Bangor University Research Articles

Welsh Nationalism, Language and Students\u2019 Trust in the UK Police

Where nationality, coupled to minority language, forms a key factor of identities, and there is a history of conflict, it may be difficult for the police to command trust. In north-west Wales, Welsh is the language of the majority. Against the background of historic experiences of exploitation, oppression, and perceived neglect by English authorities, many locals have a negative view of the UK police. But what characterises those who are most in opposition? A total of 283 students at Bangor University participated in a questionnaire study. Results show that students who prefer to communicate in Welsh rather than English are more likely to distrust the UK police. While there are deep rooted tensions based on national identity, the police may gain trust from different sources compensating the cultural divide. They include mass media reports and experiences with the police. Overall however, the results support the group position theory applied to relations between people identifying with different nations.

REVIEW OF TWENTY YEARS OF ECOSYSTEM SERVICES RESEARCH AT HENFAES SILVOPASTORAL NATIONAL NETWORK EXPERIMENT

Purpose: This study systematically reviewed and synthesised all the scientific literature that has so far been conducted on the ecosystem services of the UK’s Silvopastoral National Network Experiment, the Henfaes Silvopastoral Systems Experimental Farm of Bangor University, Wales, and other studies in temperate Europe from 1988 to 2012 to establish what has been done to date, the benefits and contributions to our knowledge base, and potential knowledge gaps and priorities for future research.Methodology: All available papers and grey literatures, since the inception of the UK’s Silvopastoral National Network Experiment in 1988, were extracted and reviewed primarily by accessing various electronic databases and existing library collections. The research papers were split into peer-reviewed (published) and non-peer-reviewed (unpublished) papers. The ecosystem services framework was used to relate the four major categories of ecosystem services (provisioning, regulating, cultural and supporting) to the scientific domain of the research studies. The scientific domains addressed include timber or wood-fuel potential, pasture/livestock management, carbon sequestration, soil improvement, water management, and biodiversity enhancement.Findings: Results show that 66 research studies were conducted over the 20-year study period on ecosystem services of which 45% were produced based on studies at Henfaes Silvopastoral Systems Experimental Farm, 32% at UK’s Silvopastoral National Network Experiment, 12% were from other silvopastoral systems trials in the UK, and 11% were from European-wide silvopastoral systems studies. The trendline indicated that the number of annual studies on ecosystem services were greatest in the mid and late 1990s than in any other time over the 20-year study period. The studied ecosystem services dealt with provisioning services (40%), regulating services (13%), and supporting services (47%). The scientific domains addressed include timber or wood-fuel potential (20%), pasture/livestock management (20%), biodiversity (20%), carbon sequestration (13%), water management (15%), and soils (12%).Unique contribution to theory, practice and policy: It is hoped that the results of this study will lead to better understanding of the economic and environmental implications of silvopastoral system, and hence generate more attention towards accelerating its adoption and institutionalization in national rural development policies.

Growing Tomorrow's Teachers Together: The CaBan Initial Teacher Education Partnership

In this paper we outline the philosophy and research foundations underpinning the development of CaBan – an Initial Teacher Education (ITE) Partnership developed for the purpose of educating the teachers of tomorrow for North Wales. CaBan represents an ambitious 'learning partnership' of five partners consisting of regional schools, Bangor University, University of Chester, the regional school improvement service (GwE), and the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). Each partner plays a key role in fulfilling our ambitions to contribute to Our National Mission and achieve our vision of 'Growing Tomorrow's Teachers Together.' At its core, the goal of CaBan is to support our new Associate Teachers (ATs) to become creative, inspiring and highly skilled teachers who will contribute to the delivery of A curriculum for Wales – a curriculum for life (Welsh Government, 2015). In this paper we outline: (i) our basic vision and mission as a learning partnership; (ii) the evidence to support our strategic pedagogical position with respect to growing tomorrow's teachers; (iii) the crucial role of mentoring in the development of our ATs as critically reflective practitioners; (iv) how we integrate research as a fundamental element of all we do; (v) how our programme design is underpinned by the notion of professional enquiry and career long professional learning (vi) the specific modes of learning that help nurture ATs' sense of their 'teaching self '; and crucially (vii) the importance of Welsh culture and the Welsh language in education and the role the CaBan partnership has in building capacity to help realise Welsh Government's vision for a million Welsh speakers by 2050.

