Latest research and knowledge exchange news at Bournemouth University
*Research Professional is pleased to invite UK researchers to our updated Broadcast Demonstration series.
The next session will take place via Microsoft Teams on the 11th October 2022. Registration for the webinar is possible here.
This session will provide an introduction to the *Research Professional platform, demonstrate how to locate funding opportunities matching research interests, and show how to set up email alerts to stay informed of new developments.
Dr Sarah Hodge writes for The Conversation about research asking teachers about their experiences of how young people use technology and the effect it has on them…
Sarah Hodge, Bournemouth University
Mobile phones, computers, social media and the internet are part of the daily lives of children and young people, including at school. Concerns over the risks of too much screen time or online activity for children and young people have been tempered by the reality of technology use in education and leisure.
The experience of life during the pandemic, when much schooling and socialising went online, has also changed attitudes to technology use. UK communications regulator Ofcom reported that in 2020 only a minority of children and young people did not go online or have internet access.
Teachers are in a unique position when it comes to assessing how children and young people use technology such as mobile phones and the effect it has on them. They see how children and young people use technology to learn, socialise, and how it affects their relationships with their peers.
Together with colleagues, I carried out in-depth research with eight teachers from different backgrounds, ages, years of professional experience, and type of educational institution from across the UK. We asked the teachers about their experiences of children and young people’s use of technology: how they thought it affected their emotions, behaviour and learning both before and during the pandemic.
The teachers talked about the importance of technology as a tool in the classroom and learning and the opportunities it provides for creativity. As one teacher put it:
It is what the children are used to, and it engages them more – it is a useful tool that can add to our teaching.
We also found that teachers were optimistic about the role technology could play in empowering children and young people. One said:
They use social networking sites to learn from one another and to express their beliefs – even children who are quiet in the classroom, they find it easier to express themselves online.
They thought that children and young people could learn to understand and recognise the signs of unhealthy technology use from their own emotions and behaviour when using technology. This included showing empathy and care through noticing how they and others feel. One teacher said children and young people were becoming more compassionate and offering their help to friends who were showing signs of distress through their online posts.
However, some teachers did express concern about how interacting online affected children and young people’s social skills. One teacher said:
They don’t know how to have proper conversations with their friends. They don’t know how to resolve anything because it’s easy to be mean behind a screen and not have to resolve it.
Another questioned how technology use was affecting play. They said:
They don’t know how to play and actually you will see groups of them surrounding a phone.
Teachers also pointed to the problems of disengaging from technology use. One teacher stated:
The parents have ongoing battles trying to pull their children away from screens and the next day they are exhausted, and they find it difficult to get them into school because the children are so tired.
Teachers discussed how they encouraged their pupils to take part in team sports as a way to encourage face-to-face communication and conflict resolution. However, while some online safety and internet use is covered at school, guidance on how to live with technology, be resilient towards challenges and use technology in a balanced could be more explicitly taught.
The PHSE Association – a national body for personal, social, health and economic education – offers guidance on online safety and skills for the curriculum, such as the potential harms of pornography but there is much scope to develop a broader approach to supporting healthy technology use.
In class, this could be as simple as working on how to make informed decisions about technology use – such as being more cautious if online activity involves talking with strangers, or recognising if spending time online is a large time commitment. It could include using social media posts as real-world examples to encourage childrenand young people to be informed, critical and resilient towards content they are likely to see and interact with.
Teachers felt that adding online safety to the curriculum would be valuable, as would providing opportunities for children and young people to talk about their experiences and content of technology. One teacher said:
There are predators out there and we do discuss online safety issues with my students, but some stuff should be part of the curriculum as well, and parents should access it too.
The teachers highlighted that they, too, needed support in their knowledge about technology and suggested this should be more incorporated into teacher training. One teacher said:
We need to keep up with the times and if there is something this pandemic taught us, is that not all of us are keeping up… one-off training is not adequate, schools need to invest in continuous professional development activities related to technology.
Children and young people can get significant benefits from technology, but it has risks, too. More attention to how teachers can address this in school can be an invaluable way to help children and young people understand and balance their time online.
Sarah Hodge, Lecturer in Psychology and Cyberpsychology, Bournemouth University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
At Café Scientifique, you can explore the latest ideas in science and technology in a relaxed setting. Enjoy listening to a short talk before engaging in debate and discussion with our guest speaker and audience.
We’ll be joined by Dr Festus Adedoyin on Tuesday 4 October from 6:30 – 8:00pm.
