Laidlaw Scholars Programme - Yearbook 2017

LAIDLAW SCHOLARS PROGRAMME

Yearbook 2017

LAIDLAW SCHOLARS 2017

Back row: Andreas Masvie, Daniel Sutton, Re’Em Moskovitz Middle row: Maurice McCartney (Leadership Trainer), Kiran Modi, Morgan Elsmore, Emma Kendall, Emma Watts, Kyle Bennett, Katherine Pye, William Crawford Front row and bench: Diana Avadanii, Anna Howes, Muyi Qiu, Maia Perraudeau, Lizzie Evens, Jess Walton, Karen Walker (Programme Administrator)

Above (left): Yiqin Fu. Right: Praveen Pravathan

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A welcome from Lord Laidlaw...

I don’t know anything harder to get right than successful philanthropy. Over the last twenty years I have journeyed through many routes and countries before knowing enough to create and implement giving that works. Making money is easy compared to giving it away successfully.

How do you define success in philanthropy? Others could have a different opinion but I measure all my giving on whether it generates a long term difference for the recipient.

It is not enough to spend money as planned and deliver on a promised programme. What matters is whether the client’s life is changed.

Does the Laidlaw Scholars programme measure up to this standard? While the programme hasn’t been existence long enough to quantify results, subjectively the answer is an overwhelming yes. As shown in Oxford’s yearbook all the Scholars are enthusiastic about what they learnt in their research programmes, about how they can use the skills acquired from the Leadership Development programme both now and in the future, and for those who travelled, their international experiences.

When I have been able to meet with Scholars, I am humbled by the excitement that they have for the programme.

It’s phrases such as ‘I never knew that I could achieve so much’, ‘I didn’t think of myself as a leader before completing the leadership training’ and ‘This has changed my life’ which make me feel that the investment and effort is so worthwhile.

I am proud of all the Scholars and what they have achieved.

My congratulations and thanks to everyone who has been involved in Oxford’s first year with the Laidlaw Undergraduate Research and Leadership Scholars.

Lord Laidlaw of Rothiemay

...and from the Careers Service!

We are immensely proud of what our Scholars have achieved, and delighted that we were able to give them this opportunity and training at the beginning of what we believe will be stellar careers, whether they decide to stay in research or move into other fields.

The leadership training has given them tools to help them manage themselves and other people in a range of situations. Our guest speakers gave them insights into leadership in academia and beyond, as well as providing inspiration as the very best in their fields.

In October 2017, we celebrated the success of our first cohort of eighteen Laidlaw Scholars at the University of Oxford; each scholar has contributed to this Yearbook and we hope you’ll enjoy and be inspired by their wide range of experiences.

It has been tremendously rewarding for us to see them go from nervously applying for a place early in 2017, to confidently discussing and presenting their successful research projects at our celebration event.

We are grateful to the Irvine Laidlaw Foundation for so generously supporting the Programme, and for enabling these Scholars to make personal and professional connections which will give them the very best start as they go on from the University and into their professional lives. Opportunities like this are vital for students’ development, and we are delighted to be able to build on a successful first year to run this scheme at Oxford in 2018 and beyond.

Jonathan Black

Director Careers Service & Internship Office

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icro-mechanical methods r mmicro-mechanical ethods fofor ew m NNew inerals testing ofmminerals sting of te s Hansen1 1 1 2 kinson2, Lar gus WilWilkinson ng2 , 2An Diana Avadanii* Jicheng Gong , Angus , Lars Hansen eng Go .ac.uk) iv.ox i@un danii*1, ,Jich dani Ava a.ava na dian (* Dia , UK UK (* diana.avadanii@univ.ox.ac.uk) 3AN rd, OX1 Oxfo 1 Department of Earth Sciences, University Oxford, OX1 3AN, ersity of of ces, Univ 1 Department of Earth Scien UKUK 3PH, rd, OX1 Oxfo 2 Department of Materials, University Oxford, OX1 3PH, ersity of of Univ 2 Department of Materials,

Motivation Motivation

sphere. strain localization in the litho rmation and ence defo erties influ Olivine is the dominant material in the oceanic lithosphere andits itsmec mechanical properties influence deformation and strain localization in predict subduction hanical prop to lithosphere. failthe mics and re dyna sphe fluid ical litho nic class g ocea usin els using classical fluid dynamics fail to predict rial in the erical mod t matedebates dominan uction. Num One current scientific is on strain localization and initiationofofsubd subduction.

Numerical models is the nethe gth and subduction Oliviof n localization and initiation ributions of intrinsic crystal stren tes is on strai ulative cont tific deba scienMany t isisthe n effec sphere, asOne weof observe onntEarth. experiments use olivine aggregates sothat thatthe themea mean effect thecum cumulative contributions strai of intrinsic crystal strength the curre the lithoand in n so es izatio egat local n aggr ne olivi aids riments use weakening and es self. Manyatexpe g caus on Earth to dary slidin ence interactions between crystals grain boundaries. It It is is belie believed thatgrain grainboun boundary sliding causes self-weakening and aids strain localization in the lithosphere, evid as we observe ve titati that quan ved and t daries. over, there is no direc at grain boun crystalsobserved ations. More eendirectly r to nical limit ns betw es in ordeto but it actio has never been in field or experimental studies dueto totech technical limitations.

Moreover, there isMat no erial direct and quantitative inter ies due ce techniquevidence s scien experimental stud or t field adap in to rved aims obse ect tly proj r been direc efore, this iors. Ther support theneve assumption that grain boundariess are weaker interiors.

Therefore, this project aims to adapt Materials science techniques in order to but it has than grain inter er than weak are darie boun grain that ionmicro-mechanical mptthe ndaries. support the assu n bou fundamentally test properties of olivine grain boundaries. olivine grai o-mechanical properties of fundamentally test the micr

Methodology Methodology

Step 1 - Preparation Step 1 - Preparation

* polish the sample le sampsuspension h the silica * polis with colloidal silica suspension withtocollo down 0.05idal nm down to 0.05 nm

milling Step FIBmilling Step22--FIB

Ga ions at the sample surface fire Ga to fire (FIB)to Beam(FIB) IonBeam * *use ions at the sample surface FocusedIon theFocused usethe μm 24x4 of totocut cantileverof 24x4 μm cuta acantilever beam ionbeam Gaion incidentGa incident

4 μm 4 μm

section through final r ilevethrough cant section final cantilever sample surface

sample surface

* make a grid of indentationon marks marks * make a grid of indentati * generate an Electronron Back Scatter Scatter Back an Elect * generate Diffraction map (EBSD) of the sample sample the of D) (EBS map n Diffractio * carbon coat thethe sample sample * carbon coat

31˚ sample TiltTilt thethe sample atat 31˚ current and and useuse current ofof cut. coarse 30kV 5 nA 5 nA at at 30kV forfor coarse cut. end. coat ly carbon Appcarbon Apply coat at at thethe end.

Tilt the sample at 31˚ Tilt the sample at 31˚ and use current of and use current of 1 nA at 30kV for medium cut.

1 nA atly30kV forcoat medium end. at thecut. on carb App Apply carbon coat at the end.

Tilt the sample at 31˚ currentatof31˚ usesample andthe Tilt h.

30kV for 0.3 nA and useatcurrent offinal polis 0.3 nA at 30kV for final polish.

Laboratory Results Results Laboratory

50˚ tilt of the sample Secondary electron image at le redeposition of the image at 45˚ tilt of the samp with ron ver elect y ntile ndar o-ca micr Seco and ce surfa at 0˚ tilt of the sampleSecondary electron image vers. ron imag Secondary .electron image at 50˚ tilt of the sample ndary elect 45˚o-ca tilt ntile of the sample Secoelectron Secondary image at 0˚etilt of the sample ce and one of theatmicr surfa Pt coat cut micro-cantilevers. surface and micro-cantilever with redeposition of the surface and one of the micro-cantilevers. surfacesurfa andce cutand micro-cantilevers.

Pt coat.

Conclusions Conclusions

in olivine minerals vers can successfully be cut * micro-cantile * micro-cantilevers can successfully be cut in olivine minerals damage of the surface num coat is needed to reduce on or plati carb * carbon* or platinum coat is needed to seco reduce damage of the surface rons elect y ndar with n actio of the inter useinteraction becausebeca of the with secondary electrons Materials for further type of niques can be adapted to Earth *FIB techcan *FIB techniques be adapted to Earth Materials for further type of hanical experiments mecexperiments mechanical

Further work at room temperature and at cantilevers with an indenter Further * testing the work

ted temperatures eleva * testing the cantilevers with an indenter at room temperature and at elevated temperaturesa slide through the cantilever for TEM investigation * preparation of nts rimeinvestigation * preparation of amod slideellin through for TEM lation of expe simucantilever g and the *numerical

*numerical modelling and simulation of experiments

to my gementsaw Undergraduate Research & Leadership Programme at the University of Oxford. inI amMategreatrialsfuland supervision.

Acknowled Jicheng Gong for all the lab Acknowledgements p Laidl grou the to anics s mech thank Micro leted the in comp This project was s Wilkinson for welcoming me

Hansen for all Earth Sciences mentor, Lars

ge Angu This project was completed thanks to the Laidlaw Undergraduate Research & Leadership Programme at the University of Oxford. I am greatful to my Earth Sciences mentor, Lars Hansen for all ularly aknowled to partic I want the support and inspiration. the support and inspiration. I want to particularly aknowledge Angus Wilkinson for welcoming me in the Micromechanics group in Materials and Jicheng Gong for all the lab supervision.

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DIANA AVADANII DEPARTMENT OF MATERIALS

UNIVERSITY OF OXFORD Final year undergraduate, M Earth Sciences, University College PROJECT

Olivine is the dominant material in the upper mantle and its mechanical properties influence large scale tectonic processes.

One of the current scientific debates is on strain localization and initiation of subduction zones. Numerical models using classical fluid dynamics fail to predict subduction as we observe on Earth. Many plate tectonics simulations rely on experimentally derived flow laws for olivine under lithospheric conditions.

These experiments use olivine aggregates so that the mean effect is the cumulative contributions of intrinsic crystal strength and interactions between crystals at grain boundaries. In order to fundamentally study the properties of olivine I applied materials science techniques to an Earth Science problem. I used the focused ion beam (FIB) to manufacture olivine microcantilevers by shooting gallium ions at a magnesium rich olivine sample. Micro-cantilevers are cut to a prescribed orientation into a material and have a free end and an oscillating end which simulates an applied strain. A nano-indenter was used in order to bend the micro-cantilevers under known conditions and to obtain load-displacement curves. In order to be able to do all this, I received thorough technical training within the Materials Department. Moreover, since the experiment in itself is novel and a breakthrough, I had the chance to explore different experimental set-ups and develop an efficient routine for cutting olivine microcantilevers. I benefited from the advice and expertise of the senior members of the Micromechanics Group as well as the lab technicians.

DAILY LIFE

The daily routine was varied and depended on the availability of the machines I was using in the lab, since the facilities are shared within the Materials Department. A typical lab day would start at 9 am when I would go and set up my sample and start working at the cutting process of cantilevers. While the machine followed the pattern that I set up I would usually go and have coffee or a snack in the Materials Cafe. I had to constantly check on the sample in the FIB so I could not go very far away. A typical lab day would finish after sunset, which sometimes meant I would not see the sun for most of the day, since the lab is in the

basement. In the rest of the days I would do a lot of background reading, research, participate in group meetings, go to individual meetings, or training sessions, and try to set up some preliminary calculations as well. Outside work I enjoyed punting, painting and staying out in the sun as much as possible.

LEADERSHIP

The training was very comprehensive, and inspirational as well.

I really enjoyed taking part in the group exercises and being able to hear the guest speakers talking about their professional experience and their take on leadership. The training provided a lot of food for thought and things to reflect to over the summer. As an Oxford student, life is really rushed and the leadership training offered the opportunity to reflect on my skills and my career. The training has proved very useful in my day to day interactions since it improved my communication and team-work skills. I will definitely take with me valuable lessons which I will apply during my PhD.

LASTING IMPRESSIONS

Oxford definitely feels different during the summer, and being in a different department was very exciting as well. The Materials department is bigger and more spread out than the Earth Sciences one so it took me a bit to figure out where everything is, but I settled in quite quickly as well. Being in a different scientific environment was extremely interesting and I really want to keep collaborating with the scientists I was working with during the project.

IMPACT

On the broader picture of my academic path the Laidlaw Programme is still quite recent, and I suspect that a lot of the impacts will come with time. I definitely gained a lot of technical skills and improved my research skills, which will help me during my PhD. On a personal level, it made me more self-aware and now I seek constant improvement in specific areas, which I identified during the leadership training. Most importantly, the programme helps the ideas of leadership and scientific research to support each other, rather than being mutually exclusive, which is very inspirational.

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KYLE BENNETT

NUFFIELD DEPARTMENT OF MEDICINE UNIVERSITY OF OXFORD Final year undergraduate, M Biochemistry, Lincoln College PROJECT

The project I was involved with aimed to understand the structural organisation of the human germinal centre and the interactions between its cellular components. The germinal centre is an essential structure in the immune system acting as the site of clonal expansion and affinity maturation of antibody-producing B cells.

The production of these is essential for the bodies adapted immune system, and the ability to effectively combat infection. Understanding of the germinal centre has further clinical significance, as stimulating a B cell response is key to the generation of immunity during vaccination. Furthermore, dysregulation of proliferation in the germinal centre can lead to currently poorly treated cancers such as B cell lymphomas. As such significant interest is placed on understanding the germinal centre in more detail.

time spent if experiments went over or had to be done at specific out-of-hours times. I lived in my term-time accommodation on Museum Road and walked to work. The staff at the facility were very friendly and helpful and the environment was sociable due to openplan offices. I primarily worked with a graduate student who was an entertaining person to work with.

LEADERSHIP

The training sessions were enjoyable and I think Maurice did a good job of applying the concepts to our own work and making it relevant.

A number of aspects of the training course were particularly helpful, such as the training on how to communicate more effectively, which I will aim to translate into my future presentations. Presentations are an area I have previously found difficult and so the skills I have learnt should give me more confidence. I also found the leadership My project aimed to contribute to this ongoing endeavour by utilising training on how to manage people useful; my main career goal is to a newly available technology called zellscanner chit cytometry. One of have my own lab and so have people working for me and as such how to effectively manage a team is an essential skill that it was good to get the main methods of studying cellular populations is by carrying out flow cytometry of a given tissue which involves staining with specific early experience of. fluorescence markers to identify cellular composition. However, LASTING IMPRESSIONS in such a system information about structural organisation and Given it was my final undergraduate year it was actually very interactions is lost as the tissue is disrupted. Zellscanner microscopy pleasant to have some extra time to live in Oxford which is a city I’ve has the advantage of staining a tissue sample which is intact and grown very attached to. With regard to the department, I found the so this important information is not lost, increasing the ability to institution a pleasant place to work and found the staff incredibly understand how the germinal centre, for example, is organised inhelpful, supportive and friendly. Undertaking the project has not situ. Additionally, one of the limits of flow cytometry is the number of fluorescence markers you can apply to a given sample. Zellscanner affected my career goals as it was with these in mind that I initially applied. The project has however given me a confirmation of the microscopy by comparison in principle has no limit due to the research area that I have subsequently gone into. iterative cycle of bleaching the apparatus utilises and as such this increases the complexity of the scientific questions one can ask. For example, the greater the number of surface markers the more possible it is to identify more specific cellular subpopulations.

My project aimed to do two things; firstly, to show that Zellscanner technology could effectively be used to study human tissue samples and furthermore to answer meaningful scientific questions. In order to do this, I made use of the machinery – itself only present in a limited number of institutions worldwide – as well as the support of a series of graduate researchers who had previously used the machine in a different capacity. Provision of tissue samples was only possible with the support of experienced research technicians who were able to obtain sufficiently thin samples to load onto the machine.

DAILY LIFE

Work in the Nuffield Department of medicine followed a relatively typical lab schedule with general hours of 9-6 and then subsequent

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IMPACT

I think the programme has been a really valuable opportunity in my early research career, not only in terms of gaining more research experience in the field I am currently pursuing postgraduate study within, but also in developing my professional skills. I think the leadership training was really useful for suggestions on how to communicate better and how to organise oneself, and I have definitely seen an improvement in my productivity by employing some of the techniques suggested. The leadership skills themselves were not immediately useful as due to the nature of my project I was mainly working alone, but I think they will be invaluable later on as a reference when I’m in a future leadership role. Overall I think the programme has really improved my confidence and has made me much more aware of my own skills which I can build on. Maurice was very good at identifying regions of value that I have, which is a skill I personally struggle with.

Phenotyping the Human Ge rminal centre Kyle Bennett, Joachim Hagel, Christian Willberg

Surface marker expression in CXCR5 expressing T cell subset s Further characterisation on this clinically relevant subset was performed by staining for a range of functio nal surface markers to determ ine the difference in the T cell subsets.

TIM3

10 5

Introduction

CD10

CD4

Defines the Germinal centre

CD4+ T cells within the germinal centres marks the light-zone

CD3

Defines the T cell zone

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8 8 8D Following these observed variatio CD CD -/ C CD 4+/ 4+/ D4 4-/ ns in expressionP Cprofile CD CD CD for theDNdifferen P S further phenotyping was perform t T cell subsets SP ed. Human tonsil cellD suspen T cell subsets sions from 4 donors were CD3 enriched and barcoded to allow loading onto a single chip. The sample was subsequently stained with a larger panel totaling 20 marker s both surface and intracellular. +

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Fig6: TSNE analysis of a typical human tonsil sample, genera ted use SNE with 1000 iterations and perplexity value of 20. Image overlaid with TSNE sections for each of the subpopulations.

Conclusions

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Fig4: Percentage expression of CXCR5 in T cell subpopulation s. Human tonsil cell suspensions stained for T cell markers CD4 and CD8 to identify subpopulations and subsequently stained for CXCR5.

Results show mean percentage expression averaged over five donors and error bars represe nt standard error of the mean.

Results show highest percentage in the CD8+ single positive and CD8+/CD4+ double positive subsets.

DESIGN © 2015

D8 +/C

600

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T cell subsets

Geometric mean

These experiments show Zellsca nner technology can be used to map complex cellular structures. The subsequent aim of the project was to utilise Zellsca nner chip cytometry to phenotype clinically relevant populations within the human germinal centre.

SP

RESEARCH POSTER PRESENTATION

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www.PosterPresentation s.com

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Percentage expression

Focusing on a region containing two naïve B cell follicles, CD8+ T cells can be clearly observed within these areas (two are highlighted by arrows).

Materials and methods

Fig 3: Human tonsil tissue section s. A) Identification of IgD+ cells indicates regions of B cells density. B) Overlaid outlines of stains for CD10 ( a germin al cell marker) and CD3+,CD4+ cell markers) in blue and red (T respectively.

+

Fig5: Geometric mean and percent T cell subset age expression ofTsurface cell IL18R % marker expression s are CXCR5+ and CXCR5-. Data in T cell subsets that averaged over 550 donors and shown CXCR5+ and error of mean as error bars. Statisti with mean 40 standard cal significance CXCR5assesse d by Baroni analysi bars with * representing signific s and shown by ance pf p<0.05 30

Fig 1: Representation of the human germinal centre depicti ng the sequence of steps that takes place from initial activat ion of the naïve B cell to the release of antibody-producing “mature” B cells.

The first aim of the project was to illustrate the utility of Zellsca nner technology for identifying cellular populations in-situ on Human tissue samples. Using an initial panel of 5 markers show the broad cellular distribu we tion within the sample.

8 CD 4-/

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Results

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Fig2: A) Zellscanner apparatus.

B) Staining protocol, Human tonsil tissue sections are fixed onto chips and incubated with antibodies that stain specific cell surface markers. Following staining, channels are bleach ed and new antibodies are loaded . Resultant images can be stacked to produce a composite map of the stained cells allowin g more detailed characterisation.

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Identifying structural features This initial study identified region s of B cell density representing putative germinal centres. Using a larger antibo dy panel of 12 markers we were able to define the B and T cell zones and distinct structures within them; the B cell follicle and germinal centres and their light zones.

Here we show 4 primary marke rs and the defined regions.

Percentage expression

Abstract

• The human body has evolved a mechanism to defend itself against infection from a range of pathogens such as bacteri a, viruses and fungi. This mecha nism is the immune system and consists of an innate and adapted response. The adapte d response uses specific immune cells called T cells to facilitate an antibod y response by B cells.

