Warp-speed adaptation to novel hosts after 300 generations of enforced dietary specialisation in the seed beetle Callosobruchus maculatus (Coleoptera: Chrysomelidae: Bruchinae)

Thank you to Paul Eady for providing C. maculatus to initiate our laboratory population and advice on rearing them. The study was funded by the University of Aberdeen core teaching funds (honours project budget to TP), and by a doctoral training grant to AL from the BBSRC-EastBio doctoral training partnershipPeer reviewedPublisher PD

PERFORMANCE FOLLOWING: TRACKING A PERFORMANCE WITHOUT A SCORE

EPSRC Doctoral Training Award; EPSRC Leadership Fellowshi

Rapid Field-Cycling MRI using Fast Spin-Echo

The author acknowledges funding from the EPSRC through the Centre for Doctoral Training in Integrated Magnetic Resonance.Non peer reviewedPublisher PD

Making sense of doctoral training reforms in the social sciences:

Educational reforms are increasingly driven by political and economic forces beyond the university. In this paper I describe how the policy initiatives of the United Kingdom’s Economic and Social Research Council (ESRC) have steadily reshaped the length, content and structure of doctoral education in the social sciences. This history of the Council’s willingness to respond to national and international policy concerns about the doctorate dates back to the early years of the Thatcher Government in the 1980s. As well as redefining the doctoral student experience, this interventionist policy environment potentially challenges the institutional autonomy of academics and others involved in educational development. In this article I explore the implications of this for doctoral training provision, and for the meaning of educational development itself. I end by pointing to the possibilities for policy ‘activism’ in responding to these changes

A participative research for learning methodology on education doctoral training programmes

Purpose – This paper aims to outline a participative approach to researching education doctoral students’ trajectories that functions both as a form of training in research methodology and as a means of reflection on the doctoral trajectory and what doctoral students have brought to the doctoral process through their experience. Design/methodology/approach – Ten participants formed dyads and acted as both researchers and subjects of research, using narrative accounts and interviews. The collaborative approach aimed to allow “hands-on” experience of the selected methods, as well as full engagement in negotiating each stage of the project. Findings – Project group meetings and the data generated by participants provided a rich source of learning about methodological issues in education research, in addition to the personal understandings emerging from such a project. Originality/value – This project reports an approach to “hands-on” learning of methodological and ethical issues within doctoral development programmes that could be adapted for use on similar programmes. It suggests an alternative to the more common forms of doctoral training (such asexposition, discussion, reading, or simulation) that is of real value to doctoral students in that it enables deep reflection on the journeys that have brought students to doctoral study, whilst at the same time providing a rich resource for methodological learning.</p

The dynamic action of SecA during the initiation of protein translocation

Biotechnology and Biological Sciences Research Council (BBSRC) [a doctoral training grant Ph.D. studentship to S.W. and project grant number BB/I008675/1] and the Wellcome Trust [project grant number 084452]

Exploring doctoral students’ expectations of work-based skills training

Purpose - Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. This study explores student expectations of doctoral training within a UK Higher Education context. Design - The data for the study was gathered via two focus groups conducted among doctoral students from different faculties in a post-92 UK University. Participants were selected using a snowball sampling approach. Findings - The findings suggest that the expectations of doctoral students are contingent upon their year of study, study mode, perceived fit between training goals and available training, peer recommendations, Word-of-Mouth (WoM) and the scholarly support they received from their supervisors. Practical Implications - The study suggests a better understanding of students’ segmentation can help Higher Education Institutions deliver training that meets the expectations of doctoral students in a way that result in zero or a positive disconfirmation. Originality/Value – This paper develops and deepens the understanding of the doctoral students’ expectations of work-based skills training and highlights the need for universities to adapt their doctoral training according to the expectations of different student segments

Dietary Uncoupling of Gut Microbiota and Energy Harvesting from Obesity and Glucose Tolerance in Mice

The authors gratefully acknowledge Doctoral Training Partnership funding from the BBSRC (M.J.D.) and funding from the Scottish Government (P.J.M., A.W.R., and A.W.W.). We also thank the Centre for Genome-Enabled Biology and Medicine for help with next-generation sequencing and Karen Garden and the Rowett’s Analytical Services for SCFA analysis. SUPPLEMENTAL INFORMATION Supplemental Information includes four figures and two tables and can be found with this article online at https://doi.org/10.1016/j.celrep.2017.10.056.Peer reviewedPublisher PD

Biotic interactions in soil and dung shape parasite transmission in temperate ruminant systems : An integrative framework

ACKNOWLEDGMENTS We are thankful to QUADRAT doctoral training partnership for providing the opportunity to complete this work. This work was supported by a QUADRAT doctoral training program PhD studentship from UK Research and Innovation, via the Natural Environment Research Council. Natural Environment Research Council (NERC). Grant Number: NE/S007377/1 UKRIPeer reviewe