Digital healthcare for LGBTQ+ communities in Africa
In Nigeria, LGBTQ+ people are often criminalised and discriminated against, meaning they are less likely to seek medical help despite suffering higher rates of HIV/AIDS, mental health conditions and other problems.
To tackle this problem, Dr Festus Adedoyin is developing a digital solution to provide safer access to healthcare, working with NGOs, social workers and people across the medical field on a confidential and secure online platform.
Join us at Café Scientifique to discover the challenges and rewards of developing a digital solution in a complex social situation.
This event will be held at The Black Cherry in Boscombe, Bournemouth. Although the talk starts at 6:30pm, the café will be open early so we encourage you to arrive early for a drink and a bite to eat before the talk starts.
Attendance is free but booking is required
Should you have any questions about this event, or if you would like to get involved with a future Café Sci talk, please contact the Public Engagement Team; publicengagement@bournemouth.ac.uk
The Ageing and Dementia Research Centre has put together a newsletter showcasing the work we do here in the centre, we plan on sending this out three times a year (September, January and April) to our network of people in the community who are interested in knowing about the research we are doing.
Here is a link to the newsletter https://www.bournemouth.ac.uk/research/centres-institutes/ageing-dementia-research-centre which you will see located on the righthand side of the web page.
The newsletter includes information about:
We would love to hear from you if you are undertaken research within the areas of ageing and dementia and you would like to either present at one of our coffee mornings or would like to include your research project in one of our newsletters.
To find out more and to be involved with the centre, please email adrc@bournemouth.ac.uk
The Medical Technologies Innovation and Knowledge Centre (based at the University of Leeds) has announced the launch of an online guide to medtech research translation for academics and researchers based in UK universities.
The guide aims to familiarise STEM researchers with the complex medtech innovation pathway from bench to bedside, signposting to credible further resources and suggesting reflective tasks to start practically building a business case.
The resource is free, and researchers can work through it from beginning to end or access relevant chapters to suit their requirements.
Take me to An academic’s guide to medtech translation
It’s great to see the launch of this online guide which will support research translation in medical technologies. Advances in medtech have fundamentally improved the length and quality of life on a global scale and the guide will help facilitate the development of new medical technology innovations in all areas, including the introduction of new software like this EMR for Plastic Surgery.
Professor Ruth Wilcox, Director of the Medical Technologies IKC said: “For many researchers, the goal of their work is to make an impact. Translating and commercialising research is a way of achieving that long-term impact on society but the route to clinic is highly complex. We developed this guide to untangle the process overall, and to hone-in on some of the trickiest hurdles to overcome, like regulatory issues and clinical studies. This guide provides practical advice to help researchers navigate the innovation pathway and signposts to appropriate support and resources available for each stage.”
The guide has been developed using experience and expertise developed throughout the lifetime of the Medical Technologies IKC, established by the University of Leeds in 2009, and through Grow MedTech, a consortium of six universities set up in 2018.
“Through these programmes, and working with our industry partners, we’ve progressed over 250 projects (proof of concept or technology development and demonstration), of which 84 have gone beyond Technology Readiness Level (TRL) 5 – with over 50 products or services reaching the market,” said Professor Wilcox.
Dr Henry Ngenyam Bang writes for The Conversation about the potential dangers associated with crater lakes located in a region of volcanic activity in Cameroon…
Henry Ngenyam Bang, Bournemouth University
A sudden change on 29 August 2022 in the colour and smell of Lake Kuk, in north-west Cameroon, has caused anxiety and panic among the local residents. Fears are driven by an incident that happened 36 years ago at Lake Nyos, just 10km away.
On 21 August 1986, Lake Nyos emitted lethal gases (mainly carbon dioxide) that suffocated 1,746 people and around 8,300 livestock. It wasn’t the first incident like this. Two years earlier, Lake Monoum, about 100km south-west of Lake Nyos, killed 37 people.
Research into the cause of the Lake Nyos disaster concluded that carbon dioxide gas – released from the Earth’s mantle – had been accumulating at the bottom of the lake for centuries. A sudden disturbance of the lake’s waters due to a landslide resulted in a sudden release of around 1.24 million tonnes of carbon dioxide gas.
Survivors briefly heard a rumbling sound from Lake Nyos before an invisible gas cloud emerged from its depths. It killed people, animals, insects and birds along its path in the valley before dispersing into the atmosphere where it became harmless.