• Immune response mechanisms are complex and are initiated at secondary lymphoid tissues such as the tonsils, where both T and B cells are located . Understanding the interactions between T and B cells within these settings will help in the development of novel therapeutics and vaccine s.

• Deep phenotyping of tonsil T cells provides a means of unders tanding the pathways of immune activation. Current technologies, such as flow cytome try, require cells to be isolated from tissues prior to analysis. Thus, all information about the cell’s position and potential interactions are lost.

Microscopy offers a potential alterna tive; however, current technologies only allow the analysis of 4 or 5 protein s simultaneously, therefore limiting the questions that can be asked.

• Here, we show the use of Zellscanner chip cytometry as a tool for deep phenotyping of human tonsil immune cell. This technology has the advantages of both flow cytometry and microscopy, allowing unprec edented levels of detail to be analysed in-situ.

department of medicine, Pet er Medawar building

Geometric mean

University of Oxford, Nuffield

Relevance CXCR5 is an essential Chemo kine receptor enabling T cells to migrate to Lymph node B zones, a process which is essenti cell al for B cell activation and entry to the germinal centre reaction. The species also has clinical relevance with overex pression in breast cancer promoting lymph node metast asis.

• Deep phenotyping of CXCR5+ CD8 T cells revealed a popula tion phenotypically intermediate between CXCR5+ CD8+ T cells and CXCR5- CD4+ T cells • This represents a potentially functionally distinct sub-populatio n of T cells that could have unknown functional implications

References

o Biswas S, Sengupta S, Roy Chowdhury S, Jana S, Mandal G, Mandal PK, Saha N, Malhotra V, Gupta A, Kuprash DV, Bhattacharyya A (January 2014). "CXCL13CXCR5 co-expression regulates epithelial to mesenchymal transit ion of breast cancer cells during lymph node metastasis". Breast Cancer Res Treat. 143 (2): 265–76.

Acknowledgements

I’d like to take the opportunity to thank the following people for their support throughout my project.

• Dr. Christian Willberg • Joachim Hagel

This project was completed thanks to the Laidlaw Undergraduate Resear ch & Leadership programme at the University of Oxford

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WILLIAM CRAWFORD THE PRINCE CHARLES HOSPITAL BRISBANE, AUSTRALIA

First year, Medicine (Graduate Entry), Worcester College PROJECT

My research project looked to identify how neurological side-effects occur in patients receiving lung bypass. Patients with severe chest infections (for example severe pneumonia) are often put on lung bypass, allowing proper blood oxygenation which provides valuable time for antibiotics and other treatments to take effect. Unfortunately, this intervention is commonly associated with neurological events, such as stroke, coma and brain death. To determine how lung bypass may cause these side-effects, I performed numerous experiments on brain and cerebrospinal fluid (CSF) samples from sheep which had previously had severe pneumonia induced in an experimental context, and were put on lung bypass. My results suggest that lung bypass damages microscopic blood vessels in the brain, resulting in bleeding and inflammation in the brain. This work will be continued in the future to verify these findings. My host research group was very supportive throughout my Laidlaw project. I worked with the Critical Care Research Group (CCRG) in Brisbane, Australia. The CCRG is one of the largest groups of intensive care researchers in the Asia-Pacific region, and focuses on integrating fundamental biomedical and molecular discoveries into clinical practice. The CCRG was able to provide the samples from the animal experiments, which were conducted by numerous doctors and veterinarians.

I also received a great deal of career advice from my mentors Prof John Fraser and Dr Nchafatso Obonyo, and the support to apply for funding to continue this research.

DAILY LIFE

Living in Brisbane is quite different to Oxford life. Despite it being winter when I was there, we were graced with numerous 30 degree days, and weeks on end without a single cloud in the sky. During my time off, I would explore different parts of the city, including the inner-city beach at South Bank, the vibrant foodie scene at the Riverside precinct, or the nearby Gold Coast. I also managed to travel to Cairns for a weekend, seeing some of the natural beauty of tropical Queensland. I conducted most of my research work in a laboratory based at The Prince Charles Hospital, a short bus ride from where I was renting. However, I also worked at numerous other campuses, including the University of Queensland and the Queensland University of Technology. One of the best parts of working with such an established research group was the number of collaborations they have throughout Brisbane, affording me insight into how different labs operate. There were many long days pipetting in the lab and preparing samples for imaging – fortunately this hard work paid off with some interesting results.

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LEADERSHIP

I faced numerous challenges throughout my research project that I had been prepared for by the leadership course. One of the greatest challenges was managing a team of people based in different locations, and motivating them to become involved in my project.

This was difficult as I had never met most of these people before, and they had their own projects that they were already focused on. By bringing the team together to meet in person, providing a working plan and timeline, and demonstrating my own commitment to the project, I was able to align the team to ensure that all aspects of the project were completed on time. I believe that the leadership skills I learned will be valuable in the future. The concepts taught focused on many “bigger picture” issues that will be useful as my career progresses. Skills such as amalgamating and motivating a team, dealing with conflict and communicating effectively will be very useful in the years to come. Although doing a classroom course on leadership can feel a bit theoretical and removed from its real-life applications, it was helpful to have the fundamentals of how to approach leadership situations set out before encountering them in a research setting.

LASTING IMPRESSIONS

This Laidlaw experience enabled me to travel back to my hometown to solidify ties with a laboratory I have previously worked with.

This was an extremely valuable opportunity for me – establishing and maintaining research collaborations is invaluable, and opens numerous doors in a medical career. In the future I believe that I will now return to Australia to continue my medical career, and may follow the pathway of working in both research and clinical practice.

This will allow me to deal with patients on a day-to-day basis, while also working towards improving the kind of care that we are able to offer them. My research experience was very different to my time studying in Oxford. The laboratory I was working in has numerous connections throughout Brisbane, and I was based at multiple campuses. Most day-to-day work was done at The Prince Charles Hospital, however I utilised specialised facilities at The Queensland University of Technology to perform electron microscopy, and The University of Queensland to perform proteomics analysis. It gave me the opportunity to see how different research groups operate, and meet people from different disciplines. I also enjoyed the independence that research offers as opposed to being a student.

Having the ability to follow your own ideas and interests is very liberating, and has led me to think that a career in research would be very fulfilling.

How Lung Bypass Harms the Brain

:

The Role of the Glycocalyx

fatso Obonyo1, 3, Jonathan

The Critical Care Group, The

1.

Millar1, Sanne Pedersen1,

Prince Charles Hospital; 2.The

Nicole Bartnikowski1

, Jacky Suen1,4, Debra Blac 1 University of Oxford; 3.Imper k ,John ial College London; 4.The Unive rsity of Queensland a) CSF Protein Content b) 1.5

Venovenous extracorporeal membrane oxygenation (VV-E CMO; also known as lung bypass) oxygenates blood and removes carbon dioxide external to the body. This provides short -term support for patients with respiratory failure, and increases the survi val at 6-months of patients with severe Acute Respiratory Distress Syndrome (ARDS)[1]. ECMO is there fore becoming increasingly more popular.

[Protein] (g/L)

William Crawford1, 2, Ncha

Fraser1,4

1.0

0.5

0.0 No ECMO

c)

CSF IL-6

4000

200

100

0

d)

Conc (pg/mL)

Conc (pg/mL)

ECMO

CSF IL-1b

300

No ECMO

3000 2000 1000 0

ECMO

Figure 3: Analysis of CSF taken No ECMO ECMO from ARDS sheep treated witho ut/with ECMO for 22 hours; (a) total protein conte nt; (b) CSF analysis; (c) IL-1b CSF concentration; (d) IL-6 CSF concentration. n(no ECMO) = 3, n(ECMO) = 1. a) ns[2]

Methods: ARDS was induced in shee p in a surgical setting, and animals were randomised to receive eithe r ECMO support or no ECMO support. After 22 hours of support, cerebrospi nal fluid (CSF) and brain samp les were analysis. Total protein quan taken for tification and analysis was perfo rmed on the CSF fluid, as well as quantification of inflammatory cytokines. Brain samples were prepared for transmission elect ron microscopy (TEM), to analy se glycocalyx integrity.

ECMO circuit damages glycocalyx

ARDS No ECMO

Haemorrhagic stroke Cerebral oedema CSF electrolyte disturbance Figure 2: Proposed mech anism

IMPACT

Protein leak

ARDS ECMO

Fluid leak

of neurological sequelae

due to ECMO support

I feel that my experience with the Laidlaw Scholarship will be very beneficial when applying for jobs and future research projects. The combination of leadership training and research experience is a great addition to my CV, which not many internship programmes can provide. Personally, I feel a lot more confident organising a team with the theory that the leadership programme has provided me. Laidlaw has helped me improve my communication skills in a professional setting, be it via email or in a meeting. I have also learned how to work with people on the other side of the world, after going through the difficulties of

b)

ARDS without ECMO

support system in huma

c)

Intact glycocalyx

d)

ARDS with ECMO

Figure 1: Schematic of VV-E CMO

ECMO Side Effects: ECMO support is associated with numerous side effects – the most feared and devastating being neuro logical events (including haem orrhagic stroke, cerebral oedema, coma and brain death). Neurological injury has been reported in 20-50% of ECMO patients[3, 4], while patients that suffer a stroke have a five-fold higher risk of mortality[5].

Mechanism of ECMO-induced neurovascular injury: The cause of these neuro logical side effects has not been established.

Endothelial cells of blood vessels throughout the body are lined with a glycoprotein coating called the glycocalyx. This negatively -charged hair-like layer plays an important role in regulating vascular integrity and fluid movement, with glycocalyx degradation associated with diffuse oedema observed during septic shock and other inflammatory cond itions[6]. We propose that the interaction between blood products and the artificial ECMO circuit results in the degradatio n of the glycocalyx in the brain , leading to decreased neurovascular integ rity and subsequent neurologica l events (see Figure 2).

Degraded glycocalyx Figure 4: Transmission electr on microscopy of cerebrum vasculature. (a) and (b) ARDS with no ECMO treatment; (c) and (d) ARDS with ECMO treatm ent. Yellow squares indicate region of higher magni fication.

Results: CSF from sheep with ARDS and ECMO treatment contained more protein than CSF from sheep with ARDS and no ECMO treatment (1.25g/L vs.

0.56±0.32g /L) (see Figure 3).

There was no evidence of bacteria or leukocytes in the CSF, and no pattern in increased red blood cells was identified (see Figure 3).

Increased concentrations of proinflammatory cytokines were found in the CSF of ECMO-treated shee p compared to no-ECMO treat ment (IL-1b: 263.81pg/mL vs. 67.04±14.8 2pg/mL; IL-6: 3537.86 vs. 453.14 ±226.34pg /mL) (see Figure 3).

Transmission electron micro scopy also demonstrated increased degradation of the glycocalyx layer in ARDS with ECMO treatment animals, compared to ARDS witho ut ECMO (see Figure 4).

Conclusions: These results indicate that ECMO contributes to glycocalyx degra dation.

Increased protein in the CSF, despite a lack of bacteria, leuko cytes and substantial red blood cells indicates the movement of other blood proteins into the CSF. Incre ased CSF cytokines further establishes the inflammatory process in the brain leading to neurological even ts.

This project was funded by the Lai dlaw Undergradu ate Research and Leadership Prog ram at t

References: 1914.

[1] Peek, G.J., et al., Lancet, 2009. 374(9698): p. [3] Mateen, 1351-63.

F.J., et al., Arch Neurol, 2011.

68(12): p. 1543-9.

[2] Brodie , D. and M. Bacchetta , New England [4] Polito, A., et al., Intensive Care Med, Journal of Medicine, 2011.

2013.

365(20): p. 190539(9): p. 1594-601.

he University of Oxford

[5] Lan, C., et al., Artif Organs, 2010. 34(2): p.

E59-64.

[6] Chelazzi, C., et al., Crit Care, 2015. 19: p. 26.

communicating ideas and organising experiments. Laidlaw has reaffirmed my career ambitions of integrating research into my medical practice. I enjoyed working with a group that comprised many clinician-researchers, who were aiming to provide solutions to the problems they see day-to-day on the wards. Not aiming to improve the outcomes for patients with unknown pathologies or poor treatments now seems to me to be awfully complacent. In the future I hope to improve the care that we can offer to not only the patients I see daily, but other patients on a global scale.

9

rapy vestigating immunothe ‘The Immune Bomb’ – In ultrasound triggered combinations for use in eatment of cancer liposomes in targeted tr ford ineering, University of Ox titute of Biomedical Eng Ins | e leg Col ity Trin | Morgan Elsmore Analysis osome formulation Lip d using ded liposomes was foun Outline Size distribution of extru vern Zetasizer). Post ible ect is to identify poss The purpose of this proj checkpoint inhibitors and combinations of immune ic rgist additive or syne immune stimulators with the er, and then to analyse canc ting trea in ts effec apies when inserted into properties of these ther s. sound triggered liposome cavitation sensitive, ultra binations of immune com tify iden to aims This project in these modulators with modulators, encapsulate omes and then gather data ultrasound sensitive lipos using of these liposomes on the properties es. immunochemical techniqu

(Mal dynamic light scattering with found to be homogenous extrusion liposomes were m for formulation 1 and 177n %) (±11 m 197n of size mean (±14%) for formulation 2. d using psulation was complete Analysis of antibody enca nt assays (ELISAs). This orbe unos imm d linke enzyme before antibody concentrations allowed quantification of or lated release using heat and after filtration, simu . sure sound expo ultra wing follo se relea sonication, and

using the thin film hydration Liposomes were prepared shown below. ions arat prep with method control is designed to be a The first formulation d release under ultrasoun not and on ulati form E, formulation contains DOP exposure. The second to of contents upon exposure shown to exhibit release low doses of ultrasound.

Lipid

1) ‘Doxil like’

2) DOPE US Sensitive

DSPE-PEG

5%

10%

56%

0%

0%

65%

39%

25%

DSPC DOPE Cholesterol

Procedure was completed as per Thin film hydration r Lipids and extruded protocol from Avanti Pola Extruder and 400nm / using the Avanti Mini branes.

200nm polycarbonate mem in 2:1 chloroformd ende susp  Lipids were ed above the lipid orat evap and anol meth Following evaporation, transition temperature. overnight using a high lipid films were dried vacuum pump. ion of completed using a solut  Hydration was then e buffered saline, with antibodies in phosphat swelling for 1 hour. omes extruded to form lipos  Lipids were then n temperature with 11 above the lipid transitio membrane, followed by passes through a 400nm m membrane to yield 200n a ugh thro es 11 pass 200nm. liposomes of approximately

ns

ntratio quantifying antibody conce Figure 3: ELISA set up for



Immune modulators that s advantage of the fact Checkpoint blockage take dy ‘knows’ how to fight the immune system alrea ptors, different surface rece cancer. T-cells have promote a response to or lerat acce an as some act . lessen an immune response and others as a brake to ls come these ‘brake’ signa Checkpoint inhibitors over cule k by producing a mole which many cancers hijac rs onse. Immune stimulato to reduce the immune resp or increasing activity of act by inducing activation nts. immune system compone the use of the immune This project investigated PDL1 and the immune checkpoint inhibitor Antistimulant Anti OX-40. anti PD-L1 antagonist and The two immune agents, oclonal antibodies were mon ist agon 0 anti OX-4 s is action for both antibodie chosen since the site of g site on tumour infiltratin found at the tumour cells and on the tumour lymphocytes for anti OX40 s odie antib two 1. These themselves for anti PD-L ly d together due to potential were chosen to be teste ility size and likely compatib complementary effects, with encapsulation.

Materials agents were sourced from The following immune ody PD-L1 Monoclonal Antib ThermoFisher Scientific: 0) Monoclonal Antibody, MIH1 (mouse), CD134 (OX4 ome . Lipids for lipos Functional Grade (rat) s, from Avanti Polar Lipid preparation were sourced a Chemical Company. For with cholesterol from Sigm antibody quantifying for ELISAs in use conjugated highly cross concentrations, HRP sourced were se) and mou adsorbed antibody (rat ed tific. ELISAs were carri from ThermoFisher Scien d well plates and develope out in Nunc MaxiSorp™ 96 tion.

Solu A Substrate -ELIS TMB Ultra p™ using 1-Ste the orated antibody from Separation of unincorp Pall was attempted using liposome preparations e bran ce with Omega mem Nanosep centrifugal devi kDa. 300 MWCO

liposomes through thin Figure 2: Preparation of

Purification not the lipid film, antibody Following hydration of using omes was removed incorporated into lipos les Samp Da. 300k membrane size centrifugal filters with les and split into 100ul samp to be purified were each at 10,000g. Following centrifuged for 5min ugh was ately 50ul of flow thro centrifugation, approxim This PBS. 50ul in e resuspended removed and the retentat ion was cycles. Each 100ul fract was repeated for three ated to filter and this was repe then transferred to a new through. ed pass rs filte e thre of give a total

Ultrasound exposure y to formulations for sensitivit In order to test liposome to an formulation was added each , sure expo d soun ultra ered to Ultrasound was administ ultrasound test chamber.

50ul of le diluted to 750ul in PBS. 300ul of liposome samp 0μm) ≈1-1 les, lipid bubb filled gas e (larg microbubbles improve ultrasound chamber to the to d adde also were ered d test system deliv release. The ultrasoun pressure for 20s. approximately 1-1.5 MPa

layer hydration (Avanti Polar

re chamber Figure 2: Ultrasound exposu

Lipids)

Results to have taken place Triggered release appears d exposure for the in response to ultrasoun to be ultrasound formulation designed DOPE). This release sensitive (formulation 2, post ultrasound with est mod is ver howe entrations ≈115% of exposure antibody conc . This lesser than levels prior to exposure be due to a high expected release may result of non-optimal background signal as a purification. formulation 1 (‘Doxil’ Release from control mal, suggesting these mini be to ars appe like) when exposed to liposomes are stable suitable control for ultrasound and are a mediated release. determining ultrasound

ound exposure dy before and after ultras Comparing release of antibo

117% Formulation 2 PDL1

113% y assayed Formulation and antibod

ct Figure 1: Graphical abstra

Formulation 2 OX40

104% Formulation 1 PDL1

101% Formulation 1 OX40 0.015 0.01 y (ug/ul) Concentration of antibod re Post ultrasound exposu Pre ultrasound exposure 0

0.005

0.02

& Undergraduate Research ed thanks to the Laidlaw r This project was complet Thank you to my superviso rd.

Oxfo of y ersit Univ the Leadership Programme at project. this ut ugho thro ort Robert Carlisle for his supp

10

0.025

MORGAN ELSMORE

INSTITUTE OF BIOMEDICAL ENGINEERING UNIVERSITY OF OXFORD Second year undergraduate, M Biochemistry, Trinity College

PROJECT

During my project in the Institute of Biomedical Engineering, Oxford I worked on developing liposomes containing immune modulators including the immune checkpoint inhibitor monoclonal antibodies anti-OX40 and anti PD-L1. Although the nature of my project was largely independent, I received support from my supervisor within the department for helping to plan and carry out experiments, with more day-to-day help provided by other students and post-docs in the lab.

DAILY LIFE

The first challenge of the day was the cycle up from Oxford to the Headington Old Road site, where much of Oxfordâ&#x20AC;&#x2122;s translational medical research is carried out. There was no real standard day in the lab; on some days I would be based in the office conducting literature searches when planning my project or analysing data.

Other days I would spend the whole time practicing techniques for formulation or gathering data through essays. Outside of work it was great to enjoy Oxford outside of term time in a more relaxed setting and I would often see other friends also completing placements.

LEADERSHIP

The leadership training was a particularly enjoyable element of the programme, teaching useful transferable skills in managing both myself and teams within different workplace contexts. As part of my research, what I have learned through the leadership training has been very useful in managing myself and my own time, working independently to achieve my research goals. For the future, knowledge of managing myself and a team will be invaluable, whatever career I pursue.

LASTING IMPRESSIONS

It was a great experience working in a department alongside experts in their field. Completing my own research was an interesting challenge and is very different to labs as a student. The freedom and independence to plan my own work has helped me improve my time management and organisation skills.

