Did you know that the world’s longest-living animal was a clam that lived to be 507 years old? “Ming” (named after the dynasty it was born in, of course) was found off the coast of Iceland in 2006, and spawned a surge of research into the extreme lifespans found in nature. Ranging from just minutes in the adult mayfly, to animals like Ming that can live for several centuries, the diversity of lifespans across the animal kingdom is astounding. And what’s even more fascinating is that rates of ageing also differ hugely across different species. With “ageing” defined as the increasing risk of mortality over time, some animals seem to age much more slowly than others – and some don’t actually seem to age at all.

My PhD work focuses on lifespan and ageing in Heliconius, a group of neotropical butterflies that can live for a prodigious six months (pretty impressive for a butterfly!). What I find most interesting about this research is its dissection of these differences in ageing across different species. All animals are made up of the same molecular building blocks, and yet some have managed to extend their lifespans and even escape ageing altogether – teaching us that lifespan is not necessarily immutable, and ageing may not be inevitable.

I’ve always been interested in public engagement (and have been known to go to a few music festivals in my time), so when I saw a call for applications for science stalls for the Welsh music festival Green Man, I knew I wanted to apply – and that I wanted to teach people about this amazing diversity in animal ageing. But I needed a hook. How could I convey these ideas in an accessible, interactive way, that would work in a setting like a music festival?

One of my favourite pieces of ambient music is a series called The Disintegration Loops, by the composer William Basinski. Interested in the deterioration of analogue media over time, Basinski created a series of loops using magnetic tape, the kind you find in old cassettes. As you listen, you can hear the audio loops gradually decay as the physical tape disintegrates. I thought we could use a similar kind of audio processing to represent the diversity in ageing displayed by different animals, with a programmed decay that matched that animal’s ageing curve.

As much as I like music, I’m more of a listener than a maker. But luckily, one of my best friends, Imperial PhD student Jamie Mathews, is a music producer with a particular talent for electronic composition. I sent him a few animals, and he worked his magic with the sound design, programming unique settings for each animal based on their ageing patterns. First, he sped up or slowed down the audio relative to the animal’s lifespan, resulting in a chipmunk-like speed for the shorter-lived fruit fly, and a slow, rolling rumble for the immortal hydra. He then applied a distortion effect to represent the decay associated with ageing, and finally a reverb effect that multiplied the sound in accordance with the animal’s fertility rate. Festival-goers would get the chance to sing a snippet of a tune of their choice into our “lifespan emulator” (an MPC sampler), and see how their “tape of life” would play and decay for each animal.

With a solid, workable idea, and a successful Green Man application, we needed to source some funding for this activity to bring it to life. Luckily, there are a few pots of money available for public engagement activities, and we were able to successfully apply for funding from the Society for Experimental Biology, the Imperial Societal Engagement Seed Fund, and my own PhD funders, the GW4 MRC BioMed DTP – generous contributions which fully covered all costs for the stall.

The weeks leading up to the festival were spent painting props, sorting out practical considerations like van hire and equipment rental, and assembling a crew. To act as facilitators on the stall over the weekend, I looped in fellow biology PhD students Benito Wainwright, Amaia Alcalde Antón (who also contributed the beautiful animal illustrations for the stall, pictured above), and Josie McPherson, as well as psychology PhD student and invaluable “man with van” Conall Monaghan.

Thanks to this brilliant crew, the stall was an overwhelming success. Over the course of the weekend, we had hundreds of people pile into our tent, try their hand at some karaoke, and listen as their voices were warped and distorted beyond recognition. We had renditions of Otis Redding, Chaka Khan – and of course, for those stuck for a song choice, about a hundred versions of “Happy Birthday” – all deteriorating into chaos, stretching and compressing to mirror the lifespan of species across the animal kingdom.

The musical activity prompted some very chin-stroking conversations with adult festival-goers about whether or not it would be a good thing if we managed to extend human lifespan. The “no” contingent won out in the end, citing fears about limited resources, concentration of power, and the need for a natural end to bring meaning to life – but the yeses were a close second, arguing for the extra time spent with loved ones, and the diversity of experiences a longer life would bring.

The kids were less concerned about the ethical ramifications of a longer lifespan, and instead deeply concerned with mashing as many buttons on the “lifespan-emulator” as their small fingers would allow. We had a whole host of wunderkind DJs chopping up beats that the festival headliners could only dream of, and this enthusiasm for the musical activity translated brilliantly into engagement with our learning outcomes. I was amazed at how quickly kids as young as five began to match what they were hearing from the sampler to differences in ageing, guessing at the longest-lived animals and dragging their friends over to explain what they’d just found out. Perhaps best of all was the wonderful creativity in our drawing prompt, where we encouraged kids to make up their own species and assign it a lifespan. Some of these would put even Ming to shame.

