarinet Concerto – Mo N Herb’s Vacation. This resulted in me posting various audio files of my clarinet playing onto Dweezil’s website. These files were clips from the DVD and tracks from the CD I submitted as part of my research. Months passed, and out of the blue I received a message from Dweezil asking whether I would like to join the band onstage to play one of Frank Zappa’s songs on a couple of dates during their UK tour!
To date I’ve been to three conferences, in my first year I went to the international leadership association conference in London, then I went to present a poster in Hawaii, which was a great experience, it was a huge conference with an international population. Then finally I went to the British Psychological society division of sport and exercise conference and won the student poster award, which was great and a bit of a shock really. I’ve recently had an article published in the Institute of Outdoor Learning magazine; ‘Horizons’. The IOL are an organisation for outdoor educators who are interested in the teaching and dissemination of information via the outdoor medium.Read more »
Student: Diane Jones Company: Cae’r Gors – Canolfan Dreftadaeth Kate Roberts Cyf. Academic Supervisor: Dr Jerry Hunter & Prof. Peredur Lynch Interpreting the Past through Technology At Cae’r Gors in Rhosgadfan, North Wales, a project is underway in collaboration with Bangor University to ensure that a crucial part of our shared history is not only… Read more »
In the outdoors we have implied knowledge, in that we believe swimming in the outdoors for example is better for you than swimming in a pool. Working with the School of Sport, Health and Excercise Sciences at Bangor University allows Surflines to research and test those theories. We’ll be able to translate the research and inform potential about the advantages of outdoor activities.Read more »
Wales is an obesity hotspot, with the 5th highest child obesity rates of 35 OECD countries: in 2010, 36% of Welsh 2-15 year olds were overweight and 19% of these were obese. The literature shows that these rates are typically doubled for children attending Special Schools. These children often show change resistant behaviours such as idiosyncratic eating patterns and reluctance to try new foods, presenting the researchers with additional challenges. Although it is known that they are more likely to develop health problems and obesity than their peers in mainstream schools, they have been entirely overlooked in the existing research until now.
My Masters Research project has involved implementing the Food Dudes programme in special schools. The Food Dudes progarmme is based on the three psychological principles: role-modeling, rewards and repeated tasting. The intervention is split into two phases: the Intensive Phase (16 days) and the Maintenance Phase (rest of the academic year).Read more »