IMPACT

My experiences on the Laidlaw programme will be invaluable for my future career, and have helped develop my skills in working both independently and as part of a team. The programme has given me a real insight into managing teams within business, something that I am sure will be useful for my future. Iâ&#x20AC;&#x2122;ve gained new skills in managing people, including motivation and conflict management.

The Laidlaw Programme is an excellent way for students to gain access to real research experience as well as providing much-needed support for existing researchers.

Dr Heather Gilbert Host supervisor, Operation Wallacea

11

ELIZABETH EVENS THE LEGACY CENTER DREXEL UNIVERSITY, PHILADELPHIA Final year undergraduate, BA History, New College PROJECT

My research project looked at women doctors and venereal disease in the Progressive era: and in doing so engaged with wider historical debates regarding gender, social, and medical history. My supervisor, the archivists, and the other staff members at the Legacy Center were welcoming, supportive, and enthusiastic when sharing their abundant expertise. We had regular informal discussions and meetings, which maintained an open dialogue about my research.

Team members were always kind, approachable, and generous in sharing their knowledge (and peanut butter pretzels!), and because of this I had the unique opportunity to explore material focusing on other themes and from different periods. This exposure opened further historical pathways that I look forward to traversing through postgraduate study. Prior to this project, I had never spent an extended period conducting research in an archive (having previously only used digitised material and day visits.) My host organisation was accommodating and even provided opportunities to learn about the nature of archives. I believe this experience has helped me to become a better, more efficient, and skilled researcher.

In addition to completing work for my overarching research project, I also completed smaller, intermediary tasks: such as pitching and writing articles for a peer-reviewed website, and planning an essay for a journal competition. My host organisation also put me in contact with researchers and other institutions. Working in Philadelphia enabled me to pursue other research activities, which aided my academic development, such as visiting

DAILY LIFE

Each morning I got a 20-minute train to the archives, which served as my primary research base. The team of archivists and historians at the Legacy Center were welcoming from the beginning; they are a close-knit team, who are familiar with working with external and internal researchers (or ‘Fellows’ as they are referred to). My normal workday included working with historic material, which ranged from a photo album created by a female medical student in the 1890s, to reprints of articles written by medical women in the 1920s, handwritten correspondence between individual doctors and agencies, to sex education manuals from the turn of the century.

In addition, I spent time reading secondary literature, typing up notes, and writing articles and pitches. Interspersed with this project research, team members provided me with an insight into the work and composition of historical archives, and the nature of public history projects. During the project, I also visited other archives, for instance the College of Physicians, and attended events in New York.

Philadelphia is a historic city, with many cultural institutions and

12

three universities located in the city centre. When I was not at work, I explored the city: visited the Rodin and other museums, did yoga in Philadelphia Art Museum sculpture gardens, tried the different Beer Gardens, and of course sampled a cheese steak. I stayed at an Air BnB in the art district and had a lovely host, in addition to two roommates who I spent the majority of my social time with, as well as befriending a group of students. Additionally, my mum visited and I gave her a tour of the archive, showing her where I worked, after which we went to explore New York.

LEADERSHIP

I found the elements of the leadership programme that focused on introspection and self-improvement very interesting. I particularly enjoyed completing my Myers Briggs test, and later developing a personal development plan as part of a self-reflection task.

This involved seeking feedback from friends and colleagues, and highlighted a number of areas that I could work on. I believe this was particularly valuable given the nature of independent research, which often relies on self-motivation, planning, and acting as the motor of one’s own improvement. Other areas of the qualification were more orientated towards work in an office environment, which are perhaps less applicable at this stage of my career, but I anticipate will prove valuable resources in future roles. The leadership training days were also wonderful opportunities to meet other scholars, hear of their exciting projects, and work together to answer a range of the leadership questions.

LASTING IMPRESSIONS

I learned a great deal during my placement. I worked with forms of material for the first time: films, court records, images, yearbooks, and other more unusual material such as dolls, soft furnishings, and signage – which it would not have been possible to appreciate remotely. Additionally, I developed important research skills, some through instruction from my supervisor and the other archivists, and some through trial and error. For instance, I devised a more sophisticated note taking system for working with such a large amount of material in different locations, and recording where I didn’t find sources, as well as where I did. I also learned about my preferred working style. I recognised how much I benefit from having regular deadlines, and therefore a few weeks into my project, I created a timetable of intermediary tasks to fulfil in order to complete my overarching project. I really enjoyed living in Philadelphia and the US, and am seriously considering opportunities to return to the city for postgraduate study or future work at my host institution.

Sex, Syphilis, and Suspect S

Female Physicians, Venereal

Diseases, and Sex Instruction

Background

Elizabeth Evens, elizabeth.eve ns@

isterhood

in early-twentieth century Am

hmc.ox.ac.uk

erica

Significance

• During the Progressive era (1890s-1920s), sanitation and diseas e prevention emerged as • Debat leading public concerns. Throu es regarding women’s health and gh the women’s club, settlement access to medical care are resurf house, and temperance movements, women asserted exper acing in contemporary America. is hence a pertinent time to challe tise regarding these issues and politic It nge our assumptions by seeking ised the domestic.

Contemporaneously, the Spanish-Am historical perspectives on these • This enquiry contributes to erican War (1908) and US entran issues. the historical understanding of the ce to WWI (1917), agitated concern for male soldie Progr rs’ health, particularly regarding essive asserted themselves as public health era: how medical professionals Venereal Diseases (VD). authorities and engaged with promi • This was an auspicious mome nent concerns regarding syphilis and gonorrhoea. nt for female physicians. In parall el to medical efforts to treat • VD in the army, female physicians This enquiry also addresses broader sought to instigate social, moral historical questions in gender histor , cultural, and medical change on the home front. y: the nature of female homosocial relationships, and how gender operated relative to other sociocultural factors in the early- twent century. ieth

The Female Physician The Bismarck Tribune, 22 Sept.

1919

In addition to treating patien ts, female physicians engaged with venereal diseases in a number of ways : • • • •

•

Writing journal articles Presenting papers at societies and conferences Authoring popular sex instru ction manuals Delivering lectures to women and educators through the 1917 formation of the Socia l Morality Committee of the YWCA

Key figures in this campaign included: Rochelle Yarros M.D., Anna Brown M.D., and Katharine Bement Davis

‘The Wife’ as the victim

ASHA, ‘Worth-while Lives’, Youth and Life poster series, 1922

Pictured: Anna Shaw M.D.

- SMC, Mothers All, 1912

ASHA, ‘Worth-while Lives’, Fighting Fit photo series, 1922

U.S. Army Educational Commissi on, poster, 1918

Befo re WW I, fema le phys ician s used the figur e of the wife − infec ted by her husb and and left ill, steril e, or requi ring surge ry − to chall enge sexu al doub le stand ards. Thro ugh this they enga ged with the divis ive deba te amon gst the medi cal profe ssion regar ding the healt h effec ts of male cont inen ce.

Duri ng WW I, the figur e of the wife beca me a rheto rical featu re of offic ial VD disco urse, and serve d as a mean s of polic ing male soldi ers’ beha viour.

Fema le phys ician s used the figur e of the wife befor ehan d to contr ast sanct ioned and unsa nctio ned fema le sexu al activ ity.

Abbreviations

• Female Physicians sought to break the ‘conspiracy of silenc e’ • They sought to foster the exchange of information throu gh ‘confidences’ • They critiqued the practice of male doctors’ and patients’ ‘medical secrets’ • They urged educators to moni tor young people’s behaviour as ‘investigators’

Female Physicians eng aged selectively with this dichotomy

‘The outcast has avenged herself by sending disease, sterility, blind ness and death into the world of hom es which would banish her’

Female physicians criticised male practitioners for neglecting their patients’ wives who had contracted VD from their husbands. They attrib uted this to moral laxity and ignorance within the profession .

Some, for instance Edith Houg hton Hooker M.D., opposed the use of medical prophylaxi s as they felt it gave licence to male promiscuity. In parallel to this medicinal campaign, female physicians created their own programme.

Discourses of disease often draw upon fighting metaphors.

Significantly, female physicians employed a language of espionage when discussing VD, in order to express opposition to the sexual doub le standard in VD information , education, and treatment.

‘The Prostitute’ as the vector

The social-cultural and mora l meaning of VD was structured by gender.

Whilst female physicians challenged the double standard between men and women, they promoted a gendered view of women and VD. Female physicians constructe d the social category of ‘the prost itute’ to describe sex workers and any woman that had multiple sexual partn ers.

In doing so, they prescribed heterosexual sex within marri age as the only sanctioned form of interc ourse.

Lifecycle and morality

Female physicians employed rhetorical strategies to comp licate the moral dichotomy of VD: mani pulating how discourses of gende r and VD were structured by age.

• Writing during WWI, the SMC stressed temporary lapse s in morality by men and women induced by military uniform • Writings in the 1920s invok ed girlhood, stressing how gonorrhoea and syphilis could be contr acted ‘innocently’ through non-sexual means • The figure of the prostitute could be problematized by prese nting her as a child herself, and the victim of parentage and circumstance

Challenges and Limitations

US Army Educational Commission, ‘Steady Buddy’, 1918

‘The hands most often extended to keep a fallen woman down are woman’s hands’ - Edith Lowry M.D. , False

Modesty, 1912

Future Research Questions

SMC – Social Morality • An analysis focusing predo minantly on female physicians Committee, consisting ’ published material is limite of by a tension between publi d • What could be learne c performance and private female physicians d about the work of female physi practice. The extent to which female physicians’ rhetorical cians and focus critiquing women who VD through a linguistic analysis ASHA – American Socia engaged in extramarital sex of their writings and lectures? and had VD was reflected in l their private activities, condu Hygiene Association ct, and interactions, is suspect. • What would an explicitly comparative appro ach reveal about the • Female physicians’ marginal gendered way in which male and position in the profession (whic VD – Venereal Diseases female physicians approached h had subsided since their first entrance, yet continued) VD? would likely have inhibited the expression of divergent views in their public writing • How did race and ethnic and personal papers. ity feature female physicians’ approaches to VD?

This project was completed thanks to the Laidlaw Undergraduate Research & Leadership Programme at the University of Oxford

IMPACT

With many thanks to Joan ne Murray, Matt Herbison, Margaret Graham, and Karen Ernst at the Legacy Center Archives

The programme has been a wonderful and formative experience.

First, it enabled me to experience America and Philadelphia for the first time: locations that have long been the subject of my historical research. I experienced contemporary society, visited vibrant cultural and historical institutions, and engaged with archival material. Second, I forged close and effective working relationships with archivists and historians with expertise in my research areas: relationships that will be tremendously valuable as I continue

in academia. Through my project I also learned more about the process of archival research. which will enable me to locate and access more material in the future and therefore improve the quality of my research. Living in the US also allowed me to access historical sources in other locations which will form the basis of my masters’ dissertation. Because of my Laidlaw project, I am considering opportunities in the US for further study, which I otherwise may not have sought out.

13

YIQIN FU

DEPARTMENT OF SOCIOLOGY

UNIVERSITY OF OXFORD Final year undergraduate, BA Philosophy, Politics and Economics, Lincoln College PROJECT

For my Laidlaw research project, I looked at the long-term electoral effect of Taiwan’s gender quotas. In 2002, Taiwan increased its gender quota in local elections from roughly a tenth to a quarter of seats, resulting in a quota increase for some districts (treated) but not others (control), depending on district size. I collected electoral data pre- and post-quota increase, and compared women’s electoral outcomes in the treated and control districts.

coursework and rarely had time to think about our unique traits, talents, and shortcomings. The leadership training program gave us a structured way to think about ourselves. Most importantly, I learned how to set priorities and present my ideas to others.

This summer, I often had to discuss my research with professors, fellow students, librarians, and government employees. The presentation that we did during the training program really helped me structure my thoughts and catch other people’s interest. I learned to speak to different people in different styles and to find things I shared in common with Professors from Oxford’s Politics and Sociology departments kindly them. To help get them excited about my project as well, I talked agreed to offer supervision, so I sought their feedback after collecting, about the overarching “idea” as opposed to the specific, technical cleaning, and analysing the data myself.

In addition, I also travelled to Taiwan and visited local libraries as well as detail. universities where several professors had been studying similar topics. In In short, the training programme’s many exercises made me reflect addition, from my conversations with Taiwanese professors and election on my personal qualities and priorities. They also made me more confident. officials, I gained new insight into the electoral politics there.

As I hope to keep pursing this line of research, the summer has proven incredibly fruitful, both in terms of substantive materials and data I’ve found, but also in terms of the connections I’ve built with other academics.

DAILY LIFE

Since my research project comprised data collection and analysis, I spent the majority of my time doing desktop research either from my dorm room at Oxford or from home. This kind of work can be lonely at times, so I carved out time to speak to other researchers and attend lectures and events broadly related to social science.

I also spent a few weeks learning new methodologies from an online course in causal inference. The course was interactive, so I would solve problems and get immediate feedback. The materials covered in the course formed the theoretical foundation of my research and taught me new ways to look at the question at hand.

Later in the summer, I also traveled to Taiwan. During my time there, I went to all the major libraries in the capital city Taipei and worked from there. When I came home from the library, I would go to the night markets or the live muic venues that were incredibly popular with university students and tourists.

LASTING IMPRESSIONS

The research experience gave me a realistic sense of what it is like to be in academia. On the one hand, I had true autonomy from the very start -- we proposed our own research topics and designed the programme ourselves. Everyone in the programme was studying something he or she is interested in, and the programme was incredibly flexible so as to accommodate everyone’s different work settings and work schedules. From my conversations with professors and doctoral students, this kind of “freedom” is what academics expect and is what draws most people to this profession.

Furthermore, I also got to travel and experience a different culture.

The political science professors and legislators I spoke to provided great insight into local politics, especially the hurdles female representatives still faced in this relatively progressive society. I do not think I would have had the opportunity to speak to so many interesting individuals if not for the research programme.

On the other hand, I also realized that research is often a lonely profession and that the “progress” researchers at my level can make is incremental at best. After the initial excitement dies down, it takes discipline and determination to keep going forward, especially I had a great deal of freedom making my own schedule, but with when facing unexpected difficulties. I am truly grateful that the freedom also came responsibility. As a student and a researcher, programme has given me the opportunity to do a “trial-run” before I will keep learning how to manage my time and produce quality work. committing to a career in research. Now that I have a sense of what it is like to work in this profession, I realize that I greatly enjoy the LEADERSHIP autonomy and the diverse experience my research can lead me to.

Even though trying to solve a small but complex puzzle by yourself I enjoyed the training programme because it made me reflect on my strengths and weaknesses. During term time, we were all busy with is difficult, I am hopeful that I can do it well.

14

Do Gender Quotas Have Multiplier Effects on Fema le Representation? Evidenc e from Taiwan Author: Yiqin Fu

Introduction

In 2017, women constitute only 23% of legislators glob ally. In order to increase female repr esentation, more than 100 countries have adopted som e form of gender quota in elections.

Supporters of quotas argu e that quotas will not only mechanically increase fem ale representation in the imm ediate election but also address the root causes of women’s underrepresentation. The additional women elected via quotas could:

• have a “role model” effect on the other women and young girls

• on the demand side, inform

vote

Methods

Election results from 1998 to 2009 are scraped from the website of Taiwan’s Central Election Commission and adjusted for boundary cha nges over the years.

supply side, empowering

rs and party leaders of women’s ability to legislate and thus reduce statistical discrimination

Women elected via quotas

could:

• face backlash for receiving “pre ferential treatment”

• be less effective lawmakers

than their male counterpart s, making it difficult for voters to support female candida tes beyond the required thresho ld

• be perceived as violating trad itional gender roles, making voters respond negatively

Taiwan, an island of 22 milli on people, increased gender quotas quasi-randomly in some districts in its 2002 loca l election. Incidentally, it also has the highest share of fem ale representation among Asia n democracies.

Socioeconomic characterist ics of townships are scraped from the 2000 Taiwan Pop ulation and Housing Census and aggregated to the voti ng district level.

Controlling for population size in voting districts, I emp loy a difference-in-differences estimation strategy to asse ss the temporal change in the share of female candidates and the share of female winn ers across treated and control districts, making the key identifying assumption that the treated and the con trol would’ve exhibited the same trends in the absenc e of the quota intervention .

Results

I find that quotas had large immediate impact on female representation. In 2002, the fraction of female winners and candidates both increased by 7 percentage points mor e in the treated districts than in the control. Given that women made up only 15% of candidates and winners in 1998, an addition al increase of 7 percentage poin ts was very large.

With further regressions, I show that parties, hoping to prevent others’ female candidates from easily winning the rese rved seats, recruited more wom en, who replaced male can didates.

However, I don’t find any mul tiplier effect of quotas. In 200 5 and in 2009, districts that had a quota increase in 200 2 didn't continue to elect more wom en than the control. These results suggest that the gender norm s and biases preventing wom en from achieving equal represen tation are entrenched and less susceptible to policy interven tion than what we would hop e.

IMPACT

The programme has definitely confirmed my interest in doing social science research. I realized how much I enjoyed working with original data to answer questions previously unexplored.

Even though there were many technical and logistical difficulties throughout the process, I was just as excited about studying female underrepresentation in politics as I was when I started.

Furthermore, the programme has also made me realize how little I knew and how much there was to learn. Just when I thought I had read all the relevant literature, a professor or a friend would send over a new paper or a new book on this topic. Just when I thought I had a solid grasp of the methodology, the online course

that I took introduced me to new ways of analysing the data and of critiquing the old methodology I was using. It is exciting to be working in a rapidly developing field, but I was also humbled by the amount of knowledge and unsolved puzzles I can explore.

Other scholars in the programme also introduced me to new areas of humanities and sciences that I had never been exposed to.

During our coffee break chats, I learned about Greek mythologies, thermodynamics, biostatistics, and game theory. Being around so many talented minds motivated me to embark on my own academic adventure, and I have Laidlaw to thank for that.

15

ANNA HOWES

MAX PLANCK INSTITUTE FOR BIOPHYSICAL CHEMISTRY GÖTTINGEN, GERMANY Third year undergraduate, M Chemistry, Christ Church PROJECT

The aim of my project was to investigate the roles of PPIases (a family of proteins) in splicing and alternative splicing. During the flow of information in the cell from DNA to mRNA (transcription) and mRNA to proteins (translation), splicing occurs to process premRNA to mRNA. This is necessary to remove regions that do not code for protein (introns) and join together protein coding regions (exons). Exons can be recombined in different ways in alternative splicing. My proteins had previously been shown to interact with the spliceosome, a large dynamic molecular machine responsible for carrying out splicing. The project consisted of protein expression and purification of wildtype proteins and mutants, as well as the subsequent use of these proteins for in vivo and in vitro experiments (splicing assays). The host organisation for this project, Max Planck Institute for Biophysical Chemistry, provided me with the facilities and equipment necessary to carry out the project, as well as guidance and mentoring in biochemical techniques – my undergraduate degree is Chemistry so I was unfamiliar with the practical methods and protocols.

DAILY LIFE

A normal day during the week consisted of going into the lab by bus for a 9.30am start – though this was flexible due to the nature of lab work, as long as you achieve what you want for the day you could start anywhere from 9am until 11am (though going in later usually did meant finishing later in the evenings, around 8-9pm). It was very easy to settle in as people in the group were welcoming and my supervisor showed me where I could find all of the equipment.

I was first shown how to carry out techniques before doing them myself under guidance, and then independently. This process of gradual learning was ideal for someone like myself who was learning these for the first time. In the mornings I would typically set up a reaction, whether on the PCR machine, restriction enzyme digestions or ligation reactions – especially at the beginning of the placement. Lunch would be around 1-2pm in the mensa (canteen) or espresso that were on-site. There were no other restaurants nearby as the institute was located in the hills, a 20-minute bus ride from the town centre. Afternoons consisted of a mixture of work dependent on the stage of my project – ranging from transforming and plating E.Coli cells to purifying proteins on the Äkta columns.

In the evenings I would usually go on a run, shop for groceries, watch some TV or work on Laidlaw assignments. On the weekends I took the opportunity to travel to different cities in Germany by train including Hamburg, Cologne and Berlin. Once I became friends with some people in the lab, we went by train to a beautiful town known as Goslar and then hiked in the Harz National Park. Occasionally, I

16

would meet in town for a coffee with one of my Turkish friends who was carrying out her Master’s degree at the University of Göttingen and jointly doing research at Max Planck in another group.