Both Kuk and Nyos are crater lakes located in a region of volcanic activity known as the Cameroon Volcanic Line. And there are 43 other crater lakes in the region that could contain lethal amounts of gases. Other lakes around the world that pose a similar threat include Lake Kivu at the border of Rwanda and the Democratic Republic of Congo, Lake Ngozi in Tanzania and Lake Monticchio in Italy.
After Lake Nyos erupted, its water turned a deep red colour and survivors reported the smell of rotten eggs. These are the same characteristics to have recently manifested at Lake Kuk. The change in colour of Lake Nyos was only noticed after the gas burst.
In an official press release, heavy rainfall was linked to the odour and change in colour of Lake Kuk. The tens of thousands of people living around the lake were urged to “remain calm while being vigilant to continuously inform the administration of any other incident noted”.
As a geologist and disaster management expert, I believe that not enough is being done to address and manage the potential danger from crater lakes in the region.
Through my experience and research I’ve identified several key steps that policymakers must take to prevent another tragedy from happening.
To start with, it’s important to know which lakes are at risk of “exploding”.
Initial checks in some of the lakes were done more than 30 years ago and not thoroughly – it was just one team and on one occasion. Further investigations and regular monitoring are required.
Currently it’s believed that, of the 43 crater lakes on Cameroon’s Volcanic Line, 13 are deep and large enough to contain lethal quantities of gases. Although 11 are considered to be relatively safe, two (Lakes Enep and Oku) are dangerous.
Research has revealed that the thermal profile (how temperature changes with depth), quantity of dissolved gases, surface area or water volume and depth are key indicators of the potential for crater lakes to store large quantities of dangerous gases.
The factors that lead to the greatest risk include: high quantities of dissolved gases, held under high pressures, at great depths, in lakes with large volumes of water. They are at an even greater risk of explosion when the lakes sit in wide or large craters where there are disturbances.
The two lakes that caused fatalities (Nyos and Monoum) are deep and have thermal profiles that increase with depth. Other lakes are too shallow (less than 40 metres) and have uniform thermal profiles, indicating they do not contain large amounts of gases.
Investigating all the crater lakes in Cameroon would be a logistical challenge. It would require significant funding, a diverse scientific team, technical resources and transportation to the lakes. Since most of the crater lakes are in remote areas with poor communication network (no roads, rail or airports), it would take a couple of years for the work to be completed.
Since Cameroon has many potentially dangerous crater lakes, it is unsatisfactory that 36 years after the Lake Nyos disaster, not much has been done to mitigate the risks in other gas-charged hazardous lakes.
Lake Kuk was checked shortly after the 1986 Lake Nyos disaster and found not to contain excess carbon dioxide. Its relatively shallow depth and surface area means the risk of gas being trapped in large quantities is low.
Nevertheless, authorities should have immediately restricted access to Lake Kuk pending a thorough onsite investigation. The official press release urging calm was sent just one day after the incident was reported. It’s not possible that a scientist could have carried out a physical examination of the lake. The release said that rainfall was responsible for the changes, but this will be based on assumptions.
Lake Kuk might be considered safe, but due to the dynamic and active nature of the Cameroon Volcanic Line, there is a possibility that volcanic gases can seep into the lake at any moment.
An onsite scientific investigation would determine with certainty the abnormal behaviour of Lake Kuk. Keeping people away from the lake until a swift and credible investigation had been done would be the most rational decision.
An additional step would be for a carbon dioxide detector to be installed near Lake Kuk and other potentially dangerous crater lakes. This would serve as an early warning system for lethal gas releases.
A carbon dioxide early warning system is designed to detect high concentrations of gases in the atmosphere and to produce a warning sound. Upon hearing the sound, people are expected to run away from the lake and onto higher ground. After the Lake Nyos disaster, carbon dioxide detectors and warning systems were installed near Lakes Nyos and Monoum. Nevertheless, no simulation has been conducted to determine their effectiveness.
The Directorate of Civil Protection is the designated agency responsible for coordinating disaster risk management in Cameroon. The agency should liaise with other stakeholders in the government and private sector to ensure the safety of Cameroon’s dangerous lakes. If the authorities are not proactive, the Lake Nyos disaster scenario may repeat where thousands of people and livestock are suddenly killed.
Henry Ngenyam Bang, Disaster Management Scholar, Researcher and Educator, Bournemouth University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
NERC introduced demand management measures in 2012. These were revised in 2015 to reduce the number and size of applications from research organisations for NERC’s discovery science standard grant scheme. As the standard grant scheme has been superseded, demand management measures will be applied to the Pushing the Frontiers scheme only. Full details can be found in the BU policy document for NERC demand management measures available here.