A Large-Class Undergraduate Microbiology Laboratory Activity on Microbial Diversity and Antimicrobial Resistance.

The investigation of microbial diversity and adaptation is essential to comprehend biological processes. Yet, teaching basic microbiology techniques to large groups of students in limited time is challenging, as most approaches are time-consuming or require special equipment. In this activity, students performed three laboratory exercises in three hours involving the analysis of inoculated agar plates they prepared by swabbing samples from an environment of their choice, the examination of antimicrobial effects on growth, and the assessment of microbial enzymatic activity in soil. The activity was field tested in two classes (70 and 76 students, respectively) of first-year undergraduate biology and zoology students at the Bangor University (UK) using pre- and post-tests (n = 84). Based on the answers, learning gain scores (G) were calculated for each learning objective (LO). For all LOs, the mean post-test scores were higher than the mean pre-test scores. The activity significantly improved students’ understanding of microbial diversity (G = 0.36, p = 0.010) and microbial detection and quantification (G = 0.18 to 0.773, p ≤ 0.004). The lack of significant differences in scores for questions targeting microbial growth (G = 0.31, p = 0.292) and antimicrobial resistance (G = 0.38, p = 0.052) suggested some existing knowledge amongst undergraduates. However, the extent of knowledge showed great variation. The results may suggest that the activity is suitable to introduce microbiology-related laboratory work to students with limited laboratory skills and knowledge. Furthermore, the pre- and post-test approach used here is suitable for both course evaluation and monitoring attainment and can be used for program validation and quality control.

MOVE resources: new resources to increase physical activity among haemodialysis patients

In this article, Dr Jennifer Cooney and Dr Jamie Macdonald from the Physical Activity for Health and Wellbeing Centre, Bangor University, outline the MOVE resources and how these can be used to help haemodialysis patients increase their physical activity and help health professionals make exercise a part of routine care

Threshold Concepts and Students’ Learning Experience

This paper gives an account of students’ learning experience entrenched in threshold concepts for a group of second year undergraduate Economics students at Bangor University during the 2008/2009 academic year. The majority of students who were involved in the supplementary class were totally satisfied with the quality of the intervention. Most students benefited from the clear style of delivery used for the intervention. A large number of students managed to cope with the difficult topics in their main class after having their confidence level improved. This made it possible for such group to develop a good understanding of the subject area covered in their main class. Majority of the students had their expectations met due to the relevance and accuracy of the course content.

Obituary

Emeritus Professor T. John Lewis died peacefully at his home on Anglesey with his family on 29 April 2019, aged 96. John gained his BSc and PhD from the University of London in 1944 and 1947 respectively. In 1966 he was appointed to a chair in the Electronics Department at Bangor University where he led a highly successful research group in Electrical Materials Science. Although John took early retirement in 1988, he continued his research work, making many notable and distinguished contributions to the field of electrical insulation. He continued to attend the department regularly until December last year, still actively engaged in scientific work as well as coffee break discussions. He will be sadly missed by his many friends and colleagues all over the world. He is survived by his wife, Valda, his two sons, grandchildren and great-grandchildren to whom we extend our deepest sympathy.

Reconstructing judicial review for the advancement of justice and good governance

In Reconstructing Judicial Review (Hart Publishing, 2016) Dr Sarah Nason (Lecturer in Law, Prifysgol Bangor University) examines theories of judicial review against empirical evidence and moral argument. She was particularly concerned to challenge the accuracy and normative value of the reformation or constitutionalisation theories. It was not her explicit intention to develop a new theory of judicial review, but through criticism of existing accounts and the collection of original empirical data, a new theory emerged; this is of judicial review for the advancement of justice and good governance. In the book the author develops and utilise a unique methodology combining empirical evidence and moral argument to construct this new understanding. Having analysed social practice and considered its justification she is now concerned with adjustments to better achieve those justificatory purposes. Her aim here is to sketch some features of judicial review for the advancement of justice and good governance focusing on how it might help condition future reforms.