LEADERSHIP

The leadership training element has provided me with some useful food for thought on how I communicate with and manage a team, as well as manage myself especially if I were to lead my own research group as a principal investigator. In particular, actively seeking feedback on my leadership potential was eye-opening and made me consider how I can find opportunities to improve this. The training sessions were overall enjoyable, albeit quite material-dense as the first four sessions were held over a whole day each – though I understand this will change for next year as the programme will begin earlier in the year. It was a wonderful opportunity to meet with other Laidlaw scholars, socialise and especially to hear about their projects through short presentations that we were required to prepare. During my placement the training was helpful in considering how everything operated in the lab and how people communicated with one another.

I found that it was a useful exercise to reflect upon my own strengths and weaknesses, my personal brand, and how I could deal with a number of situations in the workplace, particularly as these will be topics of discussion in future interviews.

LASTING IMPRESSIONS

This was the first time I had moved to live in a new country for an extended period of time (10 weeks). Fortunately, it is easy to travel from place to place using public transport in Germany. I was glad to have taken an Intermediate German Language course at the Oxford University language centre: This helped me to feel more comfortable with basic communication whilst living in Germany. The placement gave me an even greater sense of independence as I was living alone in a single apartment in the university guesthouse, often cooking for myself in the evening as this was the most convenient after returning from a long day in the lab. It did feel quite lonely at first, but I found that pushing myself out of my comfort zone and getting to know other people in the lab well helped me to develop more confidence in myself. It was definitely exciting being able to carry out research and obtain results that no-one else had before. This provided a stark contrast to being an undergraduate and constantly studying for tutorials or exams. After doing the placement, I still have my mind open to carrying on with a PhD and pursuing a career in science as I enjoyed carrying out the lab work, asking questions and thinking about the results. In addition to this I will also apply for graduate entry medicine, as I have found different aspects of both careers appealing.

Anna Howes, Sina Mozaffari-

Jovin, Reinhard Lührmann

Max Planck Institute for Biop

hysical Chemistry, Göttingen

ABSTRACT The spliceosome is a dynamic molecular machine that cataly ses pre-mRNA splicing, a key step for the production of correct and functional protei ns in higher eukaryotes.

This is achieved by stepwise assembly of the subunits onto pre-mRNA and two transesterification reactions to remove introns and ligate exons together to form mature mRNA. One family of proteins known as the peptid ylprolyl isomerases (PPIases) was shown to be involv ed in the spliceosome catalytic cycle, however their roles have not yet been determ ined in splicing. By using bioch emical methods to obtain the wild-type proteins and mutant proteins, results from subsequent assays using purified proteins indica te that the PPIases have an inhibi tory effect on the splicing process by interfering with spliceosome assembly, as seen by spliceosome stalling before the second transe sterification reaction.

METHODS

During the project, I carried out molecular cloning and site direct ed mutagenesis of the constructs, then expressed and purified a total of nine protei ns - including wildtype and mutant proteins. The majority were expressed in E. coli cells, however Cwc27 and its mutant were expre ssed in insect Sf9 cells. These proteins were then used in in Minx pre-mRNA splicin g assays and HeLa splicing assays to determine their effect on splicing and the assem bly of the spliceosome.

Cycle demonstrating the stepwi se assembly of the spliceosome Image credits: Department Lührm ann, Max Planck Institute for Biophysical Chemistry

MW/ kDa

RESULTS

60

50 40 30

Time /min

25 20

B ACT complex C complex

15 10

B complex A complex

PPIL2 269-end

PPIL2 wt 0

30

PPIase

60 90

0

30

Cwc27 1-206

Cwc27 wt

60 90

0

30

60 90

30

60 90

PPIL1 W121E

PPIL1 wt

PPIase

0

0

30

60

90

0

30

60 90

Processed mRNA

Fig.1 SDS-PAGE gel of purifie d proteins –

Fig. 4 In-vitro HeLa Splicing Assay

week nine

Minx pre-mRNA Splicing Assa y

MW/kDa 70 60

PPIL2

50

Nuclear 2µl extract + dialysis water buffer

40 30 25 20 15 10

Fig.2 SDS-PAGE gel of purifie d proteins – week seven

Fig.3 Image of Sf9 insect cells used for expression of Cwc27 proteins

4µl dialysis buffer

Wt 5µM

PPIG

131-end 10µM 5µM

1-90

10µM 15µM 5µM 15µM

PPIL1

1-179

wt

W121E

5µM 10µM 5µM 15µM

5µM 15µM

Fig.5 Fluorescence Labelling with Cy3

DISCUSSION Results from the Minx pre-m RNA assays demonstrate that in the presence of PPIase domains there is inhibition of splicing: There is a reduced ratio of mature mRNA to premRNA seen for PPIL2, PPIL1 (initia lly), and Cwc27. Inspection of the in-vitro HeLa splicing assay shows that when there are PPIase domains the spliceosome assembly is stalled at different stages before complete splicing of the mRNA sequence. For the PPIL2 wild-type protein stallin g occurs at the B complex before the first transesterification reaction. This also occurs for the PPIL2 269-e nd but to a lesser extent as after 60 minutes there is some C complex formation.

The Cwc27 wild-type protein appears to stall mostl y at the spliceosome C comp lex stage, after the first transesterification reaction; the Cwc27 1-206 (PPIase domain-onl y mutant) inhibits more strongly at the B comp lex than the C complex. Splice osome assembly is not significantly affected by the PPIL1 wild-type protein. The PPIL1 W121E mutant acts as the control since no inhibition is expected as the PPIase doma in sequence has been altered and is assumed non-fu nctional. The data is suggestive of an inhibitory role of the PPIase domain in the splicin g process, possibly by interfe rence at various stages of spliceosome assembly.

PPIE

1269216 end 5µM 10µM 5µM 5µM 10µM Wt

PPIL2 wt

PPIL2 269–end PPIL2 1-216 PPIase, 10µM

U-box, 10µM

PPIE 1-90

PPIE wt 10µM

RRM, 15µM

PPIE 131-end PPIase, 15µM

PPIL1 wt

PPIG 1-179

15µM

PPIL1 W121E 15µM

PPIase, 15 µM

45 min

90 min

exon lariat intron lariat Pre-mRNA mRNA

Fig 6. Radioactive Labelling with 32 P Buffer 4µl

PPIL2 wt 45min

PPIL2 269-end PPIase, 10µM

PPIL2 1-216 10µM

PPIL1 wt 15µM

90min

PPIL1 W121E Cwc27 wt

Nuclear extract H2O pre-mRNA

Cwc27 1-206 PPIase

5µM

15µM

ACKNOWLEDGEMENTS

This project was completed thank s to the Laidlaw Undergraduate Research & Leadership Programme at the University of Oxford.

The Max Planck Institute for Biophysical Chemistry was the host institution and provided the facilities, super vision and equipment also neces sary for the project’s completion.

IMPACT

The programme has helped me to gain confidence in my ability to achieve; whenever an opportunity arises to apply for a position or to take part in something I will not doubt myself. On the placement, I have also been able to learn new practical techniques that will be extremely useful for my master’s research project this year in Oxford. In addition to this, and from the training sessions, I know not to overwork myself in the laboratory, to

Fig 7. Radioactive Labelling with 32 P (repeat, with additional Cwc27

proteins)

look after myself and time manage to be more productive. It also made me realise that I enjoy working and socialising with other people, which the lab environment might not always be ideal for (depending on the group), as well as other pressures such as funding, so I am applying for medicine alongside PhD positions – though both careers present their own advantages and disadvantages.

17

EMMA KENDALL

OPERATION WALLACEA SOUTH AFRICA

Second year undergraduate, BA Geography, Hertford College

PROJECT

My project was focused on African elephants (Loxodonta africana) and their impacts on reserves. I spent six weeks in South Africa, in Pongola Reserve, KwaZulu-Natal, researching the effects of elephants on vegetation and the resultant influence on herbivore distributions and habitat preferences. African elephants are ecosystem engineers, which means they affect the availability of resources for other species by causing physical changes. They can therefore have huge impacts, both positive and negative, on vegetation and other animals within a reserve. Pongola Reserve offered a rare opportunity to study the impacts of elephants because the elephant population has been decreasing as they have relocated to nearby reserves, where vegetation is more nutritious.

I hoped to study how the vegetation responds, and herbivores alter their distributions in response to the departure of elephants from the reserve.

My research was supported by Operation Wallacea; a network of academics from world-leading institutions, who complete research in biodiversity and conservation I joined a team of six others, who would also be collecting research for their own projects. I was very lucky to join such an organisation, as they provided me with access to years of data, in return for the data I collected. This allowed me the opportunity to make comparisons across the years. My research would have been impossible without the hard work and experience of Operation Wallacea!

DAILY LIFE

Our days usually started at 6 o’clock, the perfect time to watch the beautiful South African sunrise. Each day was different, depending on the activities we had planned, the weather and of course the wildlife. We had four types of data collection methods; vegetation assessments, game transects, camera traps and black rhino sightings.

Every two weeks we would collect the camera traps throughout the reserve, and spend the afternoon going through them. This became a highlight of the project, as many hilarious images of antelope jumping through the air and monkeys staring down the camera were captured. In the evenings, we would sometimes go to one of the lookout points and watch the sunset, before returning to camp for dinner. The evenings were a great chance for us all to chat to one another, and listen to wild stories from the rangers, sat around the camp fire.

18

LEADERSHIP

The leadership programme has been highly rewarding! Before the programme I had fulfilled minor leadership roles in sporting and academic situations, but had never had a real sense of being a leader. The programme has provided me with a vast knowledge of leadership and its many elements. I feel that I have learnt many skills which will be highly beneficial in the future. It certainly helped with my research project, as although I wasn’t a leader, I had to work within a team and thus assist in achieving the overall team goals. The programme allowed me not only to learn skills, but to witness how every leader is different and understand that there is no one type of leader. We were very lucky to have some great talks from several speakers, who are all leaders in their different fields. Gaining tips and advice from them was highly rewarding, and helped put the knowledge we had gained into perspective.

The programme also was a great place to meet new people. It was fascinating to hear about everyone’s individual project, and to learn about their different experiences.

LASTING IMPRESSIONS

My experience in South Africa was absolutely incredible! I have always been very passionate about animals, and their protection and am hoping to pursue a career in conservation. This was my first opportunity to gain experience in the field, and learn what it’s like to collect my own research. The reserve provided us with many amazing experiences. In our first two weeks, we made eight leopard sightings, which is almost unheard of due to their camouflage and elusive behaviour. We also had some unbelievable rhino sightings.

The best sighting was almost by accident, when we almost drove straight past Nesibindi, one of the dominant black rhino males.

He spotted us, and came closer, which is quite common of the curious black rhinos, before fully mock charging us, coming within 5m of the vehicle. We all had goosebumps and shed a tear, as we knew we’d never be lucky enough to witness such an event again.

I was lucky enough to spend a couple of days over the border, in Swaziland, in a reserve where most of the elephants have moved to. This was an amazing opportunity, as we had some very rare sightings with the elephants. On our first day out we saw not one but two herds of elephants crossing the floodplain together. We had the very rare experience of also sighting elephant twins, which have only been recorded four times in history. My time in South Africa has confirmed my love for animals, and my passion to work alongside them. Since my time there I have already looked into studying a masters out there, and hope to then continue working out there in conservation!

Impacts of African Elephan ts on Pongola Reserve, South Africa

By Emma Kendall Oxford University

Introduction

Results

African elephants (Loxodon ta africana) have vast impacts on ecosystems; both positive and negative:

• • • • •

Table to show the vegetation Herbivore Species

Assist in seed dispersal Key component of savannah nutrient cycles Prevent bush encroachmen t Convert woodland to shrublan d Can reduce diversity Can lead to local extinction s of plants Can outcompete other herbivorous mammals

Investigation Study site: Pongola Game Rese rve, KwaZulu-Natal, South Africa + surrounding reserves

Since 2011 Elephants have been relocating to neighbouring reserves, to find better food sources, as a result of the drought. From 86 elephants in 2014, the reser ve – as of this year – has no elephant s.

I was therefore able to com pare levels of damage across the years (2012-2017), to consider how the relocation of elephants had impacted the reserve’s vege tation and herbivores.

Elephant Rhino Antelope Giraffe

1st

preferences of the herbivores 2012-2017 Vegetation Species 2nd Schotia capitata Ehretia amoena

Ximenia americana Grewia villosa Ehretia amoena Acacia nigrescens

•

Searsia gueinzii Acacia grandicornuta

3rd Acacia lediritzi Plectroniella armata Ehretia nervifolia Acacia tortilis

Elephant no clear preferenc e – A. nigrescens appeared most in top 3, yet didn't appear in top 3 for all years combined • Elephant had most com monalities with Giraffe – 3 species in common (A. nigrescens, A. torti lis and S. africana) • Rhino had clear preferenc e for G. villosa and had most similarities with Antelope (7 species in common)

Height category comparison

• Elephant – damage almo st correlates with height; large r trees = more damage Ø Male shoulder height = just over 3m and female = 2.7m Ø Feeding height depends on sex, age, position within family Ø Young feed lowest, and family units highest, but the males will feed on the tallest trees . Males are most destructive; which may explain the grea test damage found on tall trees.

• Giraffe also have preferenc e for taller trees Ø A. nigrescens and A. torti lis both staple for large mammalian browsers. Elephant and Giraffe both utilise these species, due to overlap of feeding heights.

• Rhino – damage concentra ted between 0.5-5m • Antelope – damage conc entrated between 0.5-5m

Plot comparison

Graphs to show species dama

ge score per plot combining 2 014-2017

Damage Score

• •

Conclusions

Vegetation species compari son

Elephant vs Rhino • Little cross-over in rega rds to species and plot. Do Rhino’s purposefully avoid Elephant s, or is it due to preference?

Elephant vs Antelope • Similar plots utilised (8 and 41).

They appear to also utilise similar species within those plots, but are partitioned by feeding height.

Elephant vs Giraffe • 3 vegetation species in common, most likely as a result of the heights of such species, and the overlap of feeding heights.

Recommendations For Pongola/ Jozini • Continue monitoring vege tation to determine whether certa in species recover/ deteriorate with the loss of the elephants • Continue to monitor herb ivores distributions/ preferences • Study the elephant dens ities, and determine whether they corre late with changes in vegetation For general elephant conserva tion • Determine elephant spec ies preference, to determine spec ies that may need protection • Work out the carrying capa city, to ensure the correct elephant vegetation dynamics

Project aims:

•

Compare woody species use by elephants and other herbivore s: Ø Do the species share vege tation species preferences with elephants? Ø Do the species utilise the same plots/ habitat types as elep hants? Ø Do the species utilise the same height categories of vegetatio n, as elephants?

Method:

• Vegetation assessments Ø 14 plots Ø 25 x 25m quadrats Ø Measuring height, widest points’ width and height, stem diam eter and damage by different spec ies

IMPACT

Plot

• Elephant most similar with Antelope – same top 2 plots (41 and 8). Elephant shares 3/5 and 6/7 species with Antelope in these sites.

• Elephant least similar to Rhino Ø Do Rhinos make an effor t to avoid Elephants? Ø Or due to preference?

• Rhino most similar with giraffe – same top 3 plots • More Elephant damage foun d in Pongolapoort Nature Rese rve than other species, and dam age concentrated in the Sout h (PPNR and PGR-S(s)). Other than one (plot 84), all top 8 plots are in the South. Ø More rainfall here? Ø More of their preferred species here?

• Rhino appears to have prefe rence to plots near water – 3 of top 4 are plots closest to Dam, and remaining plot (plot 84) in top 4 is closest to a artificial reser voir.

The Programme has had a large impact on myself and my future. It has allowed me to confirm my passion, and desire to follow a career in conservation. The experiences I gained through my project have really inspired me to continue pursuing my dream of working with animals, helping to protect them and to aid in resolving human-animal conflicts. It has also given me the courage to consider continuing with my studies in South

I’d like to thank Operation Wall acea for the incredible opportuni ty, their experience and knowledge.

Particular thanks to my won derful research team and field guid es; it would not have been possible without them!

This project was completed thanks to the Laidlaw Undergraduate Research & Leadership Prog ramme at the University of Oxford.

Africa, where I also hope to work in the future.

The leadership element of the programme has also provided me with the necessary skills to become a better leader in the future.

The skills and knowledge I have gained will be highly beneficial in my future career, helping me to develop myself and become more confident in leadership roles.

19

Oxford Andreas Masvie, University of

I Receive, I Give An interdisciplinary resear

ing ch project on human flourish

political philosophy) (intersection between ethics and e” Giv I , eive Rec “I 1: er Pap ient answer: n, to which I propose an anc )? This is an ancient questio ons pers an I argue that ). hum etc. (as n, rish ntio atte flou How do we the form of time, effort, in ts (gif ges han exc gift on ent ary attribute of the person. human flourishing is depend le assumption: dignity is a prim sing a from y rall natu ows ‘the theory of the gift’ foll resolves the elegantly and compellingly how the theory of the gift lain exp to merge I nt, and e) ume esir arg us-d this e priv Having mad as distinct person (the rge eme to ire des the : unis , even though these desires paradox of the privus-comm esire) are both basic desires is-d mun com (the ons pers r together in unity with othe sfy at the same time. appear to be impossible to sati lving the paradox of gift, and (2) identifying and reso the of ry theo the ing elop dev The paper’s novelty lies in (1) . unis omm us-c priv the logy) osophy and philosophical theo ersection between political phil (int th” My al itic Pol as g Son Paper 2: “The not as homo privus (i.e. as munis (i.e. as social being), but com o hom as l as lf itse d eive lf as homo communis as wel The human has always perc human began perceiving itse the r, eve l how tica el, poli a Isra as ient read anc be g of Songs can individual being). In arise? I argue that that the Son unis of y omm olog us-c rop priv anth the ive did mat homo privus. How g is permeated by a nor the political myth of the Son ommunis arose. myth of ancient Israel. And wers, I argue, how the privus-c ans ch whi 1), er pap , gift the of ry receiving and giving (ref. theo theory of and (2) the application of the g the Song as political myth, chin roa app (1) in lies elty The paper’s nov ments. literature and historical develop the gift (ref. paper 1) to ancient exlusion ibution vs. Perceived social Perceived fairness of distr 10 9

ution Agent's perceived fairness of distrib

al economics Pilot Experiment (behaviour and -psychology) lore how the In this pilot experiment, I exp tration of frus (a feeling of social exclusion 1 & 2) er pap ref. e, the communis-desir erience exp we ch whi in affects the way economic inequality. line with the The findings are quite in 1): the more er pap . (ref gift theory of the s, the more socially excluded the agent feel a given eive likely the agent is to perc (see air unf as (unequal) distribution l ona visi pro the y, ingl graph). Interest not s ty doe conclusion suggest that inequali itself, but in blem pro ical olit io-p soc pose a there is n whe becomes such a problem is a this that e Not : social exclusion. NB reqare ents erim exp ore correlation—m tion. rela sal cau a h blis esta to er uired in ord

8 7 6 5 y: -2,231 3x + 8,1132 R²: 0,112 72 p-value: 0,07

4 3 2 1 0

0,5

1

1,5

ude political Andreas’ research interests incl osophical phil philosophy, ethics, and ics and nom eco ural avio aspects of beh m l.co mai psychology: andreas.masvie@g

uate Research ks to the Laidlaw Undergrad This project was completed than sity of Oxford. ver Uni the & Leadership Programme at

20

2

ion Agent's perceived social exclus

2,5

3

ANDREAS MASVIE THE CHOICE LAB, NORWEGIAN SCHOOL OF ECONOMICS BERGEN, NORWAY

First year undergraduate, BA Philosophy & Theology, Wycliffe Hall

PROJECT

My research has been dealing with questions at the intersection between philosophy, sociology, theology, history and economics – these were questions related to the nature of human flourishing.

I can divide the research into two parts, one theoretical and one practical. Part one (theoretical): how can theories of gift-giving enhance our understanding of the nature of human flourishing?

Part two (practical): how does social exclusion effect the way in which one perceives economic inequality?

Part one was largely carried out by myself, with the fantastic help of various researchers and professors who commented on my article drafts. Part two was carried out at The Choice Lab (Norwegian School of Economics), where I worked within the paradigm of experimental psychology /experimental behavioural economics.