It’s hard to know who had a better time: us or the kids. Getting to talk about my research to so many people, on so many different levels, was an incredible experience; and it was made all the better by the festival atmosphere and the promise of post-stall music to catch. It was some of the most fun of my life, and I would absolutely do it again, even if it meant listening to a hundred more Happy Birthdays – though perhaps not quite 507.

To find out more about The Tape of Life, visit our Instagram @tapeoflifespan.

Are you considering going into research?

Do you envisage yourself doing a PhD one day? Or are you keen to gain more specific research experience? If so, then a MScR may be a great next step.

There are many different masters programmes out there, so why might you consider applying for a Master of Science by Research (MScR)? Many people are motivated by their devotion to a subject matter, their future career goals, or their desire to gain independent research experience. For me, it was a combination of all three.

When I applied for my MScR, I was motivated by my love for studying carnivorous plants and my ambition to gain more comprehensive research experience. My overarching goal had always been to study for a PhD but despite already having a taught masters under my belt, I wanted more experience before committing to one. I discovered the Lady Emily Smyth studentship and the proposed research project (working with the tropical pitcher plants, Nepenthes) on findaPhD.com and I knew immediately that this was the position for me.

Choosing the right masters course: taught vs research 

If you’re someone who wants to acquire more skills and expertise in a specific field, then continuing your studies may be a great option. First things first, you need to choose the right programme and undertake the (surprisingly not so scary) application process.

When looking at masters programmes you will notice there are two main types: taught or research-based. Whether you are set on further study already, or you are just figuring out your next move, choosing between these two can be difficult. There are many courses out there, sometimes making the search feel overwhelming. It’s best to take things slow, narrow down your areas of interest, do your research, and have a thorough look through all your options. This allows you to make the most informed decision possible.

A typical taught masters involves teaching, coursework, and a short research project. The programme will have more familiar and similar structuring to your undergraduate degree. Here you ramp up the level of independence (compared to undergrad), whilst still having the support and guidance from university staff. You may consider this option if you already have a specific career in mind or want to expand your knowledge in a distinct field.

In contrast, during a MScR you undertake an extended research project solely based on one topic, in a more independent manner. The focus is on independent study as opposed to taught modules and instruction. There is usually far less coursework (I had none), and your time will culminate in a large thesis write up of around 20,000 – 30,000 words (slightly longer than a typical taught master’s thesis). This option is better suited to individuals, like me, who want to continue doing research.

What you can expect to gain from a masters of science by research

During a MScR you can expect to gain invaluable research experience working both independently and collaboratively. By focusing on one research topic for a whole year you essentially become a skilled and trained researcher. This comes in handy if your goal is to study for a PhD or if you’re looking to be employed in a research-heavy position. Alternatively, if you’re not sure about committing to a 3- or 4-year PhD just yet, studying a MScR gives you a great insight into the academic research world and a taste of what you can expect as a PhD student. In 2019, the Graduate Outcomes survey reported that about a quarter of the students who studied research masters went on to do a PhD. It’s worth knowing that a research masters provides not just a route into a PhD but is a beneficial and respected qualification, which can aid a career outside of academia too.

Having studied both a taught masters (MSc) and research masters (MScR), I’m aware of the stark contrasts between the two, and the importance of choosing the right course. During my MSc in Ecology and Conservation, I was taught a broader range of content, concepts, and theory. In contrast, my MScR involved no teaching element but still provided me with the best overall experience and the tools to confidently continue into a PhD. Before studying for my MScR I had already undertaken two research projects, however, I always felt that the projects were too brief and that I lacked laboratory and research experience. Now, I consider myself a confident and competent independent researcher (inside and outside of the lab), primarily thanks to my MScR experience.

Finding the right research group

If a MScR sounds like an appealing option to you, then the next step will be finding a suitable research group and/or supervisor. Keep in mind that during a MScR you study a very specific topic for a whole year (or longer, if you go part-time). This means you need to be confident that you will enjoy yourself and will remain interested and engaged for the duration. Another important factor is your relationship with your supervisor. They will be your first point of contact, therefore having a good working relationship and being sure you will get along is essential.

It helps to start by narrowing down research groups and supervisors who you might want to work with. Consider your strengths and weaknesses, where your research interests lie, and what topic you may be willing to invest a large portion of your time into. Read into publications and assess what area of research you might want to explore. You can start reaching out to people early on to discuss project ideas, and to express your interest in doing a masters with them. During the application process, it may be expected of you to write a research proposal, alternatively (like me) you may come across an advertised position that takes your fancy which already has the project outlined. Either way, touching base with your potential supervisor and getting on their radar is a great place to start. In my experience, students that have had the confidence to make prior contact with academics are a lot more appealing. Once you’ve done this, then you can think about starting the application process.