The Collaborative Institute for Education Research, Evidence and Impact: a Case Study in Developing Regional Research Capacity in Wales

In this case study, we describe the work undertaken since 2004 in the journey to develop a collaborative model of working aimed at building the capacity and relevance of education research and evaluation across the North Wales region. The work has culminated in 2017 with the creation of a collaborative research institute, the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). CIEREI is a formal strategic collaboration between GwE (the Regional School Effectiveness and Improvement Service for North Wales), Bangor University, schools, and other bodies and institutions interested in education outcomes. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in school- led, co- constructed close- to- practice impact research. CIEREI's establishment is the third phase in the development of a regional research and evaluation collaboration across North Wales.

Teaching digital fiction: integrating experimental writing and current technologies

Today’s creative writers are immersed in a multiplicative, multimodal—digital—universe. It requires “multiliteracies”, all in a constantly and rapidly evolving technological environment, which are not yet fundamentally integrated into the basic literacy skills entrenched in school learning. How can creative writing instructors in higher education best prepare their students for the real-world contexts of their creative practice? One approach is to integrate the creative writing workshop with a focus on digital and interactive design. This paper outlines a module incorporating multiple literacies into a creative writing course, Playable Fiction, noting the affordances, limitations, and benefits of teaching workshops for writing digital fiction (“born-digital” fiction, composed for and read on digital devices). The researcher took an ethnographical approach to the question, designing a module to encourage creative writing students to experiment with digital fiction, and observing the effects on the students’ attitudes and their coursework. Included is a discussion of the benefits to students of developing multiliteracies and considerations for teaching, including issues of technical know-how and the lack of infrastructural support. Finally, the paper describes the model class taught to second-year and third-year undergraduates in the ‘Games Design and Professional Writing' programs at Bangor University, in the UK, including marking recommendations and reading list advice.

Assessing the impact of collections-based collaboration across archives and academia: the Penrhyn estate archive

ABSTRACTThis contribution focuses on collaborative practice and the mutual benefits which can derive from strategic partnerships between archives and academia. The study takes as its focus the establishment and early development of the Institute for the Study of Welsh Estates, which has operated as a joint initiative between the Archives and Special Collections and College of Arts and Humanities at Bangor University since 2013. This collaborative relationship mirrors broader trends and potentials in the collections-based research environment, which are seeing core sector-specific priorities such as cataloguing, conservation, collection advocacy and accessibility on the part of archives; and research, grant capture, teaching, public engagement and ‘impact’ on the part of academia, increasingly blurring into complementary and shared objectives. Here, we analyse how collaborative engagement with one archive in the Archives and Special Collections—the Penrhyn estate archive—is leading towards the delivery of strategic objectives across both sides of the partnership.

Effects of orthographic depth on functional connectivity within reading pathways in proficient bilinguals

Effects of orthographic depth on functional connectivity within reading pathways in proficient bilinguals

Teaching Peterloo at University: Considering Legacy and Commemorations

This research note analyses the responses of second- and third-year undergraduate History students to a survey concerning the legacy and commemoration of the Peterloo Massacre (1819). Students enrolled on ‘The Age of Reform: Britain 1770–1835’ module at Bangor University were asked to complete a questionnaire of open questions on their prior knowledge of Peterloo; their perceptions of the significance of Peterloo; and finally, whether the bicentenary should be commemorated, and if so, how. The study revealed interesting results concerning insights into issues of class and representation, the response of the authorities and government to radicalism, the levels of violence exacted, and the importance of commemoration to remember, educate and inform.