I received support in three ways: (1) the insight of the researchers and professors who commented on my article drafts; (2) support from my supervisor (Professor Bertil Tungodden); and (3) by being in an environment of PhD students and postdocs with whom I could discuss at great length.

LEADERSHIP

Maurice is great! The course has made me aware of a great deal of aspects of leadership that I otherwise would not be aware of.

LASTING IMPRESSIONS

The experience has been unparalleled: I was fully integrated in a world-leading research environment, and my appetite for academic research has (if possible) just grown greater. I have learned a lot, not only theoretically, but also regarding how to carry our behavioural economics experiments (as a philosophy student!).

My academic confidence has been sky-rocketing throughout the programme.

IMPACT

Tremendous. I have felt that people have taken my ideas seriously, even though I am a first year undergraduate student. World-leading scholars have helped me along the way to develop ideas into theories. Again, I must use superlatives: this research opportunity is unparalleled

DAILY LIFE

I spent large part of the days reading and writing – as well as some hours carrying out my experiment. I socialised with professors, researchers, PhD-students and postdocs. Bergen is a beautiful place, and I spent much time in the mountains surrounding the city (and not to mention: I got to experience the incredible Cycling World Championship, held in Bergen).

I was very impressed with the opportunity the Laidlaw Programme provided – it’s an excellent programme for aspiring research students.

Professor Liz Fisher, University of Oxford 21

es ding Mandat Understan in Monetary Policy ates & Mission Statements

Printin

The Role of Mand

rd & University of Chicago Kiran Modi, University of Oxfo rnia-Santa Cruz Carl Walsh, University of Califo

BACKGROUND

MOTIVATION

statement which defines  Most CBs have a mission iples e.g. their high level guiding princ ote the good of the people ‘The Bank’s mission is to prom taining monetary and main by om Kingd d Unite of the nd) Engla of (Bank lity’ stabi cial finan

ucting this research came  The motivation behind cond oeconomics at Oxford from taking an advanced macr sted in the political  Specifically we were intere and the writing of the influence on central banks mandate of the central formal mission statement & ment had on policy bank (CB) and the role this docu literature, whilst there is a  In examining the existing cal influence in general copious amount on politi little work has been (mostly around inflation bias), the mission statement & done on the specific role of and it’s role in the policy mandate of the central bank

mission statement is via  How CBs operationalize this ate e.g. mand al form a of tion execu the deliver price stability…and, ‘The Bank’s…objective is to the Government’s economic subject to that, to support ed by the Government’s defin is lity stabi Price objective… nd) Engla of (Bank 2%.’ of t targe inflation

process.

METHODOLOGY

t about policy g of central bankers mindse  To gain an understandin to qualitative research design decisions, this study lent itself former central was though interviews with  The best way to capture this insight bankers, in an attempt gain critical from central lizability, we wanted to hear  To capture a level of genera and over a period of time bankers across a number of CBs left their had who those to could only talk  Due to confidentiality we

policy positions s were carried ews with eight central banker  Over three months intervi out who… boards of four CBs… • combined worked on the years lasting up to 2015 • over the course of over 20 ons were asked and follow up questi g guidin  To achieve consistency ten

questions as needed tive thematic were transcribed and qualita  The interview recordings, analysis was undertaken

KEY FINDINGS

I thought it was just about right’ member) (former Bank of England MPC

g the need to...

 They responded by highlightin

level to give central mandate operating a very high Keep the mission statement & ’ crisis of times bankers the flexibility to act in member) (former Bank of England MPC

e:  On the US Fed’s dual mandat Reserve) the right kind of mandate’ of Governors of the US Federal ‘if interpreted properly it is exactly (former member of the Board d around price stability with

(ECB) mandate (primarily centere

‘the scope of the mandate was

just about right’

(former board member of the

secondary objectives)

 And that…

ECB)

it was seen as was broadly successful, in that that the mandate design process bank implement therefore make about this is set the mandate and the central  The broad comment we can the executive and legislature independence (that is where adhering to true operational at the heart of that transparency had to be at their discretion) r from the Riksbank notes was, one former central bank membe  One of the crucial things that : process design e the mandat lly ] clarifications...and eventua ...so I argued for making [further transparent about this process ‘I wanted the Riksbank to be we could agree on‘ Riksbank) we reached a compromise that (former board member of the the mandate: e or the operationalization of re and the CB to tweak the mandat happen between the legislatu  A process of fine tuning can d it and said, ‘that sounds fine accepte y basicall s Congres and cations [by the Fed] over time ‘So, it was done through...clarifi Reserve) of Governors of the US Federal to us.‘’ (former member of the Board

‘…a more specified mandate  When asked about the politi

were to able the former central bankers b) The Mandate & Policymaking discussions and how willing and role the mandate played in policy  We were interested in the crucial was it banks deviate from ons across the central much of the the mandate in policy discussi by deviations arose. In line of  As we expected the role of e the question of what was meant about deviations from the mandat  However, when we asked insisted that they: e, many of the policymakers ‘flexible inflation targeting’ literatur consistent with the mandate’ ‘…felt what [they] did was always (former ECB board member)

e…  However, that the mandat ‘did not define what [they] would to noted  One policymaker we spoke

that

in a longer horizon’ guide where [they] were going do on a day to day basis but member) (former Bank of England MPC

tation… e was all do to with correct interpre operationalization of the mandat

at long the short run, you’re looking that you’re not just looking at interpreted properly [means] e’ ‘The mandate, as long as it’s …I never deviated from the mandat Reserve) forward looking loss function of Governors of the US Federal run…so, if you think about a (former member of the Board

the  The only situations where

policymakers were willing to

‘you get a very nonlinear shock departing from the mandate’

full depart from the mandate

and this is [a] financial crisis, (former

was when:

that there is a case that if you

AL NDATE & UNCONVENTION

of the mission statement & ers their thoughts on the role  We asked the central bank policy measures by CBs tary mone l tiona nven unco mandate given the use of ism from the media and other question was due to the critic  The motivation behind this ed into the ‘political sphere’ stepp ures meas such that rs policymake

a) The Mandate Design Process the mandate design process former central bankers about of their mandates  We started by asking the bankers thought about the scope ed in what the former central ry objectives):  We became more interest around price stability with seconda mandate (primarily centered  On the Bank of England’s

Bank’s  On the European Central

Custo the C

RESEARCH AREA 2: THE MA MONETARY POLICY

NDATE DESIGN PROCESS & RESEARCH AREA 1: THE MA G ITS ROLE IN POLICYMAKIN ‘Like most people at the time

This pos wide by It’s desi be print large printer.

think properly about the costs

rs of the US Federal member of the Board of Governo

would be a step backwards’ member) (former Bank of England MPC

cal implications, the response

was definitive:

should be about about ends and the mandate… the ‘I don’t care about means, I care usly in a democratic process obvio ve…. achie to want what ultimately you again I don’t of democratic oversight, but se becau s mean in certa mandate limits or effecting that ional policy as changing that view the so called unconvent mandate’ member) (former Bank of England MPC

 And in times of crisis…

cal cost…[and] if about whether to bear the politi cost is ‘you’ve got to ask the question is ready to go off the cliff, the my econo your e wher tion you’re in a situa ng’ beari Reserve) often worth of Governors of the US Federal (former member of the Board

policy we saw marked opposition of unconventional monetary se:  To summarise, on the issue on statement & mandate becau missi the n withi larity granu to include further al bankers’ and room to innovate from centr ve) ‘…it would take away flexibility rnors of the US Federal Reser Gove of Board the of ber (former mem

of

Reserve)

TENTATIVE CONCLUSIONS

operate within ess & its role in policymaking central bankers were happy to (c. two years) 1) The mandate design proc ess, produced mandates that proc to achieve in the medium run n aim desig ld date shou CB man the the t s of wha iple princ ing guid the as a) From our research, it seem d acte date played a central role and should b) In policy discussions the man high level guiding principles and tional monetary policy policy, the mandate should be nven unco & date man The 2) surrounding unconventional erns conc ical polit the ite y. polic found desp a) From our interviews, we and innovation within monetary in order to maintain flexibility at the University of Oxford not detail particular policy tools rch & Leadership Programme Laidlaw Undergraduate Resea s to the This project was completed thank

22

The pla in this format you. placeh add te an ico table, Smart pictur multi

T bulle text, Bulle the H

If yo plac title

KIRAN MODI

DEPARTMENT OF ECONOMICS, UNIVERSITY OF CALIFORNIA SANTA CRUZ

Final year undergraduate, BA Philosophy, Politics and Economics, Mansfield College PROJECT

I worked on a project assessing the flexibility which central bankers felt when conducting policy, with specific reference to the mission statement and mandate of the central bank. Logistically it turned out to be easier to have supervision run remotely and as such the support I received was via Skype and email. This involved being put in touch with former central bankers, planning interview questions and reviewing the interviews.

DAILY LIFE

For the majority of my placement, I was based in the UK; however, for a couple of weeks prior to the start of my master’s degree I flew to Chicago to conduct some interviews. Coming to the US was an interesting experience, everything was relatively similar but a lot of small things were different that took me a while to get used to (most notably things like not having chip & pin and prices not including taxes!). Luckily socialising was pretty easy because some people from my course had already arrived. The interviews I conducted were with high profile ex-central bankers who were very happy to help out and they were very fruitful interviews.

LEADERSHIP

The leadership sessions were useful in that we got to reflect a lot on our own experiences. The sessions have made me much more reflective on my interactions with others and how I work in a team setting.

LASTING IMPRESSIONS

In contrast to undergraduate study, there was much more responsibility to manage your own time and arrange things yourself instead of relying on deadlines from other people. Being able to spend a summer on something that you would tend to only spend a week’s essay-time on at undergrad was really fulfilling. At this point I am still deciding between an academic career and one in the private sector.

IMPACT

The programme definitely enhanced my research skills and my ability to carry out independent research effectively. In terms of the leadership sessions I felt they made me a lot more reflective on my leadership style and how I interact with others in a team. I am still reflecting on what kind of career I wish to pursue.

‘I would like to express my appreciation of the Laidlaw Programme.

I regard it as a first-rate initiative to enable young students to spend time abroad. I shall certainly recommend the Laidlaw Programme strongly to others.’

Professor Reinhard Lührmann, Max Planck Institute for Biophysical Chemistry

23

RE’EM MOSKOVITZ

OXFORD GLYCOBIOLOGY INSTITUTE, DEPARTMENT OF BIOCHEMISTRY UNIVERSITY OF OXFORD Final year undergraduate, M Biochemistry, Christ Church PROJECT

Dengue virus infects up to 500 million people a year and may result in haemorrhagic fever, while the related zika virus resulted in the 2015-2016 zika epidemic, with cases associated with microcephaly in newborns and Guillain-Barre syndrome in adults. Initially my research project intended to focus on the effect of antiviral compounds on infection with dengue virus and zika virus. While assessing the ability of iminosugar compounds to reduce viral infection by both dengue and zika, it became apparent that variation occurs with different cell types, as well as between the two viruses.

As such, my project focused on the optimisation of virus growth on different cell types, which will be used in the future to test these antiviral compounds.

LASTING IMPRESSIONS

The start of the placement involved a lot of settling into the lab and getting accustomed to being a new member in the lab. In order to be able to work with dengue virus, I trained in a containment level 3 laboratory, learning the techniques required to test the antiviral compounds. On top of the work, I really enjoyed taking part in lab activities and socialising with all members of the lab, learning about their approach to research, leadership, and specific scientific interests. Living in Oxford during the summer also allowed me to see the city without students, and I really enjoyed seeing a different side to a city in which I’ve already spent four years.

My placement at the Oxford Glycobiology Institute, Department of Biochemistry, has exposed me to the positive, driven, and supportive environment of the Zitzmann laboratory towards research and self-development. Moving on from my undergraduate studies, my research has allowed me to establish a more consistent routine and to begin to familiarise myself with the timeline of academic research and scientific investigation. Surrounded by the supportive members of the lab and with the familiar environment of Oxford, some setbacks to the initial aims of the project were used as a constructive learning experience. As I’m starting my DPhil in the Zitzmann group in October, the time spent in the lab with the support of the Laidlaw Programme allowed me to familiarise myself with a new setting and a new group of colleagues. Together with the leadership and management skills, this will allow me to smoothly transition into my graduate studies.

LEADERSHIP

IMPACT

DAILY LIFE

The leadership training was really fun and a great learning experience. Initially, we looked at our own leadership style and how we fit into a classical leadership role. This was a great way to analyse our own actions, reflect on our previous leadership experiences, and plan ahead for our placement. After increasing my awareness of my position within organisations and social structures, I became much more conscious of my behaviour and was better able to understand the best course of action when it came to making decisions and interacting with colleagues. By discussing our approach to leadership with the other Laidlaw Scholars, I started to better understand the factors and thought processes which result in different leadership behaviours, which has proven really useful during my project. Later, looking at how different people interact

24

within organisational structures provided both great advice and time to think about how we wish to navigate our own career path, address conflict, and drive towards our goals in a collaborative way. The great guest speakers at our leadership sessions provided a fascinating insight into their unique careers and their management with difficult situations through which they have had to navigate. These unique anecdotes helped me see the application and adaptation of organisation and leadership theories which we analysed in the sessions.

The Laidlaw Programme has brought together separate aspects of my life and has highlighted their connections and intersections to me. I’ve always understood the importance of leadership, but never fully understood its importance and relevance to scientific research.

Allowing me to better understand the importance of collaboration, team management, personal development, and conflict resolution, alongside others, the leadership seminars made me reconsider the role I wish to play as an aspiring scientist and be able to connect with colleagues on a meaningful level. Together with the advancement of my research skills, this opportunity has increased my passion towards science and my excitement to transition towards research, further my independence, and expand my investigative skills.

The importance of oxygen -position in the alkylation of iminos ugar antivirals

Re’Em Moskovitz, J. L. Kia ppes, Michelle L. Hill, Do minic S. Alonzi, Benoît Darlot, Elizabeth Elder, Yiyuan Chen and Nic ole Zitzmann Oxford Glycobiology Institu te, Department of Biochemis try, University of Oxford, Oxf ord, OX1 3QU

Introduction and relevan

Dengue virus and Zika virus are related mosquito-borne pathogens of global importa nce. Symptomatic dengue infection results in symptoms ranging from mild fever to severe haemorrhagic fever, while Zika infection has bee n linked to microcephaly in new borns and Guillaine-Barre syndrome in adults. So far, no specific antiviral drugs are available.

HO HO

OH

O glucose

OH OH

HO

OH

N H

OH

OH HO

OH

OH

O

DNJ

Figure 1. Structural compari son of glucose, its iminosug ar mimic, DNJ, and the oxygenated alkylated derivative MON-DNJ.

OH

N

Me

8

ce

Iminosugars are sugar mimics which hold great promise for the development of bro ad spectrum antivirals. The y induce protein misfolding by acting as competitive inhibitors of host protein s key to protein N-linke d glycosylation (e.g. ER a-Gluco sidases). As dengue and Zika each have four N-linked glyc oproteins (E, M, NS1, NS4b), treatment with iminosugars leads to reduced secretion and infectivity of virions.

MON-DNJ

•

This indicates that factors oth er than ER α-glucosidase II inhibiti on affect the compounds’ antiviral effi cacy.

•

To determine whether the se occur due to virus or cell-typ e, the compounds’ antiviral efficac y will be tested against dengue virus and on other cell lines.

ER α-Glucosidase II Inhibitio n

100

100 100

10

n

ge

xy

O

3

4

5

6

7

8

9

10

Oxygen position

11

Figure 2. Inhib ition Oxyg of tion en Posi mouse ER αglucosidase II by alkylated imin osugas with oxygen at varying positions.

Virus M.O.I

DAY

1

Dengue 1

2

5

Zika 10

1

2 3 4

Figure 4. Plaque formation on Vero cells as a result of Zika infection in a dilution series.

Plaque number is used as a measure of infectious virus (plaque form ing units – PFU).

s

Infe ctiv ityity ICIC Infe ctiv 5050

1010

1

No

ivity of iminosugar homolog ue

IC50 (µM) IC50 (µM)

In vitro inhibition of ER α-gluco sidase II by iminosugar homologues (Fig. 2) and in cellulo inhibition of Zika virus production (Fig. 3) do not follo w the same trend.

Ki (µM)

•

Enzyme inhibition and antiv iral act

Sufficient Insufficient Cell plaques Plaques death Figure 5. Plaque formation on Vero cells as a result of dengue and Zika infection at varying multiplicities of infec tion (M.O.I) and duration.

1 1

n 3 4 5 ge en 3 4 5 6 6 7 7 8 8 9 9 10 0 11 1 1 1 xy yg O Ox Oxygen position No No

Figure 3. Inhibition of infec Oxyg enen Posi tion tious Zika Oxyg Posi virus productio n in Verotioncells by alkylated iminosugars with oxygen at varying positions. M.O.I 1 day 2.

Conclusions

We could not identify a sing le set of conditions which allowed for testing of an antiviral against bot h dengue and Zika.

Work is ongoing to optimis e a Zika antiviral assay in other cell line s.

Antiviral activity against den gue and Zika will be compared for the oxygenated iminosugar hom ologues.

Acknowledgments

This project was complete d thanks to the Glycobiology Institute and the Laidlaw Und Research & Leadership Prog ergraduate ramme at the University of Oxford. I would like to than Hill, J.L. Kiappes, and Nico k Michelle le Zitzmann for their tutelage and support.

25

MAIA PERRAUDEAU FACULTY OF LAW

UNIVERSITY OF OXFORD Final year undergraduate, BA Jurisprudence, Somerville College PROJECT

My project was entitled ‘Mapping the challenges for environmental law after Brexit: accountability and the courts’. I was drawn to this topic by my interests in environmental, EU, and administrative law and the fundamental question: who is making the decisions as to what our world looks like and how do we hold them accountable? My project considered how UK courts have enforced EU environmental legal obligations, in order to understand what challenges environmental law will face when the UK leaves the EU. To explore this, I looked at the EU Directive on Environmental Impact Assessment and how the EU principle of effectiveness has changed the way UK courts enforced the law. I explore the theme of legal accountability to question what role courts should play in decisions about our environment, and explore how the EU legal culture has provided a framework for the relationship between courts and public authorities in environmental decision-making.

I had weekly meetings with my supervisor, who has been extremely encouraging and offered a lot of advice. She has helped me to structure my ideas and has commented on my work. I accessed all the necessary materials through my Oxford account and the Bodleian’s resources.

DAILY LIFE

During the first weekend of my project I went to the UK Environmental Law Association annual conference. This was very relevant to my research and I heard many interesting talks and made helpful contacts. I was able to discuss my research idea with a variety of people working in the environmental law field, including a leading academic. I also heard from the UKELA taskforce on Brexit and I have been able to use their reports in my research.

Thereafter, I tried to keep to a regular timetable of working 9-5. My supervisor recommended I make hand-written notes so I purchased a beautiful red jotter, in which I keep all of my research. I worked in different Oxford libraries and cafes. I was glad to be able to work in the Duke Humphrey’s library, which I had not visited during my degree. I met my supervisor at her college once a week to discuss what I had read, and to form short-term goals and focus my reading for the next week. I spent the first part of the project reading, mainly case law, the Directive and the Regulations. Then I started writing.

In the hot weather at the beginning of July, I would go swimming in Port Meadow after having spent the day in the library. I also went for walks in the Worcester College grounds and the Botanical Gardens. It was nice to enjoy being in Oxford without the pressures of weekly essay deadlines and classes that had made up my degree.

26

Some of my friends were in Oxford over the summer so it was lovely to socialise with them. It was great to already be in Oxford when my graduation came around and to explore the city with family over the weekend; it was a very special occasion.

LEADERSHIP

I particularly enjoyed the leadership aspect of the programme.

The training days were full-on, and there was a lot of information and ideas to take in but Maurice and the other Laidlaw scholars made it great fun. I was inspired by my fellow scholars; getting to know their interests, achievements and what motivated them was a pleasure. The day spent looking at the Myers-Briggs Type Indicator (MBTI) was hugely informative and it was particularly helpful to spend time thinking about our personal responses and having a one-on-one discussion with a MBTI specialist. I also enjoyed the written assignments as the ILM online toolkit had many interesting articles and questionnaires. The work each week felt very relevant and applicable to all aspects of life as it covered such topics as communication, motivation, conflict management, and problem-solving. It helped me gain a 1ing of myself, particularly regarding what motivates me. I’m looking forward to putting what I’ve learned into practice and using my skills when part of a team in the workplace. One day I hope to work to secure international cooperation in the environmental field and I feel that the programme has been the perfect step following my degree to reaching that goal.