The application process

This is the part of the journey that most people find the most intimidating but take it from me, having been through this process twice, it’s not as bad as you think!

Most universities will require a personal statement, CV, copy of your degree transcript, and possibly a research proposal. The first impression that the admissions team get from you is from your personal statement, making this an important document that you should take your time to polish.

Admissions tutors want to see that you’re engaging, motivated, curious, and enthusiastic about the subject matter. You don’t get much space to sell yourself, therefore, make every sentence count! Be as original and genuine as possible and avoid overused cliched expressions and phrases. There are lots of great free resources online (e.g., on findaPhD.com) which can help you with this and at your current university your tutor and careers staff will also be able to give good guidance.

After you’ve submitted your application (phew) and it has been reviewed, you may be invited for an interview. However difficult it might be, try putting aside your nerves and focus on demonstrating your enthusiasm and preparation for a challenge. Remember, the interview panel want you to succeed!

How will it be funded?

There are a few financial considerations involved in the decision to study a masters. After having done a 3-year undergraduate course you may only be awarded another (max) £10,000 loan from the Student Loans Company. This may just about cover your tuition fees and maintenance; however, the fees and cost of living can differ greatly between cities and courses. I am grateful to have had my MScR fully funded by the Bristol Centre for Agricultural Innovation’s Lady Emily Smyth Studentship. This covered my tuition fees, consumables, and stipend for a year. Studentships (and scholarships) provide great opportunities to bypass financial difficulties and there are plenty of fully funded or partially funded masters positions out there. Other opportunities such as alumni discounts and grants also exist, so it’s worth having a look into what you can apply for.

What to expect from a MScR

Once you start a MScR you should be ready (and hopefully excited!) to expand your research experience and gain numerous new skills. For me, one of the most exciting aspects of the MScR was the opportunity to work closely with like-minded, research-driven individuals. You can really enhance your experience by being a proactive communicator and reaching out to collaborate and learn from other academics and students where possible. Asides from providing me with a great year researching the plants that I love, this MScR position has directly propelled me on into a PhD.

Overall, my MScR has enriched my research career, led me into a rewarding and interesting PhD, and forged the post graduate researcher that I am today. It’s important that you find the right course and the right research group because these have the potential to infinitely improve your master’s experience. I’m incredibly grateful for the BCAI’s funding, as well as the guidance of my supportive lab group. I encourage those of you who find research compelling, who aim to stay in academia, or who want to benefit their future career prospects, to explore your options and consider making a MScR your next step.

Oona Lessware

PhD student, Developmental biology of superhydrophilic, directional, antiadhesive plant surfaces

University of Bristol Funding

If you are interested in carrying out a masters by research at the University of Bristol and want to know more about what funding is on offer check out our funding pages through the Bristol Doctoral College. It is worth noting that university research institutes (URIs) and schools across the university will often promote funding for taught and research masters on their own webpages.

Opportunity Bristol scholarship for research-related Masters

Opportunity Bristol provides financial support to UK students from Black backgrounds to undertake a research-related Masters degree and will help successful awardees to gain the research skills and experience needed to apply for funded doctoral research opportunities in the future.  The scheme aims to place students in a better position to pursue a career in research by supporting their studies at master’s level. Find out more about Opportunity Bristol including eligible courses and how to apply. 

“I’m a bit all over the place with anger, frustration, inspiration, pride, and optimism” 

Fresh from a week at @COP26, we caught up with PGR Olivia Reddy to find out what she got up to at the conference, what she learnt about climate justice and how it might impact her research.  

Before we get started on COP26 and climate action, can you tell us about your area of research at Bristol?

I’m in my second year of my PhD in Civil Engineering, researching “Onsite Sanitation Systems: How Infrastructure and Management Effects Resilience and Emissions”.  I’m really lucky as I am working in a team as part of the SCARE project, which looks at sanitation, climate change and resilience across low- and middle-income countries, conducting fieldwork in Nepal, Ethiopia, Senegal, and Uganda. I have colleagues from institutions all over the world in countries with landscapes and cultures so different to my own.  

How did you end up going up to COP26? What were you hoping to do there?

If I’m honest, at the beginning of the year I hadn’t thought much about COP26 in ways other than “the climate thing that was postponed because of COVID?”! But after hearing about it in project meetings, I started looking into it more, before taking part as a facilitator in a mock-COP26 for school children, run in partnership with the Cabot Institute. As I began to understand the importance of the conference, I saw that the SU was running a scheme for students to travel to COP26. My hope was to come back with a better understanding of the conference, the process, and the different types of people involved. 

We’ve heard a lot about COP26 on the news, but what is it like actually being there?

It’s different for everyone! As well as the official blue and green zones, there’s protests, activism, fringe events (such as The Extreme Hangout on a boat), music, art, culture, workshops… Everyone who attended COP26 will have had a different experience. 