Family Attitudes, Actions, Decisions and Experiences Following Implementation of Deemed Consent and the Human Transplantation Act (Wales) 2013

Family Attitudes, Actions, Decisions and Experiences Following Implementation of Deemed Consent and the Human Transplantation Act (Wales) 2013

‘Stay Well in Wales’ survey: People's views on public health

Public Health Wales and Bangor University have recently published the results of the Stay Well in Wales survey, Chris Parr reports on the findings.

Neuropsychoanalytically informed psychotherapy approaches to rehabilitation: The North Wales Brain Injury Service – Bangor University experience 1998–2018

ABSTRACTThe North Wales Brain Injury Service was developed 20 years ago, to provide multi-disciplinary community-based neuropsychological rehabilitation to the residents of North Wales. The theoretical underpinning of clinical service delivery is an adapted, slow-stream Holistic Neuropsychological Rehabilitation model. Some of its key aspects include the provision of long-term psychotherapeutic follow-up, to facilitate psychological adjustment, self-awareness, and encourage self-management over time. While financial realities undeniably influenced the way this model was developed (the North Wales Brain Injury Service is a publically funded NHS service), an equally influential factor was a recognition of the central role that neuropsychoanalytically informed psychotherapy can play in post-acute neuro-rehabilitation. In post-acute rehabilitation settings, where working psychotherapeutically with problems of self-awareness towards psychological adjustment is central to the clinical model, the relevance of time over intensity of intervention is very important. Over the past two decades the service has evolved in several areas. While the service is multi-professional, this paper mainly reports on the nature of program developments as regards psychotherapy, resulting from the close collaboration of the North Wales Brain Injury Service with its local academic partner, Bangor University. In this context, five distinctive but inter-related themes of neuropsychoanalytically-informed approaches used in the service are discussed.

Data linkage in social care: a pilot project

ABSTRACT
 BackgroundTo build the complete picture of service provision there is a need to broaden the linked data available to include health, social service provision by Local Authorities, and provision of support by third sector organisations. Data Linkage in Social Care is a pilot project to test the feasibility of linking datasets from a local authority, the NHS and third sector organisations. The focus of this work is individual level data from adults who are referred to social services in order to avoid admission to hospital or to facilitate their discharge from hospital. The data linkage will include data from statutory and third sector organisations and services which provide interventions and support in community settings.
 ObjectivesThe main aims of this research are to:1. Test the feasibility of linking datasets from Local Authority, the NHS and third sector organisations.2. Build a more complete picture of service provision using adults who have been referred to social services in order to avoid admission to hospital or to facilitate their discharge from hospital.3. Assess the range and quality of data available in each of the relevant organisations providing services to those individuals.
 The research outcome is a better understanding of the utility of data linkage across statutory and third party organisations.
 ApproachA Bangor University led research team partnered with the Gwynedd Local authority to explore the Governance Issues and practicalities of providing an anonymised dataset to the SAIL databank at Swansea. Two third sector agencies were also approached. With the various required Service Level Agreements in place, data were put through the tried and trusted SAIL process for analysis.
 Results Data relating to well over 20,000 referrals generated by 17,000+ social services clients in Gwynedd Local Authority from the period 2008 to 2015 were anonymised into the SAIL databank in Swansea, and linked to records from primary and secondary care. We will present results on the success of this process and on the emerging findings from the linked datasets.

Evaluation of the COPING parent online universal programme: study protocol for a pilot randomised controlled trial

Trial sponsorBangor University, Brigantia Building, College Road, Bangor, LL57 2AS, UKIntroductionThe COPING parent online universal programme is a web-based parenting intervention for parents of children aged 3-8 years with an...

Asian Pitvipers: Breeding Experience & Wildlife. By Dick Visser. Frankfurt am Main (Germany): Edition Chimaira. €88.00. 576 p.; ill.; no index. ISBN: 978-3-89973-450-8. [Available in the U.S. from ECO Publishing, Rodeo, New Mexico.] 2015.