LASTING IMPRESSIONS

Being a researcher rather than a student was exciting. Following my own reading interests and making use of SOLO, journals, and the help of my supervisor to find suitable sources was challenging but enjoyable. It was nice not having the pressure of weekly essay deadlines but this meant I had to rely more on self-motivation and form good working habits. Not being part of a department meant there was no one other than my supervisor to share ideas and work with, which was very different to my experience of studying amidst classmates and tutorial partners during my degree. With regards to career ambitions, the project has given me an idea of what it might be like to do a PhD, which is something I am considering. I really enjoyed the leadership side of the course, particularly the modules on human interaction, and I would really like to get a chance to work in a team so I’m going to try and get experience of that as well before deciding whether to pursue research as a career.

Mapping the challenges for en vironmental law after Brexit: accountability an d the courts - Maïa Perraudeau -

Brexit puts in jeopardy not only the substance of environme ntal law in the UK (80% of wh ich comes from the EU) but also the capacity of courts to enf orce environmental law effectively.

My work explored how EU law doctrine allowed courts to more effectively enforce environme ntal legal obligations, to unders tand what is at risk after Brexit.

Method

I studied the English case law on the Environmental Impact Assessment (EIA) Directive (EU law which has been transpo sed into UK law) to see how it had been affected by the EU prin cip le of effectiveness.

EIA Directive = Requires planning authorities to assess environmental impacts of certain projects before giving planning permission. The develop er must provide an environmental statement and the public is informed of and given a chance to express opinions on the assessment and developmen t proposal.

Effectiveness = EU law principle which mea ns courts must take the measure s necessary to ensure that EU law is complied with.

In practice this means cou rts must interpret national law in light of the objectives of EU law.

Results – case

law analysis The cases examine whether o r not planning authorities (PAs) complied with their obligation conduct EIA. to Cases in the 1990s (Beebee and Velcourt*) – law not effective : • PA did not even consider if was under legal obligation to conduct EIA; permission not because had considered env quashed ironmental information even though not in systematic form = restrictive interpretation of of EIA obligation, and low intensity review of public authority act Key case and turning point (B ion. erkeley**): • Court uses principle of effe ctiveness to say must have bee n substantial compliance with process required by Directive (particularly provision of envi ronmental statement). Effective also used to read in obligation ness for PA to consider if EIA is nece ssary.

Later cases (eg. Walton v Sco ttish Ministers, R(Champion) v North Norfolk District Council • More nuanced and engaged ) : approach by courts as to wh at E IA requires and whether PA fulfilled their legal obligations u nder the Directive.

Implication for the future

This analysis is part of a broade r body of work arguing that EU law doctrine allowed and required UK courts to enforce environmental obligat ions (stemming from EU law) more effectively than und er UK legal accountability doctrine.

From a legal accountability perspective, environmental obligations such as EIA are revolutionary and tricky. On leaving the EU we should consider creating legal mechanisms which allow courts to engage with environmental obligations in the way that effectiveness has done.

IMPACT

It has been really useful to have experience of the highs and lows of research and I’m sure it will be very helpful in future interviews and applications. I’m sure I’ll feel proud of myself once my project is complete. The research side of the programme has made the prospect of doing a PhD a distinct possibility while the leadership

*R v Poole Borough Council e x parte Beebee [1991] JPL 643, Wychavon District Council v Sec retary of State for the Environment and Velcourt Ltd [1994] Env. L.R. 239 **Berkeley v Secretary of State f or the Environment [2001] 2 A.C. 603

This project was completed thanks to the Laidlaw Undergraduate Research & Leadership Programme at the University of Oxford.

My sincere thanks also to my supervisor Liz Fisher of the University of Oxford.

aspect draws me towards more team-based roles; perhaps I can find a role that incorporates both. The programme has been a challenge and has given me a great opportunity to enhance my leadership and academic skills. I’ve gained confidence in my social skills and my capacity to lead.

27

PRAVEEN PRATHAPAN PHYSICS DEPARTMENT HARVARD UNIVERSITY Final year undergraduate, M Biochemistry, Trinity College PROJECT

My project involved developing a technique that is used to characterise cancer cells in a novel way, by taking into account the unique environment of each individual cell. As this project was geared towards technique development as opposed to cell characterisation, I worked in a physics laboratory as opposed to a biochemical one. This was a completely new experience for me, and I learned much from it.

I had the good fortune to be working alongside a very encouraging supervisor who helped me every step of the way. As he himself was trained in cell biology, he understood the perils of entering the world of physics and I am very grateful for his support and encouragement! Living in Harvard University itself gave me an acute insight into life as a Harvard student and allowed me to meet remarkable people from a range of different backgrounds.

DAILY LIFE

The host organisation, Harvard University, supplied me with accommodation in Brattle Street, only a 15-minute walk away from Harvard Square. On the way there, I always picked up a Starbucks or a Dunkinâ&#x20AC;&#x2122; Donut (or cooked up something a bit healthier/cheaper at home). I worked in the School of Engineering and Applied Sciences (SEAS) as a Harvard Fellow and Research Assistant. The building is located just behind the Science Center which, in turn, is right beside Harvard Square. For lunch, I would eat with my colleagues at the cafeteria or grab a burger from the BBQ grills outside. After work, I ate dinner in the accommodation (meals are provided for a fee) with fellow Harvard graduate students and summer school students.

Within my accommodation I had the pleasure of meeting students from all sorts of backgrounds, from Mexico to Hong Kong, studying a range of subjects from Environmental Science, to Education. A group of us decided to visit New York for a weekend, which was an unforgettable experience. Harvard University gave me permission to practice my instrument in their practice facilities in the Music Department. My musical interests also allowed me to meet new people outside of the Cambridge area, and I was fortunate enough to connect with several musicians and dancers in downtown Boston.

To travel in and around Boston, I purchased the Charlie card, which enabled me to use the T, the Boston underground subway system.

When I had to carry a lot of luggage, such as to and from the airport, I used a Lyft service.

LEADERSHIP

The Leadership training element of the Laidlaw Programme was extremely helpful. Maurice was an excellent instructor who devised

28

a challenging but rewarding system to develop our leadership skills.

By meeting with leaders of today, such as various Presidents of Oxford colleges, I was able to learn directly from successful leaders, which is an opportunity I will never forget. I particularly enjoyed meeting and interacting with the other Laidlaw scholars. Because we all come from different degree subjects and year groups, it was almost like being in a new Oxford college!

I feel my research placement, which enabled me to harness my own research skills as an individual scientist, did not require much application of the leadership training I received. However, I have found a significant use for my leadership skills in other areas of my life, such as my musical pursuits. I find that I use many of the leadership skills I learnt from Laidlaw to interact with and lead fellow musicians and dancers to make interesting compositions and projects. What excites me is that, if I ever have the privilege of becoming the leader of my own laboratory, I will be able to finally utilise the leadership skills in the scientific field too.

LASTING IMPRESSIONS

The people in America are the friendliest I have ever met. This definitely helped me settle in quickly and I am extremely grateful for it. The weather in Boston was beautifully sunny and I enjoyed the change from the cloudy, rainy weather we have in Oxford. I was surprised to learn the cost of food and living in Cambridge, but I learned to budget carefully in order to minimise cost and maximise enjoyment. This allowed me to save up and spend a weekend in New York with my Harvard collegemates, an experience which I will always cherish.

The institution I worked at was very different from anywhere Iâ&#x20AC;&#x2122;ve ever been. This was because I had only worked in biochemical laboratories, whereas I was now inducted into a physics one.

There were many safety protocols and training assessments I had to complete prior to working in the laboratory, and this gave me an in-depth insight into the way physics-based laboratories work, something which I believe biochemists are not normally privy to.

Overall, I feel motivated to continue to pursue science as a career goal, and hope to complete a PhD in the near future.

I have thoroughly enjoyed living and working in Boston, and this placement has made me realise how much I enjoy travelling and meeting new people. I feel inspired to venture out to new places around the world, applying the skills I acquired whilst travelling in the US. The next step would be to travel to a country whose native language is not English; this will definitely be a challenge which I hope to overcome!

Defeating Cancer Genes are Switches

Ø DNA contains genes Ø Gen es contain instruction s fo r cells1 Ø Gen es can b e O N o r OFF, le adin g to changes in cells’ activ ity Ø This is determined by cert ain proteins Ø Overall, the environment of the DNA determines which genes are switched O N or OFF

Cancer is Heterogeneous

Ø All cells in a tumour are genetically identical Ø However, th e environm ent of the DNA of ea ch tumour cell is subtly different2

Ø This makes it hard to era dicate a tumour using generalised strategies

Characterising Single Cells Ø Ø

Ø Ø Ø

Harvard University is dev elop ing a way to separate tumour s into single cells3 A This micrograph shows individ ual cells separated using oil and water emu lsions B Cells are merged with barcod es to ta g cells for t rack ing C 90% cells fuse with a barcode, detect ed in silico D Frequency distribution of ba rcodes. Ov era ll, th is method physica lly sepa rates cells in tu mours for individual characterisation of environm ents; it is hoped that this will

lead to specialised treatm ent s to tru ly erad icat e tu mours

References 1.

Alberts B, Johnson A, Lewis J, et al. Molecular Biolog y of the Cell. 4th edition. New York: Work.

Garlan d Science; 2002. How Genetic Switches Ernst J, et al. Mapp ing and analys is of chromatin state dynam ics in nine human cell types.

Masha ghi, S. ; Abbaspourra Nature. 2011; 473:4 3–49. d, A. ; Weitz, D. A. ; van Oijen, A. M. Droplet micro fluidics: nanotechnolo gy. TrAC Trend A tool for biolog y, chemistry s in Analytical Chemistry 2016.

Acknowledgemen ts and Prof. David Weitz (School of Engineering and Applied Scienc es, Harvard Unive rsity) Dr. Jimin Guo Yinan Shen Matthew Zahns inger 2.

3.

This projec t was completed

thanks to the Laidlaw Under graduate Research & Leade rship Programme at the Unive rsity of Oxford. Thank you!

Praveen Prathapan

IMPACT

The experience of living in a new country has inspired me to travel and see as much of the world as I can. I have always wondered if I would like to travel around the world and this placement has confirmed that I very much do. I feel motivated

Trinity College, University of O

xford

to apply for jobs/PhDs that are outside of the UK in order to achieve this goal. Having completed my placement at Harvard University, I began working for the NASA Ames Research Center in Silicon Valley.

29

the foundations of A community under attack: Islamism in pre-9/11 Britain Katherine Pye

Background

s. the formation of Islamist group Muslims, and in particular figure below ims in the West and British mentalism and identity. The a surge in literature on Musl funda ic been Islam has of ss. ars there ks, schol proce a by attac of d Since the 9/11 and 7/7 rather than the beginning scholarly attention, overlooke this chart is the culmination received comparatively little ptions of Muslims, however h mainstream.

Yet the pre-9/11 period has perce Britis h the Britis from ed on shap ks opini im attac h these two which isolated Musl ). It is not intrinsically highlights the extent to whic in a series of global events as personal life (Berman, 2003 ic Verses in 1988 was the first social and political as well The publication of the Satan belief that Islam should guide the is xt conte this in ism What is Islamism? Islam violent terrorist groups. forms have been adopted by violent, however its extreme

• • • •

Key Issues •

• • • •

a major point of American foreign policy was Foreign policy – British and vement in They objected to British invol ims.

Musl h Britis for ntion conte Bosnia and later the slaughter of Muslims in the Gulf War, inaction over to fight in these conflicts. the Kashmir war. A few went unity. It is ept means global Muslim comm Ummah – This Qur’anic conc e they were ims to protect the ummah wher the responsibility of all Musl policy. ed with British government in danger, even if this clash represented by Muslims felt they were not Race and religion – British did not ns isatio organ that antiracist antiracism campaigners and religion in their lives. recognise the importance of ht between ims faced identity crises, caug many Youth – Young British Musl ic heritage. Feeling isolated, Islam their and re cultu ern secular West ers. answ for on religi their to d turne ington’s tive – Drawing on Samuel Hunt ‘Clash of civilizations’ narra counterim community developed a 1996 thesis, some in the Musl .

Islam on l politics centered narrative to the West on globa

Source: HuffPost UK and Statista

Methodology • • •

•

and examined its in East London as a case study I used the Muslim community s. issue key growth, characteristics and unity 1988-1997 in t I could examine the comm Using archival material mean ism. hron anac ut witho its own right on Metropolitan at the British Library, the Lond I examined archival material omics. This e at the London School of Econ Archives and the archives centr s, interview letter unity news comm , press im Musl the at included looking sociological surveys. transcripts, news articles and in 2015 provided a ue Archives, which opened However the East London Mosq use: beca was This ht. the time particularly valuable insig was the largest in the UK at • The East London Mosque , Young in the Mosque’s youth group • Islamism played a key part Muslims Organization.

Findings

ified as a community in the period 1988-1997 ident • The Muslim community s. front two on this felt under attack. They ic values were being spread perception that Islam • Firstly, there was a wide were fears that of western civilisation. There threatened by an onslaught tened Islamic s such as gender relations threa secular attitudes towards topic principles. k, subject to violence in felt physically under attac • Secondly, Muslims in Brita Muslims. and islamophobia from nonin the form of ed by Muslims in the East End • This was directly experienc a heightened alertness to the erned conc also it ver howe racist attacks, global context. d, locating themselves in a persecution of Muslims abroa Whilst many turned to s counter-attack or defence.

• With every attack follow extremism. s turned to forms of religious their faith for answers, other

ership Programme at the rgraduate Research & Lead lty, Oxford, thanks to the Laidlaw Unde ssor Sian Pooley, History Facu Profe This project was completed r, rviso supe ct proje thanks go to the University of Oxford. Special re, East London Mosque.

Cent im Musl on Lond the vist at and Eilis McCarthy, head archi

30

KATHERINE PYE HISTORY FACULTY

UNIVERSITY OF OXFORD Second year undergraduate, BA History & Politics, Magdalen College

PROJECT

My project focussed on examining the Muslim community in Britain using the East End of London as a case study. I focused my research on the development of their communal identity before 9/11 and how global events shaped how they viewed their religion and their status as British citizens to explain why at the end of the 20th century some began to turn towards religious fundamentalism as a solution to their grievances. My supervisor at Oxford was an expert in 20th century British history who provided me with constant valuable support and advice throughout the process.

DAILY LIFE

The freedom this programme gives you in structuring your daily routine was one of my favourite things about the programme. You have complete freedom to make a timetable suited to you, and can take time to get to know a new environment. I was researching at various libraries and archives in London, some of which like the British Library were gorgeous work spaces with various interesting exhibitions and events on throughout the summer. Furthermore, living in the East End, the area of London which I was actually researching meant I came away knowing a new area, its history and a few of its locals really well.

LEADERSHIP

The leadership element of the Laidlaw Programme I felt really pushed us out of our comfort zone to think about leadership in a more rigorous, conceptual way.

Usually we think of researchers as working on their own in a lab or a library, but the great thing about this programme is that it affords the opportunity to think very broadly about yourself, your attributes and characteristics as a leader as well as focussing in on your project and your research skills.

LASTING IMPRESSIONS

The Laidlaw scholarship is a fantastic opportunity to try your hand at full time research to see how you might like a PhD or further postgraduate study. Setting up your own research project from scratch at first seemed daunting but the satisfaction I felt having completed a project that was entirely my own made everything worth it. The scholarship has given me essential skills not just in research but in motivating myself to study independently in an area not usually covered by undergraduate courses. It has confirmed to me that my initial enthusiasm for research is something I should pursue as a career.

IMPACT

I applied for the Laidlaw Programme seeing research experience or skills listed on so many of the jobs and study programmes I had looked to apply for. This is exactly what the Laidlaw Programme has given me, from designing and structuring my own project to writing it up and submitting it for publication Furthermore, when applying for postgraduate study I now know exactly the sort of work Iâ&#x20AC;&#x2122;ll be letting myself in for which has built my confidence going out into the world after graduation.

The Laidlaw Programme is well-managed, with regular and clear communication and friendly connections.

Joanne Murray, The Legacy Center Drexel University College of Medicine

31

MUYI QIU

DEPARTMENT OF ENGINEERING SCIENCE UNIVERSITY OF OXFORD Final year undergraduate, M Engineering, Oriel College PROJECT

Nitrogen oxide emissions are overtaking other chemical compounds as the most damaging to the ozone layer and air quality. In an experimental test on a prototype for the year 2021 Jaguar Land Rover engine, by adjusting the flow of air into a combustion chamber, NOx emissions were notably reduced for a slight trade-off in unburnt fuel. My project was to conduct a numerical analysis to understand NOx emissions for phase air-fuel mixing using Converge, a computational fluid dynamics (CFD) software, and a pre-existing model of the engine. Data was collected by running cases for different phases between the two air intake valve cycles to the combustion chamber and then meaningful hypotheses for the reduction in NOx were formed from the data. My host organisation, Oxford University, and my research group, the Combustion and Engines group in the engineering department were incredibly supportive and knowledgeable. They helped me quickly get started on my work as well as develop my fundamental understanding of the diesel engine through first principles. Through their patience and support, I learned how to simulate cases in proprietary computational fluid dynamics software and match a model to experimental results.

One of the PhD students was my direct point of contact for most CFD problems or bugs. He was the one who initially set it up in the research group and was always able to help if I was stuck.

DAILY LIFE

A typical day for me during my project would be to wake up around 8 A.M. and cook breakfast. A bit past 9 A.M. I would cycle into town and head to the engineering department. Most people in my group would get in somewhere around 9. During the day, I did a mix of doing engine reading (and learning more about diesel engines), comparing numerical and experimental data, and trying to run simulations. My group was fairly relaxed, so often people come and go (or occasionally work from home). I usually had a working lunch and then kept working until 5 or so. I cycled back home, went for a run, and checked up on my case at home. I’d have dinner with my housemates and then maybe head to the pub with other undergraduates staying in Oxford over the summer. On the weekends, I would occasionally head down to London to see some friends and maybe go to a show. I’d also periodically check in on my simulations running remotely.

LEADERSHIP

The leadership training element of the programme has been helpful for taking initiative and planning my project, as well as for non-

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project related areas, like job searching. Coming from an engineering background, I found it more difficult to develop softer skills directly through the engineering course. The leadership training allowed me to reflect on what qualities make a good leader and what steps I would need to take in the future to improve upon those. Some parts of the training seem self-evident, such as using communication as a tool to resolve conflicts, but it provided a good framework for handling situations in the future, whether it be in an extracurricular activity during university or in the workplace.

LASTING IMPRESSIONS

Overall, the experience has made me even more fond of the city and University, as well as given me a stronger admiration for people who dedicate themselves to something they’re passionate about -something I hope I will be able to do in my career. The department I worked in was the engineering department, which is where I normally do my studies. However, being a researcher is a completely different experience from being an undergraduate. Undergraduates in the department are given a fairly structured environment, with lecture and tutorial sheet timetables provided. As a researcher, no one gave me a long-term plan for my project, or any day-to-day objectives. I was encouraged to plan my own project and reach out to professors and researchers for suggestions and feedback. I was responsible for my results and as a result was able to take a great deal of pride and ownership in my work, compared to being a student.

This experience certainly confirmed that I find open-ended problemsolving where I am able to explore and investigate far more rewarding than solving problems from textbooks. I also gained insight into the life of a researcher and PhD candidate. It was really inspiring to be in an environment with such hardworking and knowledgeable people.

IMPACT

The program transformed how I view both research and leadership.

Before my placement, I always thought of research as something very inaccessible for undergraduates and reserved for people who are already experts in their field. However, I was amazed by the willingness of everyone in my group to direct me to learning resources and their encouragement. Whenever I had an issue, people were always able to find time to give me advice or explain a technical concept. Through the leadership training, I learned that good leadership skills, including strong communication and decision making, can be developed from many different academic and workplace settings and are crucial to succeeding even in a nonmanagerial position.