BU has been capped at one application per Pushing the Frontiers round. An application counts towards an organisation, where the organisation is applying as the grant holding organisation (of the lead or component grant). This will be the organisation of the Principal Investigator of the lead or component grant.
BU process
BU has a process for determining which application will be submitted to each NERC Pushing the Frontiers round. This takes the form of an internal competition, which will include peer review. The next available round is estimated to be in January 2023. The deadline for internal Expressions of Interest (EoI) which will be used to determine which application will be submitted is 30 September 2022. The EoI form, BU policy for NERC Demand Management Measures and process for selecting an application can be found here: I:\RDS\Public\NERC Demand Management.
Following the internal competition, the Principal Investigator will have access to support from RDS and will work closely with Research Facilitators and Funding Development Officers to develop the application. Applicants will be expected to make use of External Application Reviewers.
The Funding Development Briefing at 12 noon on 21 September 2022 will cover NERC Pushing the Frontiers as well as the internal EoI process. Please click the link to join.
RDS Contacts
Please contact Lisa Andrews, RDS Research Facilitator – andrewsl@bournemouth.ac.uk if you wish to submit an expression of interest.
The 14th Annual Postgraduate Research Conference 2022 will take place on Wednesday 30 November, 09:00 – 17:00 and the call for abstracts is now open.
The conference is a great opportunity for postgraduate researchers to showcase and promote their research to the BU community whether they have just started or are approaching the end of their journey at BU.
Attending the conference is a great opportunity to engage and network with the postgraduate research community and find out more about the exciting and fascinating research that is happening across BU.
Abstracts are invited from postgraduate researchers to take part in the live research exhibition or to present via oral or poster presentation.
For full details on how to apply please visit the Doctoral College Conference Brightspace.
Closing date 09:00 Monday 24 October 2022.
Registration to attend will open in November, all members of BU are welcome!
For any questions, please email pgconference@bournemouth.ac.uk and a member of the Doctoral College conference team will get back to you.
This week the editor of the journal Journal of Education & Research informed us that our paper ‘Reflections on variations in PhD viva regulations: “And the options are….”’ has been accepted for publication [1]. This paper grew out of a discussion between the six authors about the apparent differences between the outcomes of the PhD viva at different universities. We have all acted as internal or external examiners for a PhD viva and had noted inconsistencies between universities, either in the regulations or in the interpretation of their PhD regulations. The authors are based at three different universities, on two different continents and, between them, have examined PhD theses submitted to universities based in at least ten different countries. Three authors are based in BU’s Faculty of Health & Social Sciences (Prof. Vanora Hundley, Dr. Pramod Regmi & Prof. Edwin van Teijlingen), two authors are based in the School of Human & Health Sciences at the University of Huddersfield (Prof. Padam Simkhada & Dr. Bibha Simkhada and both are Visiting Faculty at BU), and one author is based in the Institute for Global Health in the School of Public Health & Health Sciences at the University of Massachusetts Amherst, USA (Prof. Krishna C. Poudel).
This paper outlines the range of outcomes of a PhD examination. It also includes four short case studies, each reflecting on a particular aspect /differences we experienced as examinees or as examiners. The authors aim to alert PhD candidates and examiners to study the examination rules set by the awarding university, as the details of the PhD examination outcome, and hence the options available to both examiners and the students, may differ more than one might expect. This is the latest CMMPH education publication around aspects of the PhD [2-5].
Prof. Edwin van Teijlingen
Centre for Midwifery, Maternal & Perinatal Health (CMMPH)
References:
We are recruiting to a number of roles to help support preparation for our next REF submission. The roles are recruited through an open and transparent process, which gives all academic staff the opportunity to put themselves forward. Applications from underrepresented groups (e.g. minority ethnic, declared disability) are particularly welcome.
We are currently preparing submissions to thirteen units (otherwise known as UOAs). Each unit has a leadership team with at least one leader, an output and impact champion. The leadership team are supported by a panel of reviewers who assess the research from the unit. This includes research outputs (journal articles, book chapters, digital artefacts and conference proceedings) and impact case studies.
We currently have vacancies in the following roles:
All roles require a level of commitment which is recognised accordingly with time to review, attend meetings, and take responsibility for tasks.