Previous articleNext article FreeZoologyAsian Pitvipers: Breeding Experience & Wildlife. By Dick Visser. Frankfurt am Main (Germany): Edition Chimaira. €88.00. 576 p.; ill.; no index. ISBN: 978-3-89973-450-8. [Available in the U.S. from ECO Publishing, Rodeo, New Mexico.] 2015.Roger S. ThorpeRoger S. ThorpeBiological Sciences, Bangor University, Bangor, United Kingdom Search for more articles by this author Biological Sciences, Bangor University, Bangor, United KingdomPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreThis book is a combination of an introduction into the author’s background and how he became interested in reptiles and herpetoculture, a section on pitviper herpetoculture, species accounts, and a species checklist. The section on how to keep pitvipers (about 10% of the book) is an advanced, detailed, well-illustrated account that will be of value to those who wish to keep pitvipers and serve as a model for other herpetoculturists. It is aimed primarily at the hobbyists rather than the small constituency of scientists who keep this venomous group for research purposes. Given the detail of this account I was surprised not to see more on the suitability and source of antivenom for the various species as well as its local availability in case of an accidental envenomation. This must surely be a consideration when keeping members of this group. Although the pitviper group does not include the most venomous snake species, some are very dangerous and are responsible for much mortality and morbidity where they occur. A bite from even the least venomous species must be taken seriously. Other considerations are the legal requirements in each country for keeping potentially dangerous animals, and the legal issues around feeding them live vertebrate prey, which is implied as an option.The bulk of the book (about 80%) is made up of the species accounts. This in turn is primarily color images (habitat and specimens), but also includes distribution maps and a brief account of their etymology, habitat, size, conservation status, the author’s personal experience, and “notes.” Although this is the majority of the volume, I do not think it the most valuable section. A large compendium of high-quality images of pitvipers is already available in Gumprecht et al.’s book, Asian Pitvipers (2004. Berlin (Germany): Geitje Books), and distributions are available in Vogel’s Venomous Snakes of Asia (2006. Frankfurt (Germany): Chimaira Buchhandelsgellschaft). Not all of the categories (e.g., etymology, habitat, size, conservation status) have entries for all species. Although the title of the volume includes “wildlife,” these species accounts primarily emphasize personal experience with the species, and are not comprehensively researched summaries of the scientific literature. Take, for example, the first species considered, the Malayan pitviper (Calloselasma rhodostoma). This species has been studied and the dietary variation across its geographic range revealed, as well as its behavior in relation to humidity, but this type of information is not included. The final section is a useful current checklist, although the inherently temporary nature of checklists will erode its value over the lifetime of the book.In conclusion, this well-illustrated, easy-to-read volume will appeal to hobbyists, but is not essential reading for researchers or other academics. Previous articleNext article DetailsFiguresReferencesCited by The Quarterly Review of Biology Volume 92, Number 1March 2017 Published in association with Stony Brook University Article DOIhttps://doi.org/10.1086/690895 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Using two languages to inform and inspire: a case study using bilingual digital technology to educate healthcare students demonstrating the importance of language choice in enhancing communication and patient care in Wales

Welsh is the indigenous language of Wales, the Welsh Language (Wales) Measure (2011) means that English and Welsh have equal parity in Wales. Many nursing students are now embarking on their studies having completed their formal education throughout the medium of Welsh and thus feel more comfortable studying in their mother tongue. Therefore, Bangor University aims to teach Welsh speakers alongside English speakers and offers a choice to their students so they can study in their preferred language. This case study examines how a bilingual ethos can be incorporated to provide a dynamic approach to teaching using pre-recorded lectures and innovative group work. Presentations are recorded in two different languages and are supported by a gapped handbook, ensuring that students focus on the most important aspects of the lecture. The pre-recorded lecture capture is available for students to access after the lecture to reinforce the learning. Crossover group work (Mortiboys, 2010) was included to ensure that each member of the class contributed to discussions and fully understood the topic of managing pain in various scenarios.This resulted in a stimulating session which increased students' motivation and fostered ownership and interest in digital technology, but at the same time met the language and educational needs of a diverse population of students.