33

DANIEL SUTTON

FACULTY OF CLASSICS UNIVERSITY OF OXFORD Second year undergraduate, BA Ancient and Modern History, St John’s College

PROJECT

I worked on an independent project investigating the way Thucydides explores notions of truth, both in his own period and for his own History. I was supervised by Professor Tim Rood, with whom I met every 2-3 weeks: I submitted a chapter before each meeting, then we would discuss what I’d written and any questions I had. I originally intended to pursue a comparative study of the notions of truth in the work of Thucydides and Edmund Burke, expecting that there would be fruitful contrasts and links to the present; when I began looking into the Thucydidean scholarship in earnest, however, I decided to focus purely on his History. This decision arose partly because I discovered the topic of truthfulness in Thucydides was relatively understudied, and yet was a basis for some extremely prominent debates and works. I was also convicted early in my planning phase (specifically, in a Pret next to London Blackfriars) that a crucial element of Thucydides’ style and authority had been missed by the previous scholarship: he treated his own claims to truthfulness with a dose of circumspection and irony, as a way of demonstrating both his artistry and sincerity.

To complete my article, which ended up being around 12000 words plus footnotes, I was greatly helped by access to the Oxford University libraries and online resources, and the training offered by the Laidlaw Scholarship Programme in advance of the summer.

DAILY LIFE

I spent the majority of my placement in Oxford, living in St John’s College and using the University facilities. This lifestyle was no great change – I study at St John’s during term-time, and the libraries are all a stone’s-throw away. I found that research, particularly in a humanities discipline, could be rather solitary – I didn’t particularly mind this, but others I know have found it a challenge. I, for better or worse, immersed myself in the project and worked on it for most of the day, and considerable parts of the night; in my spare time, however, I played chess and met up with friends in and around Oxford. When I was unable to be in Oxford, I did my research from home, and maintained a very similar routine; having the regular submissions was a great help in focusing my work and keeping me motivated.

34

LEADERSHIP

I learnt plenty from the leadership sessions in the summer term, and found their variety a particular highlight. I enjoyed developing my presentation skills, learning about some of the abstract theory of models of leadership, hearing from some fascinating speakers and being encouraged to apply what I had learnt to my own experiences. Having had quite a lot of experience of relatively intense leadership without much formal training at all, it was a steep learning curve to match my previous experiences with new theoretical knowledge, and was often quite a humbling experience!

I found some of what I learnt directly applicable to my project – the sections on time-management, looking after myself and taking feedback spring to mind. For many of the other sections, I fully expect them to be of great help in the future: both the skills I have developed, such as listening and presenting well, and the selfreflection I have undertaken. I also found it intriguing to see my results in the various tests and personality assessments we did, and they have helped me understand how I work and relate to other people much better.

LASTING IMPRESSIONS

I had spent time in Oxford during the summer of 2016, while working for Cherwell, but it struck me anew that the vibe in the city-centre without students is very different to term-time. The quieter atmosphere made it easier to work continuously, as did the absence of extra-curricular commitments; at times, however, I missed having friends to bounce ideas off or check over my work in person. I learnt that, while I prefer by temperament to be moving around and having a variety of things to do or places to be, I produce better work when settled in one place with one goal.

I am keen to undertake research in Oxford again, and have had my desire to do a Masters course to explore an academic career reinforced. I have also been surprised by the sense of purpose and pride I could find in my work – I started the project with a rather cynical view of academic research and its sincerity, but have developed a great respect for the rigour of well-executed scholarship and the discipline it demands. I have also grown significantly in my Ancient Greek ability, and hope to develop that further in the coming years.

Thucydides and Truth: Since rity and Irony in the History of the Peloponnesian War Two Methodological Problems

In Truth and Truthfulness, Berna rd Williams wrote that “Anyo ne who was ingeniously unspo the critical literature would say iled by that [Thucydides’ History] was a kind of story that had somet specially to do with telling the hing truth.” This project, though it may seem naïve or unnecessary explores two problems regard , ing the role of truth in the Histor y: 1. While it has long been noted that Thucydides’ History explor es some of the difficulties in telling the truth, very few schola rs have looked thematically at how Thucydides’ characters engage with truths and falseh oods.

2. Though Thucydides portra ys the events he describes as rife with untruthfulness and confusion, he accords himself a remarkable degree of insight and trustworthiness. This disparity has been noted, but inadequately explained.

This project sought, primarily in the form of a 12000 word article, to offer a solution to each of these problems. It concluded that: i.

We can helpfully categorise Thucy dides’ thoughts on truth and truthfulness into those relating to emotions, those pertai ning to sight, and those focuse ii. In each case, Thucydides d on speech. deliberately contrasts the conten t of his History with his role as historian, in a way not previo usly acknowledged by critica iii. Through these contrasts, l scholarship.

Thucydides ironically hints at the possible limits of his truthf as a historian; in doing so, he ulness follows a trope of contemporary literature, but also demonstrates a sincerity which has previously gone unnoticed.

Truth and Emotion

In this section, I focused particu larly on the first part of Book Six, comparing Thucydides’ description of the Athenian assembly deciding to invade Sicily with his historiographical reflections on the tale of Harmodius and Aristogeiton. The latter passage is set up as something of a show-piece for his histori cal method from the start of Book One. First of all, I found that Thucy dides bases his causation in the early part of Book Six almost entirely on emotional misunderstandings – the Athen ians believed falsehoods which they wanted or expect ed to be true. The same theme is echoed in the description of Harmodius and Aristogeiton’s demise 100 years earlier.

This emotional reasoning is extend ed, by implication, to other histori age and Thucydides’ audience; ans, Thucydides’ Thucydides, on the other hand, seems to portray his method as dispassionate and investigative. By illustrating the causal effects of emotive falsehoods, Thucydides thus shows the value of his brand of history. A careful look at both passages, howev er, reveals that Thucydides is hinting at his own possible fallibility: that he might have either given into the same faults himself, or might be trying to elicit emotion in the reader.

This project was completed thanks

to the Laidlaw Undergraduate

If you have any questions about

IMPACT

1.

Gorgias’ Encomium of Helen, an artful rhetorical showpiece of Thucydides’ day, explores how Helen may have been tricked into absconding with Paris, focusi ng particularly on deception in sight and speech. Gorgias carefully hints that he may be using the same tricks he describes to mislead the audience, and slyly ends by referring to his work as a game (“παίγνιον”).

2. Sophocles’ Philoctetes, a play from several years later, has the audience watch Neoptolemu s try to deceive the eponymous protagonist. The trickery of langua ge and the malleability of emotions are frequently allude d to. As Neoptolemus does so, however, both he and the audien ce are being deceived by Odysseus, as is revealed toward s the end of the play. The audience is thus a colleague in both deceiving and being deceived.

Truth and Clarity In my second section, I looked primarily at two accounts of battles in Thucydides, where he stresses the difficu lties of seeing the truth clearly : the Battle of Amphipolis, featuring Brasidas and Cleon, and the prelude to the Battle of Epipolai in Sicily. In each case, Thucydides compares the limits of physic al sight with the limits of insight: the best genera ls have both, while the weake r have neither.

In each of these passages, and in the methodological prefac e of Book One, Thucydides draws a contrast between the short-sightedness of other historians, and his own quite remarkable extent of vision, both in terms of what events he can recreate for the audience, and how accurately he can see into men’s motives. This is based on a clumsy notion of self-evidence, but is asserted throughout the work.

A closer look, however, sugges ts that Thucydides is well-aware of the boldness of his claim, and seeks to ironica lly reflect on it. When describing his own actions, he comes across as a man of averag e insight at best; when outlin ing the events at Epipolai, Thucydides casts doubt on his ability to recreate any scene accurately; when describing his greatest insight, the “ἀληθεστάτην πρόφα σιν”, of his work, he suggests contradictions which show he may himself be mistak en or misleading.

Truth and the Written Word

Dwelling on the Letter of Nicias in Book Seven, though lookin g back again to the methodological preface of Book One, I finally sought to show that Thucydides – like his contemporaries – thought the written word was both an escape from the deceptive qualities of speech but also, as recent scholarship has been slower to note, a tool of deception in itself. Nicias ’ letter shows the particular proble written word can be selective, ms: that the and lends itself to the skilled , manipulative writer.

Williams and others have analys ed at length the way Thucydides seems to suggest that his written text is a more accurate representation of past reality than any account, spoken or written, from before. Through the implicit comparisons he draws with Nicias’ Letter, however, as well as a comparison with the “συγγραφεύς” – an ambiguous term denoting both historian and speech-writer Antiphon, Thucydides reflects on the deceptive possib ilities in his own written text, having apparently praised its scope for truthfulness on those grounds. Echoes of Antiphon’s famously persuasive style mark these parts of the text, and thus draw attent ion to the possibility if distortions throug h literary skill.

Context Thucydides wrote in a volatil e but fruitful period of Athen ian culture; previous scholarship has long noted his debt to other histori ans, poets, philosophers, playwrights and rhetoricians. Many of his immediate predecessors and contemporaries, when reflect ing on truthfulness, created a layere d irony: they describe deceptions and falsehoods, while hinting that they themselves might be deceiv ers.

Two examples may suffice:

Three Ironies

In 1977, William Connor stated that “Thucydides’ text is often the best possible commentary on itself. This projec t sought to explore the self-re flectivity of Thucydides, to see how his thoug hts on truth within his Histor y and his truthfulness as historian illuminate each other.

I concluded as follows: 1.

Thucydides uses simple, drama tic ironies to demonstrate his own insight as historian: the audience see what the characters do not, both in an individual instance and across the course of events. This technique builds authority for the History as a whole.

2. Thucydides also creates a layer of irony by frequently hinting at the possibility (and it is never more than a possib ility) that he himself is mislea ding the audience or understands the truth.

3. While this motif may seem strange to us, it seems to have been a well-practiced and artistic technique among Thucydides’ contemporaries – when recognised in Thucydides, it adds a note of sincerity which has often been judged missing from his work. In our age, which prioritises the authenticity of information far more than the sincerity of the author, it would be another irony to miss it.

Research & Leadership Progra mme at the University of Oxford , under the supervision of Profes to him and all the Laidlaw team sor Tim Rood. Many thanks for this opportunity.

the project, or would like to see

the full piece, do get in touch

The Laidlaw Programme has, first and foremost, offered me a fantastic opportunity to undertake independent research with a world-leader in my field: the generous scholarship programme and wonderful resources at Oxford enabled an extended experience of research which would have been otherwise impossible for me.

The impact on my future plans will be substantial – had I not undertaken this, I would have either not applied for Masters/ PhD programmes through lack of experience, or applied without knowing what I was signing up for. It has taught me plenty about how I can research and write to the best of my ability (as the Delphic Oracle said, to know myself), and the success of my research has given me a huge confidence boost going forward.

by emailing me at Daniel.Sutto

n@sjc.ox.ac.uk.

More broadly speaking, the programme has been a great encouragement that my academic study has innate value.

During one of the leadership sessions, having to explain my project to a group of non-specialists and then seeing many of them understand and at least appear interested in it was a remarkable moment: it persuaded me that I could use my understanding of Ancient History in a way which could actually inspire and engage, rather than enjoy it merely as a personal interest. The other skills I learnt on the leadership course were also tremendously valuable, and have put me in better stead for whatever career I end up pursuing.

35

JESSICA WALTON

DEPARTMENT OF PHYSICAL AND THEORETICAL CHEMISTRY UNIVERSITY OF OXFORD Second year undergraduate, M Chemistry, New College PROJECT

For my research project, I investigated the quantum mechanical magnetic field effects of natural flavo-proteins, which are potential candidates for magnetoreception in animals and plants. By understanding the origins of magnetoreception, we hope that it will begin to give some understanding as to how animals migrate, and will contribute to the emerging field of quantum biology. During my 8 weeks of placement, I learned to use a spectroscopic technique which is unique to Oxford University called Cavity Ring Down Spectroscopy (CRDS). This involved using three class 4 LASERs and having LASER safety training. Using this technique, I worked with a DPhil student to analyse the magnetic field effects of two different biological proteins. We then worked up the data using matlab coding skills, which meant I was very involved in not only the processing of the data but also the statistical analysis of it. I also was able to use the chemistry skills I learned in my undergraduate teaching labs when completing wet-lab work and preparing the protein samples after they had been transported to us. My project was very well structured, with weekly group meetings with all the group collaborators in Oxford, which was good leadership experience as it introduced me to the situation of a large board meeting. I was also lucky enough to join the research group to a conference in Bristol, where I gained further leadership experience.

DAILY LIFE

For my project, I worked at both the Physical and Theoretical Chemistry Department and the Inorganic Chemistry Department.

I settled in to the research group very quickly, as they were a really lovely group of people who were very welcoming indeed. My scheduled day was 9am-6pm, but this sometimes differed depending on how our experiments were going. I had a few late evenings and came in on one weekend. However, this was broken up by group tea breaks and lunches which made the days very enjoyable. My weeks often consisted of Monday being a data analysis day, and Tuesday being a group meeting where we would present the data from the previous week, followed by setting up the lab for taking measurements. Wednesday through to Friday were often reserved for taking measurements and working up the raw data as we went along. My lab work involved working in a laser room, which is a little blacked out room with bright fluorescent lighting and lots and lots of cables and big mysterious boxes. While it wasn’t particularly glamorous (or warm), it definitely felt exciting, and as if I were working in a secret lair in a SciFi movie. I was lucky enough to be working with a lovely DPhil student who was in their final year, which made for great company and entertainment when running a

36

long experiment. I travelled to work from my residence in Cowley to the Chemistry Department by bike every day, and I only fell off once, which are fairly good statistics for me! Outside of work, I mostly slept, as it was surprising how exhausting lab work can be! I often socialised with the research group, and definitely made some lasting friends amongst them. At the weekends, I enjoyed being in Oxford and rekindled my love for the beautiful city.

LEADERSHIP

The training programme was enjoyable as it taught some valuable life skills, and also allowed us to mingle and network with other scholars who were equally as excited about their projects as you were about your own. The grouped training days definitely made being a Laidlaw Scholar feel special, as you felt very lucky to be sat amongst the other scholars. The parts of the programme I found most useful was the presentation practice opportunity, and the insight into different styles of learning, behaviour and leadership. It was good to get presentation experience as the positive feedback I received made me feel much more confident in my presenting, and not just in a formal presentation setting! It definitely helped with being more confident when engaging in everyday conversation, both regarding the project and also just general tea break chats, which wasn’t something I was expecting to gain from the programme. The insight into different people’s behaviours and styles made it very useful to understand and analyse how people talked in professional discussion and ‘read between the lines’, as it were. For instance, the DPhil student I worked with was clearly a large reflector, like myself, but I found it a good experience to try and be involved in their ‘reflection’ time and bounce ideas off one another. Also, in group meetings, it was interesting to see the different leadership styles of the professors, and it helped to tailor how you phrased questions or answers for each of them, or in a way that satisfied all of them simultaneously. I hope this will help me in the future when I attend more group meetings and perhaps even lead a group meeting.

LASTING IMPRESSIONS

My placement has definitely affirmed my aspirations to do a DPhil.

Being a researcher rather than a student was far more exciting and gave you the opportunity to learn what you wanted to learn, not what you were told to. It was a joy to work in the Chemistry Department at Oxford, and I would be more than happy to stay here for a DPhil. However, I equally feel I have gained the confidence to apply to other institutions for PhD programmes. My lasting impression is that research is something I was meant to do, and that a future in it is something I look forward to.

Do Animals Really Us e Quantum Mechanics to Sense the Earth’s Magnetic Field?

J. R. Walton , T. M. Zolli 1

tsch, K. B. Henbest,2 P. J. Hore,1 C. R. Timmel,2 & S. R. Mackenzie1 1

jessica.walton@new.ox 1) Physical and Theore .ac.uk tical Chemistry Laboratory, Department of Chemistry, University of Oxford, South 2) Inorganic Chemistry Parks Road, Oxford OX1 Laboratory, Department 3QZ of Chemistry, University of Oxford, South Parks Road, Oxford OX1 3QR

Introduction

Whilst it has been known for many years that animals migra te using the Earth’s magnetic field, the mechanism by which an animal has magnetosensitivity is still being hypothesised.

However, evidence suggests that the mechanism involves both the absorption of blue light, and, for sensitivity at the magnitude of the Earth’s magne tic field (50µT), a quantum mechanical spin radical pair mechanism (RPM). Cryptochrom e proteins, found in the retina e of migratory birds, are curren tly the only candidates of magne toreceptors for a biological, chemical compass based on a RPM. The magnetic field effect s (MFEs) and photochemistry of these natural proteins was investigated using cavity ring down spectroscopy (CRDS) in order to assess their suitab ility as magnetoreceptors, and if quantum mechanics is really involved in the migration of birds.

Cavity Ring Down Spectrosco

magnetosensitivity

The Quantum

©PWalton2017

Figure 1 Experimental eviden ce (Wiltschko) that the Europe an robin (Erithacus rubecula) has the ability to sense an external magnetic field, and that it can only remain oriented when blue light is present.

py (CRDS) Calculating differential absorbance from tempo

ral deconvolution

Cavity ring down spectroscopy is a multi-pass transient absorp tion technique that allows absorbance of light by a transient species to be measured as a function of time, wavelength of light, and magnetic field streng th.

This allows investigation of the photochemistry of a protein on a time scale of 10-6s, as well as quantitativel y analyse the magnetic field effect to a sensitivity of 0.5% MFE.

Tuneable λ

Magnetic Field Effects:

Experimental Evidence of

Figure 2 A schematic of a radical pair mechanism (RPM). Due to the Pauli exclusion principle, only a singlet spin correlated radical pair can recombine to the ground state, whereas a triplet pair will form free radicals. The singlet -triplet mixing is magnetic field dependent. This is a purely quantum mechanical proces s resulting in macroscopic differe nces in radical concentration s.

In a cryptochrome protein...

Figure 3 In a cryptochrom e protein, a flavin adenin e dinucleotide (FAD) residu e absorbs a photon of blue light, and a neighbouring Tryptophan (Trp, W) triad transfer electrons to the FAD, forming a spin conserved radical pair.

Figure 7 (Left) CRDS set up for measurement of transient absorp tion as a function of pump probe delay time (t p), probe wavelength (λ) and magnetic field strength (B0). The set up includes two class 4 lasers and a Helmholtz coil electromagnet.

Excitation

Optical Cavity

absorbance

1

τ0: empty cavity ring-down

ΔA= I—I0 Change in absorbance upon excitation.

I I0

(a.u.)

A(t): intracavity

A = AB – AB=0

Change in ΔA upon application of magnetic field, B.

0

Figure 8 A schematic of how an optical cavity increases the effective pathlength of the sample, and how ring down traces are formed as the intens ity of light inside the cavity decays. The above equati on shows the general form of a ring down curve, and shows the dependence of the absorbance within the cavity by the transient species.

2

time (µs)

Arabidopsis thaliana Cryptochro

2

B) 0 -2

-4

References 1 2 3 4

4

0

C. Bialas et al., J. Am. Chem.

Soc. , 138 (51), 2016 K. Maeda et al., J. Am. Chem . Soc. , 133 (44), 2011 B. Liu et al., Curr. Op Plant Biol. , 578, (13), 2010 D. Sheppard, DPhil Thesis, Unive rsity of Oxford 2016

IMPACT

400

500

600

Wavelength/nm

700

1.0

1

0.5

0

Figure 6 Absorbance spectra of the different redox states of the FAD residue. The ground state (FAD in black) has a strong absorbance at 450nm (blue region), so this is the wavele ngth that is “pumped” in CRDS. The reduced species in RP2 (see figure 4) is the FADH radical, which absorbs strongly at 530nm (green region), so the concentration of this species is measured by “probing” at 530nm and measu ring the differential absorbance.

Further Work

0.0

-1 -0.5

MFE/ %

A x 

6

0.5

0.0 300

A x 

A) 8

A x 

Figure 12hhh A) ΔA and B) ΔΔA timehh evolution in AtCry measured at 530 nm. In graph A), the use of a logarithmic scale shows clearly two different decay rates: the decay in concentration of RP1 and RP2.

Figure 5 The Zeeman effect: as the magnetic field strength is increased, the triplet and singlet energy levels become separated.

This decreases the efficiency of singlet-triplet mixing, thus affecting the concentration s of the singlet and triplet states of RP1 (see figure 4).

AtCry UV Vis

Figure 11 UV-Visible spectrum of the AtCry, showing clearly the absorbance of the FAD residue at 450nm.