Undertaking a UOA role can be enjoyable and rewarding as two of our current champions testify:
“As UOA Outputs Champion you develop a detailed knowledge of all the great work that colleagues are doing related to the subject, and the different outlets used for disseminating their work. As an outputs committee member, you also get to know what research is going on across BU, and it’s interesting to see the differences between disciplines. It’s a good way develop your knowledge of the bigger picture of BU’s research, and also to understand the importance of REF and how it works in practice. You do spend quite a bit of time chasing colleagues to put their outputs on BRIAN for REF compliance but hopefully they forgive you!”
Professor Adele Ladkin – UOA 24 Output Champion
“As a UoA 17 impact champion, I work closely with the UoA 17 impact team to encourage the development of a culture of impact across BUBS. I try to pop into Department / research group meetings when I can to discuss impact, and I’ve enjoyed meeting people with a whole range of research interests. Sometimes it can be tough to engage people with impact – understandably; everyone is busy – so it’s important to be enthusiastic about the need for our BU research to reach the public. Overall, the role is about planting the seeds to get researchers thinking about the impact their work might have in the future (as well as the impact they have already had, sometimes without realising!)”
Dr Rafaelle Nicholson – UOA 17 Impact Champion
How to apply
All those interested should put forward a short case (suggested length of one paragraph) as to why they are interested in the role and what they think they could bring to it. These should be clearly marked with the relevant role and unit and emailed to ref@bournemouth.ac.uk by 11th October 2022.
Further detail on the roles, the process of recruitment and selection criteria can be found here:
| UOA Leader | Output Champion | Impact Champion | Panel Reviewer |
| Role Descriptor | Role Descriptor | Role Descriptor | Role Descriptor |
| Process and criteria for selection | Process and criteria for selection | Process and criteria for selection | Process and criteria for selection |
For further information please contact ref@bournemouth.ac.uk, a member of current UOA Team or your Deputy Dean Research and Professional Practice with queries.
Applications are open for the next delivery of the M-level 20 credit CPD unit: Public Involvement in Research. Application deadline 27th September 2022. This course is delivered online one day a week for 5 weeks starting on Tuesday 25th October. The unit is open to external applicants (researchers and PPI leads and officers); PGRs (as part of the Doctoral programme) and BU staff.
This Master’s level unit is co-designed and delivered by the PIER (Public Involvement in Education and Research) Partnership and Dr Mel Hughes. Our focus is on learning by doing with the support and guidance of PIER partnership members, to develop inclusive public involvement in research and practice.
Recent testimonials include:
“This module has been extremely enjoyable and such an important basis for early researchers or staff working on service redesign and development. I would definitely recommend to my colleagues”.
“I have absolutely loved this module. The co-production is a perfect blend of theory and thought provoking challenges”.
“Everybody involved in delivering the course gave themselves to the process which is what made the course so fantastic and what encouraged me to put as much work in”.
For further information and to apply, click https://www.applycpd.com/BU/courses/112131
Alternatively, BU PGRs can email FHSS-studentsupport@bournemouth.ac.uk copying in Mel Hughes, unit lead mhughes@bournemouth.ac.uk to request a free place (offered as part of the Doctoral programme) asking to be added to the unit.
Hello everyone – Please let me introduce myself as the new HSS Post-doc Researcher. We will be looking at posting regular updates on the Healthcare Simulation Projects we are conducting. For the moment you can see my video at: https://abasiel.wordpress.com/awards/
Funding Development Briefings kicked off on 14th of September 2022 for this academic year.
What are Funding Development Briefings?
| Date | Spotlight Funding Opportunity | Briefing Research Facilitator Lead |
| 14/09/2022 | Innovate UK SMART Grants | Innovation & Infrastructure |
| 21/09/2022 | NERC Pushing the Frontiers | Life Sciences |
| 28/09/2022 | 23/24 Horizon Europe Work Programmes | EU & International |
| 05/10/2022 | ESRC | Humanities & Social Sciences |
| 12/10/2022 | EPSRC | Innovation & Infrastructure |
| 19/10/2022 | Wellcome Trust | Life Sciences |
| 26/10/2022 | HALF TERM | |
| 02/11/2022 | MSCA Overview of Actions | EU & International |
| 09/11/2022 | AHRC | Humanities & Social Sciences |
| 16/11/2022 | Regional Funding | Innovation & Infrastructure |
| 23/11/2022 | NIHR Overview | Life Sciences |
| 30/11/2022 | Horizon Europe Societal Challenges | EU & International |
| 07/12/2022 | Leverhulme Trust | Humanities & Social Sciences |
| 14/12/2022 | KTPs (Business Engagement and Knowledge Exchange Managers) | Innovation & Infrastructure |
Sessions will be recorded and made available after the session for those who cannot attend.