Hold up – what is the difference between the blue and the green zone?!

The blue zone is the political part – you have to be invited. The green zone is the public part – open to all, you just needed to register for a free ticket. 

Ah ok. Thanks. So where did you spend most of your time?

Inside the green zone, I was lucky to attend quite a lot of events, so I spent most of my days going to talks and looking through the stands and other exhibits at Glasgow Science Centre. The 20 minutes to get through airport-style security, was nowhere near as bad as I was expecting. The science centre had been decorated with COP26 logos and the colour green almost everywhere you looked, whether as lights, paint, or foliage. There was also, disappointingly, a large amount of greenwashing from the big sponsor organisations. 

What did your days involve?

I spent a lot of time sitting in awe and wonder, either inside a talk, chatting to the speakers afterwards, or trying to take it all in while having a snack break. The passion from the speakers is something that I had never experienced before. A lot of my time was spent juggling all the conflicting emotions which seemed to be stirring inside me. Hearing the lack of progress from negotiations in the blue zone, the anger associated with it that seemed to reverberate around the room, coupled with the power, strength and courage shown by people from indigenous communities, island nations, low- and middle-income countries, who are living the effects of climate change right now. A lot of my time was spent on the edge of tears, both good and bad.  

If you want to catch up on any of the events that have happened, many are up on YouTube (such as the Official COP26 page) or linked to on various Twitter accounts.  

Can you tell us a bit about ‘climate justice’? How does this approach differ to more general talk about climate change?

Climate change is not just an environmental issue but covers ethics, accessibility, economics, wealth, health and wellbeing, all aspects of life. Climate justice takes this into consideration and centres the experience of those at the sharp end of the climate crisis.  

I guess we all know in the back of our heads that climate change = melting ice caps = rising sea levels = loss of coastal land and islands, but have you ever actually thought about that last part properly? Listening to Diwi Valiente from Panama as he spoke about his community being the first indigenous peoples to be displaced by climate change made me realise that I hadn’t thought about it enough. Here’s a community that has lost everything, shops, neighbours, families, religious groups, social circles – all displaced.  A community that produces less than 1% of global emissions is consistently in the top 10 countries to be suffering from the impacts of climate change. The injustice of it all.  

Similarly, listening to Ruth Miller, Climate Justice Director for Native Movement in Alaska, talk about the subsistence salmon fishing undertaken by arctic and sub-arctic communities such as the one she is part of. Making up around 30% of their total protein intake, they fish in the summer, then smoke and dry the fish so that they have food for the winter. But this year, due to overfishing and trawling further downstream, the community were unable to fish as the population was too low. They will go hungry this winter because people in the West – or richer countries – want McDonald’s fish sandwiches. This is not just. 

What does this mean for countries and organisations calling for Climate Justice rather than, for example, mitigation – what are some of the policies or agreements that are needed?

I am by no means an expert, but I have learnt so much from the people I met and listened to at COP26. One of the big conversations (with a very disappointing outcome) from COP26 was Loss and Damage. Essentially, poorer nations that are already experiencing the effects of climate change were asking for reparations from the richer nations who are the drivers of climate change. This would be a start. Loss and damage, in addition to aid and climate financing would at least provide monies for adaptation and mitigation projects.  

Salina Sanou from the Pan African Climate Justice Alliance emphasised the need for the promised billions of dollars from rich nations, but also the manner of its delivery. Currently many projects work on the basis of “high return in investment” when in reality they should be more like social enterprises, building up the communities, especially where women and girls are concerned.   

What did you learn from COP26? Do you think it will affect your research going forward?

I’ve learnt so much more than I thought I would, including; 

1. Learning from and listening to those from indigenous communities is essential to work out the best ways to move forward. I’m going to try and reflect this in my work somehow.
   
   
2. Amplifying the voices of those who are not often heard. I like to think I’ve already started on this journey by encouraging some of my old colleagues to include this in a “ways to help prevent climate change” show they were presenting at COP26. It may be a small step, but this message would have reached over 200 people in 3 days – which I think is quite good!
   
3. Using more open access and easy read formats where available. Being able to read a paper online is something that we take for granted here at the University of Bristol. But if you are trying to access this information as a member of the public or as someone with a learning disability, fees and formats become a massive barrier.  

These are only a few things; I know there are so many more. 

Anything else you’d like to share?

You can probably tell from the tone of this conversation that I’m a bit all over the place with anger, frustration, inspiration, pride, and optimism. I think a lot of us are, and a lot of people are exhausted.  

But if I’ve learnt anything, it’s that there are more people in the world who want to make a difference and for things to change, than there are those who decide to ignore that our house on fire. COP26 was not the end, it was just the start. 

You can follow Olivia on Instagram and on Twitter.