Figure 13hhhh A magnetically 8 altered reaction 6 yield (MARY) 4 plot of AtCry measured 0 at 5 10 15 20 pump probe delay time /s 530 nm. The low field region A(B=0mT) was thoroughly A(B=30mT) investigated both at 5˚ C h and –5˚ C. This shows a 5% A = A(30mT)-A(0mT) MFE at 30mT 250 and a sensitivi500 750 1000 pump probe delay time / s ty of 0.5% MFE at low field.

Figure 4 Arabidopsis thalian a Cryptochrome (AtCry) photoc ycle.

Photoexcitation of the FAD cofacto r (F) leads to electron transfe r from tryptophan (WH) formin g a spin-correlated radical pair.

1.0

Absorbance/abs.

Figure 10hhhh Arabidopsis thaliana plant and cryptochrome.

B=0

Figure 9 Ring-down traces with (I) and without (I0) excitation.

From these, the differential absorb ances can be calculated using the above equations.

me (AtCry) CRDS was used to measure the MFE of the natural Arabid opsis thaliana cryptochrom successfully showed that the e. This natural protein exhibits a magne tic field effect of 5% at 30mT. this is still at a magnetic field While strength of almost 1000 times greater than the Earths magne it is still very promising that field tic field, effects of this size can be measu red and analysed quantitativel y.

Even though this has been shown in a plant cryptochrome, these results sugges t that a radical pair mechanism may be feasibl e in an animal too due to the chemical similarity cryptochrome systems. of different

2

%MFE = 100 xA/A

4

MFE/ %

Results and Discussion

0

-2

-1.0

-1

0

1

2

B/ mT

-3

3

4

5

-4

AtCry (278K) LFE (278K) LFE (268K)

-5 -6 0

5

5 W. Wiltschko et al., J. R. Soc Interface, 135 (7), 2010 6 W. Wiltschko et al., J. Comp Physiol A, 191 (8) 2005 7 E. Schleicher et al., FEBS J 2015

Figure 1 image of European Robin with kind permission of P Walton Figure 2 with kind permission of S Mackenzie

The programme has definitely helped me gain confidence and maturity which, as we approach the end of our degrees and face a world full of opportunities, is invaluable to gain at this stage.

It’s helped me realise my potential as a scientist and my love for

10

15

B/ mT

20

25

30

Figure 14 This figure was redact ed and further work completed cannot be presented due to confidentiality reasons prior to an upcoming, high impact publica tion.

Acknowledgments

This project was completed thanks to the Laidlaw Undergraduate Research & Leadership Programme at the University of Oxford.

research, which has helped my future feel much more grounded yet exciting. I will definitely always look back on my experience being a Laidlaw Scholar and will be proud of all that myself and my cohort of Scholars achieved together.

37

EMMA WATTS DEPARTMENT OF EARTH SCIENCES

UNIVERSITY OF OXFORD Third year undergraduate, M Earth Sciences, St Anne’s College PROJECT

Between 1631 and 1944 Vesuvius was active with its eruptions varying between fire fountaining and slow effusive style. My research project was to investigate what caused these variations, and how society viewed them. This was done by doing chemical analysis of pyroxenes in lava samples and the use of artwork and literature.

The samples I used were provided by Oxford University’s Natural History Museum. They have a large range of samples from this time period that were collected by previous professors of the university such as John Philips and Charles Daubeny. The samples I used were from the Philips work, however they had not been catalogued or analysed previously. Once they had been catalogued, I was granted permission by the museum to analyse them. This included looking at the whole rock composition, creating thin sections of them, imaging the pyroxenes on the Scanning Electron Microscope (SEM). Once I had identified the pyroxenes in a sample I would select 10 to analyse on the Electron Probe, to see how the chemistry varied across the zones of the mineral. This chemical variation across the growth zones reflects how the magma chamber that the pyroxene grew from changed during the period of growth.

As well as this, I looked into the literature and artwork of Vesuvius during this period. I used the collection that the museum and Bodleian had. To further my scope, I travelled to Naples to look at the Vesuvius observatory, and museums in this area as they have larger collections. To summarise my investigation, I am creating a timeline to show the temporal relationship between the chemical changes and how this is reflected in the literature and artwork. My results from this project will be displayed at the museum in Spring 2018, to further the understanding both of scientists and the public.

DAILY LIFE

My day began at 5:30am when I got up, ate breakfast and headed down to the swimming pool. Following this, I headed straight to the Department of Earth Sciences or Natural History Museum, on my bike, to start the day’s work. Sometimes this work would be in the labs, analysing samples and creating data sets; other times the day would consist of reading papers, to keep up to date with ongoing research and enable me to put my data into context.

At 11am everyone in the department went up to the researchers’ common room for coffee break. During this period, I could chat with other people in the department that I may not have come across in my research field. This made the workplace a very friendly and welcoming environment.

One of the most interesting aspects of my project was doing the work in the laboratory. Here I got to learn how to use new equipment

38

(Scanning Electron Microscope and Electron-probe) producing some impressive results. The results were in the form of graphs, and showed the addition of small batches of magma, with different chemical composition to the original, in the chemistry on the minerals being analysed.

My work day ended at 5pm and I would head home to have dinner before going back to the pool for another training session. I would then return home to relax with my housemates and watch a film.

LEADERSHIP

The leadership training was a new experience and it was very enjoyable. It was lovely to have the training sessions before the research, as it was nice to meet other likeminded students that I might not have met otherwise.

I have learnt many things from the training such as different methods of communication as well as how other people may respond to a situation. These have been very helpful when talking to the laboratory group and discussing ideas with them. The training made me consider many more aspects of leadership that I would have ignored or been ignorant of before. Therefore, I hope that the training has given me the skills to develop into a good leader to both members of society and my workplace.

LASTING IMPRESSIONS

My placement was extremely enjoyable and I got to see a different side to Oxford University that you don’t normally see as a student.

Everyone was very welcoming and treated me as an equal. This meant I could chat both to students and professors about work without feeling intimidated.

I travelled to both Munich and Italy during my placement. At Munich I attended a workshop, for a week, at Ludwig Maximilian University. It was a great experience to see how a different university worked, as they were all very friendly and made sure everyone was included. This meant we would go for lunch as a group each day and socialise in the evenings by going to local events.

In Italy, I carried out fieldwork as well as meeting one of the lead professors on my topic of research. This was an amazing experience, both organising my own fieldwork, but also meeting one of my idols.

What fascinated me was how open he was to meet a student and discussing their work, as well as the cultural differences between Oxford University and other universities in the world.

Working as a researcher this summer has only furthered my love for my subject. Therefore, I still aspire to study for a PhD and carry on as an academic for life.

Analysis of Vesuvian eru ption Is there evidence that ma s in the 18th & 19th century; gma batches were involv ed?

Emma Watts, David Pyle, Mon

1

Introduction

Department of Earth Scien

ica Price

ces, University of Oxford, Oxfor

d University Natural History

Museum

O Vesuvius is a stratovolcan o,

to the South East of Naple s (Italy), commonly known for the 79 AD eruption that O Between 1631 and 1944 destroyed the towns of Pomp Vesuvius was active, produ eii and Herculanium [1]. cing Strombolian and fire-fo untain eruptions [1]. Most of O Changes eruption style the activity was well record have ed at the time, such as Profe of chemical change record been hypothesised to be due to batches of mafic melts ssor John Phillips at Oxfor ed within the grains [2]. being added to the magma d University. chamber below the volcan O This study looked at a series o. If this hypothesis is true we would expect to see a patter investigated whether there of samples from a selected time period, and used chem n is a correlation between the ical analy sis to see how the composition compositional variations and of clinop yroxene grains varied acros eruption characteristics. s their growth zones. The projec t then

Figure 1: Timeline of eruptions with corresponding samples.

The red box refers to this study.

2

Methods

3

Results

O Polished thin sections were made from selected samples.

The thin sections were then O Polished thin sections were scanned and JMicroVision then carbon coated, analysed was used to quantify miner and imaged on the scanning al abundances.

O For each sample, 10 pyrox electron microscope (SEM ene phenocrysts were chose ). n to be analysed on the electr on probe taking a line acros s the growth zones.

Figure 2 (above): Graph of the mineral abundances organ ised in terms of size. Note that the lavas of 1779 and 1794 AD have a higher abundance in pyrox ene (blue) that are greater than 1mm in size. The following years have a much lower proportion pyroxene, but a higher abund of in plagioclase feldspar (grey) ance .

Figure 3 (above): Drawing

of eruption in 1779

Figure 4 (right): Timeline showi analysed for each year. The ng the samples is a representative pyroxene image is one that lavas from that year. The red phenocryst of the indicates the line path used line on the image electron probe.Below is the for analysis on the corresponds to the red line, graph the variation in Silicon and Alumishowing the collected on other elements nium. Data was including Fe, Mg, Mn, Ca, K, Na, Ni, Cr, Ti.

4

Conclusions

O Artwork and literature was very of eruptions at Vesuvius. Pictur prominent during the period and it became fashio nable to es however, are only of explo sive eruptions, hence only own items that included pictures O Out of the six samples, 1779 and 1794. the larger eruptions had a higher proportion of pyroxene interval between eruptions phenocrysts. Could this be allowing for growth? due to a longer time O The first two eruptions had a higher proportion of pyrox plagioclase feldspar. ene, where the later four lava samples had a notably highe r proportion of O The zoning of the pyrox enes appears to have been batch shows before all eruptions there was a variation in magm es of new melt being added a composition, however before at repeated intervals. This 1779 there was seen in major and minor O In all samples there were varyin elements. that the growth of pyroxenes g amount of growth zones, and the cores were not the started at various times and so some grew before others same composition. Therefore, this indicates .

5

References

[1] Scandone, R., Giacome lli, L. volcanological observations. and Gasparini, P., 1993. Mount Vesuvius: 2000 years Journal of volcanology and of geothermal research, 58(1-4), p.5-25.

[2] Druitt, T.H., Rodriguez, F.C., Dungan, M. and Scaillet, of magma transfer and reservoir B., 2012. growth at a caldera volcano. Decadal to monthly timescales Nature, 482, pp.77-82.

6

Acknowledgements

O This project was completed thanks Leadership Programme at

to the Laidlaw Undergraduate Research & the University of Oxford.

O Thanks to Jon Wade, Philip Gopon, Lewis-Douglas and anyone

IMPACT

The programme has been extremely important to me and my future career plans. Due to wanting to apply for a PhD to start in autumn 2018, it has made me look critically at a department and consider what I want from a future workplace. This has been extremely helpful when looking at where I wish to apply to and has enabled me to make a more informed decision.

Tyler Ambrose, Joshua else who lent a hand with the Combs, Elliott project.

The switch from student to researcher has been an odd change but it has allowed me to confirm my thoughts that I wish to continue into academia in the future. The leadership part of the programme has really helped me become more confident in leading and communicating with other people, making me feel more prepared for the future.

39

ADVICE FROM OUR LAIDLAW SCHOLARS I have five pieces of advice which could be useful: 1.

ake full use of, and seek to develop, skills you already have, even if you think you’re already amazing M at them. Without even intending to, my language skills have improved significantly: as well as my Ancient Greek, I have read articles in Italian and French, and also had the opportunity to improve my Latin. Whatever I do after the project, these are genuinely transferable skills and have brought me immense satisfaction.

2.

T ry to work as closely as you can with your supervisor. If they’ve written things which you’re using, then dissect it and ask them about it; if you have questions, ask them all. To have mentoring and advice from a leader in the field which you’re only beginning to research can make the unfathomable seem clear and the unmanageable seem feasible.

3.

e thorough in your research. I found it all too tempting, especially when writing my article up, to B miss out obscure scholarship I couldn’t get hold of easily, or cover over tricky questions with sneaky wording. At the end of the day, this causes far more problems than it solves, and you will get far more satisfaction by pursuing a question until you have a good answer or you know you won’t find one.

4.

ave people to talk to about your project throughout the summer, who can ask you difficult questions H rather than just smile and nod while you explain it. When you’re writing up an argument, largely alone, you can miss obvious points and become stuck in side-alleys.

5.

very so often, read something which is only tangentially related to your project, or approaches E it from a totally new angle. The book which proved most influential on my project – Truth and Truthfulness by Bernard Williams – was one I only picked up because I was getting slightly bored and wanted a different take on my broader topic.

Daniel Sutton

Over the course of the project, one of the things I was aware of was having to keep revising what my goals were with the decreasing time available. In retrospect, I selected a project that was too ambitious for the time available. I think if I was to do it again I would emphasise at the very start having a comparatively simple aim that is more likely to be achievable in the time and then planning for the opportunity to add to it rather than having overambitious plans and having to scale them back.

Kyle Bennett When choosing my placement, I was told that the ‘’sky is my limit’’. When it comes to Laidlaw, this is 100% true. I urge students to find a placement outside of your home country or the UK and really experience the life of a new country. I also encourage students to try their hand at a new subject. I was nervous about working in a physics lab (my physics expertise begins and ends at GCSE Physics), but now I feel confident in discussing the advantages and limitations of microfluidic devices and soft lithography, words which frightened me not long ago!

Praveen Prathapan 40

If you have an idea for an independent project, as well as which group you would like to work with, I would definitely suggest you apply for the programme, even if you are not confident in yourself it is worth taking the opportunity! I encourage that you start the application early, even bulletpointing for each section so you know where to begin. Find a friend who can give you feedback on your application and to whom you can practice giving a short presentation on your project idea. I found this particularly useful as I get anxious when presenting. There are also the application support sessions run by the Careers Service. If you are going to be carrying out your project in a different country (though this can apply to everyone), I advise that you make a good effort to socialise with everyone in the lab group and talk to them first. I found that people were very open to conversation but were not always good at initiating them, so be the catalyst!

It can feel quite lonely being somewhere completely new otherwise, and you will be seeing these people every day you can make some very good friends with whom you can keep contact.

Anna Howes

Above and right: Laidlaw Scholars Events, 20th October 2017, St Luke’s Chapel Take advantage of the freedom Laidlaw offers. You’ll be hard-pressed to find a scholarship opportunity that lets you travel to anywhere in the world and work with any scholar you choose with such generous financial aid. Also, when applying, get to know the literature and debates around your subject as well as you can. Not only will this make your application stand out but means you can hit the ground running when you start your project in the summer.

Katherine Pye

First, I think it is really important to narrow the scope of your research. Two or three months in the summer may seem like a long time, but they do fly by! More importantly, narrowing the scope of your research helps you find out what question you are actually trying to answer. When you have too broad a question, you end up scratching the surface of every single related issue.

Second, I wish I had practiced my “elevator pitch” more often.

During the interview process, the training programme, and the summer months when you do your research, you will be asked to talk about your research over and over again. It is incredibly important to offer a clear and concise version of what you hope to study and what you have learned so far. I often found myself lost in the technical details when introducing my research to others. Now looking back, I think I should have focused on the big picture and left the “caveats”” and “to-be-sure’s” for later discussion, if the other party is interested. It is probably a good idea to prepare multiple versions of your research summary, from the jargon-free to the most technical.

Last but not least, I wish I had got to know everyone in the programme a bit better! The whole group was together only for a few days for the training, so seize the moment while you can, because this is an incredibly talented group of people who are also super excited about your research!

Yiqin Fu If you aspire to do research, this is the best chance you will ever get as an undergraduate student. Period. Quite a lot of time goes to attending the required sessions – but it is totally worth it.

Andreas Masvie

To future applicants, I would say give yourself more time than you think you’ll need to complete your projects, since you’ll never know what challenges might arise that might set back your project (or even change its direction).

I would also say to enjoy your research placement while it lasts: being able to enjoy university outside of term while having the opportunity to work on something you care about is a rare experience.

Muyi Qiu Plan your project, including alternative routes of investigation, plan B, and even consider a backup project if your project depends on international travel and a visa. Planning your project is a great exercise in realising a practical schedule for the larger vision you have for your project. However, your plans are likely to change, and the project might take on a different turn.

In my case, I had to find a new project, which also did not go as anticipated. I used this experience to learn about scientific research, acclimatise myself to the techniques used, and improve my problem-solving abilities. If your project is science-based, a lot of experiments may not go according to plan, and trying to think around a problem in advance may provide allow you to better your initial attempts at tackling it. Lastly, I would advise you to make the most out of your time as a Laidlaw scholar fully immersing myself in my host lab, including conference attendance and participation in social events during the project has allowed me to establish relationships and collaborations for the future!

Re’Em Moskovitz 41

ADVICE FROM OUR LAIDLAW SCHOLARS When applying for your placements, definitely make use of the supervisor you hope to work for. My supervisor, Professor Mackenzie, was an invaluable source of help during my application, and he also seemed just as excited as me when I was successful in my application. I’d also try and meet the group you’ll be working in too. The Mackenzie group definitely made the experience, as it was the perfect environment in which to conduct the most amazing research, and I feel I have made some really great friends in my time with the group. It also helps to see how other PhD students and PostDocs spend their time, as really that’s more of an indication as to what research is really like.

Jessica Walton As a recent graduate, I wish I had been able to have more of a break between the end of finals and starting my project as I ended up feeling that I hadn’t had a break since the start of Michaelmas of final year and was very tired. I would advise future Laidlaw scholars to try and keep to a regular working routine to ensure time is set aside to rest as well. I would recommend trying to start writing up as you go along and to be aware of what time of day you work best. It’s also helpful to be very clear about a realistic goal when you start but also to revise this goal as you go along and start to understand better what is realistic given your situation.

Maïa Perraudeau My advice to future applicants would be to go for it. Pick a topic that you love first, find a person that specialises in it, and then take the chance and email them with your ideas. Most academics will be as passionate about their subject as you, so if you seem excited and interested then they will probably try and help. If going away from home for the summer seems too scary, you can always look closer to home.

One thing to take into account is to make sure your supervisor isn’t away too long over the summer, or if they are then make sure there is someone else you can go to for guidance.

Emma Watts My main piece of advice to future applicants is to be ambitious!

The scholarship is an amazing opportunity and the Careers Service team is very supportive – so why not use them to the fullest? Which place, institution, or supervisor is best placed to pursue your project? Also, I would recommend utilising the local knowledge of your host institution regarding locations, accommodation, and things to do in your social time.

Elizabeth Evens

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Left and below: Laidlaw Scholars Events, 20th October 2017, St Luke’s Chapel

One of the things I learnt was that I was communicating with high-profile individuals, some of whom didn’t have time for interviews. It then became useful to be adaptable to think how else I could extract data, i.e. thinking of alternative data collection methods. I ended up sending questions out via email so that the individual could answer in their own time.

Kiran Modi My biggest piece of advice would be to really make the most of the opportunity! The Laidlaw Programme provided me with the opportunity to carry out research in a topic I am highly passionate about, whilst gaining the vital experience I need to help my future career. I would highly recommend choosing a topic you love and are really interested in, as this is the best way to ensure you generate a successful project with rewarding outcomes. This kind of opportunity does not come around very often, so make sure you decide on a project which will stick with you for life and that it’s something you will never forget!

Emma Kendall I’d advise any future applicants to start researching potential labs (anywhere in the world!) early and spend time perfecting your research proposal to impress the selection panel. Logistically, I’ve learned that good planning is key to getting the most out of an 8 to 10-week placement, for example ordering anything you need for the project in advance of starting and planning what to do on a week-to-week basis.

Morgan Elsmore Make sure to ask if the lab is in the basement! :)

Diana Avadanii

My first piece of advice would be to simply just apply!

You have nothing to lose, and the programme is a great experience. Secondly, do some searching and find a group that you would really like to collaborate with, and a project that you will really enjoy. You are allowed to conduct research into any field that you’re interested in, so do not feel restricted to your own subject or university – the world is your oyster!

Do not be afraid to cold-call people, send emails out of the blue, or get in touch via LinkedIn. Your research experience is what you make of it, so it pays off to find a group that you really want to work with. Finally, make sure you have fun on your placement! Although completing a research project in eight weeks can be a daunting task, it’s worth making the most of the experience (especially if you’re overseas). I would highly recommend finding a lab internationally (or at least out of Oxford) – flights to anywhere in the world is an amazing perk of the scholarship.

William Crawford

43

Laidlaw Undergraduate Research & Leadership Programme The Internship Office The Careers Service University of Oxford 56 Banbury Road Oxford OX2 6PA

laidlaw@careers.ox.ac.uk

www.careers.ox.ac.uk/laidlaw