Mel Hughes, associate professor in social work and deputy director of the Research Centre for Seldom Heard Voice; Stevie Corbin-Clarke, research assistant based within the National Centre for Post Qualifying Social Work and Research Centre for Seldom Heard Voices; and Peter Greensmith, chair, NHS England South West Transformation Patient Reference Group and previous chair of Weymouth and Portland Patient Participation Groups (PPGs) have had their paper ‘Insights into patient voices on digital access to health care’ published in the Journal of Community Nursing.
The paper analyses research that was conducted around the impact of digital exclusion on people at risk of marginalisation. Read this paper and others in the August/September edition issue, here: https://www.jcn.co.uk/journals/latest-issue/jcn
The research, commissioned by National Voices (a coalition of 170 health and care charities in England), also informed a national report exploring the impact of digital exclusion on access to services. You can find the report, here: https://www.nationalvoices.org.uk/publications/our-publications/unlocking-digital-front-door-keys-inclusive-healthcare
If you’re interested in sharing your scientific research with a friendly public audience – complete our form.
We’re looking for a speaker for Café Scientifique on Tuesday 4 Oct 2022 (6-8pm).
Café Scientifique is a public event format, popular around the world, where anyone can come along to explore the latest research in science and technology in a casual café setting. Following a short presentation by a researcher, there is plenty of time for questions and discussion from a varied public audience.
They’re organised centrally by the BU Public Engagement with Research Team, part of Research Development and Support (RDS). It’s a fantastic opportunity to get experience in engaging with the public in a friendly atmosphere and gain surprising insights into your own work.
We welcome academics at all career stages, although this is particularly valuable for those just getting started in engaging with the public. We also encourage collaboration between less experienced and more experienced public speakers – to provide a valuable learning experience with the support to keep things going smoothly.
Regarding your research – although we use a broad definition of ‘science’, the audience do have certain expectations from the name, so we do not tend to feature research outside of the broad ‘science’ theme.
If you’re available and interested, please complete our brief form which collects all the information we need at this point.
Whether we will be able to host your talk depends on several factors including the subject matter, so completing this form does not guarantee you will be able to take part. If everything does align, we will be in touch.
Are you interested in mental health research and engaging with researchers across Wessex?
Join us for a seminar (6 October 2022) given by Professor Sam Chamberlain, Professor of Psychiatry, University of Southampton and NIHR ARC Wessex Mental Health Research Hub Lead.
He will highlight projects currently supported through the Mental Research Hub, as part of the NIHR ARC Wessex. The Hub aims to bring together researchers from different disciplines and partners throughout the region to plan and conduct research and look at ways to implement findings at the point of care. It also encourages and support new research talent through mentorship, internships, a summer school, and new post-doctoral positions.
This seminar will provide a valuable opportunity to find out more about the Mental Health Research Hub, engage with researchers in Wessex to develop new research and potentially be involved with current projects.
Please sign up asap using this Eventbrite link (venue to be confirmed)
Greetings Students and Colleagues –
I am Dr Anthony ‘Skip’ Basiel, the new Post-doc Researcher for HSS on Healthcare Simulations. Currently, I am hot-desking between the 4th & 5th floor offices from Monday to Wednesday. You can reach me by email: abasiel@bournemouth.ac.uk or by Teams text chat.
Please do visit my blended learning research website to find out more of my R&D interests at:
https://abasiel.wordpress.com A temporary home page on our project work is at:
BU staff can login below:
New weight change BU paper
One week to go! | The 16th Annual Postgraduate Research Conference
Geography and Environmental Studies academics – would you like to get more involved in preparing our next REF submission?
Congratulations to three former BU staff
MSCA Staff Exchanges 2024 Call – internal deadline
Applications are now open for 2025 ESRC Postdoctoral Fellowships!
Horizon Europe – ERC CoG and MSCA SE webinars MSCA Staff Exchanges 2024 Call – internal deadline Horizon Europe – ERC CoG and MSCA SE webinars
MaGMap: Mass Grave Mapping
ERC grants – series of webinars Last reminder – MSCA Postdoctoral Fellowships 2024 internal deadline next week
Research Information Network