What is UNIQplus?

Supervisor: Dr Letizia Lo Faro, Nuffield Department of Surgical Sciences

Tell us about your project, what methods you used, and your results

"The initial aim of my project was to improve the quality of kidney donations by investigating biomarkers involved in mitochondrial stress, which contribute to ischemic injury during transplantation. The health of mitochondrial impacts graft quality transplanted into recipients, the focus was on assessing mitochondrial homeostasis by studying biogenesis and quality control mechanisms such as mitophagy. As the project progressed, my aims evolved beyond simply identifying markers. I sought to optimize laboratory techniques such as immunofluorescence and western blotting to reliably measure markers like TOM20, phospho-ubiquitin, and PGC1α. This project employed a combination of molecular biology and imaging techniques to investigate mitochondrial dysfunction in deceased donor kidneys. The principal methods were immunofluorescence and western blotting, which together provided complementary insights into mitochondrial structure, quality control, and biogenesis. By identifying potential biomarkers of mitochondrial health, the research provides a starting point for improving donor selection, predicting transplant success, and ultimately enhancing patient outcomes."

What did you learn and what skills did you develop throughout your internship?

"This project has played a pivotal role in my development professionally and personally. Scientifically it has strengthened my technical skills in immunofluorescence and western blotting, as well as growing my appreciation for experimental design, optimisation, and adaptation. I learnt how to critically evaluate data, apply statistical analysis, and interpret findings within a broader scientific and clinical context. Personally, during this project, I had improved my confidence in conducting independent research. Initially, I was unconfident in my skill to navigate complex laboratory techniques, but at the end of the project I felt much more comfortable in my ability to adapt my protocols to unexpected outcomes. This growth has reinforced my motivation to pursue a career in biomedical research."

Supervisor: Dr Anu Dudhia, Department of Physics

Tell us about your project, what methods you used, and your results

“The initial aim was to research the instrument - an infrared sounder onboard a new geostationary weather satellite over Europe - to understand how it works, what its data looks like, and what test data is available. At first, the focus was developing a data pipeline to process the instrument’s raw (Level 1b) data into the format needed for the group’s retrieval code. With the pipeline mostly complete, the focus shifted from data engineering to modelling. Using the group’s Reference Forward Model (RFM), I was able to closely replicate the instrument’s data. This allowed me to assess the instrument's usefulness to the group, which focused on determining which trace gases it could detect, including estimating the signal-to-noise levels, and modelling changes in detectability due to extreme events, like volcanic eruptions.

The project confirmed that the Infrared Sounder (IRS) onboard the recently launched Meteosat Third Generation – Sounder satellite will provide valuable data for the group. Its greatest advantage over current instruments is temporal resolution: updates every 30 minutes, compared with twice daily for polar-orbiting satellites. This capability, unique to a geostationary platform, will allow near-real-time monitoring of atmospheric changes over Europe and surrounding regions.”

What did you learn and what skills did you develop throughout your internship?

“I began the project wanting to find out if I should pursue a PhD, and I now feel confident that the answer is yes. Completing this work has shown me that I am well suited to scientific research, and I plan to begin applying for PhD/DPhil positions next term. The internship gave me not only realistic academic experience, but also full integration into the research group through building tours, meetings with staff, and social events. Finally, creating and delivering a final presentation, along with weekly group updates, has improved my ability to tailor my communication to an audience and to respond to questions under time pressure.”

Supervisor: Dr Faidra Faitaki, Department of Education

Tell us about your project, what methods you used, and your results

“The initial aim of this project was to investigate how primary school teachers and support staff use drama-based activities to support oral language development in their classrooms. The project initially focused oral language development but expanded to include themes such as social-emotional learning, interdisciplinary teaching and inclusive education.

This project employed a qualitative research design, using thematic analysis to explore transcribed data from online focus group discussions with primary educators around the world. Theoretical and methodological texts on drama pedagogy, sociocultural theory, and language acquisition were consulted to contextualise the findings and guide interpretation. The project found that drama-based activities are widely valued by educators for their ability to support oral language development and broader educational goals. However, systemic barriers such as curriculum constraints, lack of training, and limited resources can often hinder their implementation and use. The findings suggest a need for targeted support, including professional development, resource banks and policy changes that recognise drama as a legitimate and powerful pedagogical tool in primary education."

What did you learn and what skills did you develop throughout your internship?

"This project has been a deeply rewarding learning experience, both academically and personally. Analysing the focus group transcripts independently allowed me to engage with rich, nuanced data and strengthened my confidence in qualitative research. Navigating complex and occasionally ambiguous excerpts helped me refine my skills and approach to thematic analysis. The project also reinforced my motivation to pursue research that has real-world relevance and impact. I feel more encouraged than ever to contribute to applied and interdisciplinary work that supports educators and promotes inclusive, creative learning environments."

Supervisor: Dy Lyndsey Jenkins, Faculty of History

Tell us about your project, what methods you used, and your results

"The project aimed to investigate how gender continued to shape twentieth-century British politics, beyond the enfranchisement of women, through election literature. The focus was on how candidates used spousal letters to frame themselves in idealised ways. With the predominance of men, themes often included portrayals of them as “family men”, emphasising their dedication despite personal sacrifice. the project was rooted in careful archival work, structured through systematic data collection, and enriched by combining statistical patterns with nuanced textual interpretation. My research resulted in three key conclusions. First being that, although declining, spousal letters were still a notable feature of election literature by the mid-1970s. Second, the political rhetoric remained gendered, by propping up male candidates whilst simultaneously marginalising women’s political presence. Third, there is evidence of strategic deployment of such material, influenced by culture, gender, and local dynamics. These conclusions unite to suggest that gender continued to subtly but powerfully influence British electioneering, even decades after women’s enfranchisement. "

What did you learn and what skills did you develop throughout your internship?

"The project has provided me with a wealth of transferrable research skills, which I can take into further study or employment. However, one of the most important things I learned during the project was how to manage a large-scale piece of independent research from start to finish. Building and maintaining a database of over 1,000 entries required consistent organisation, attention to detail, and persistence. On a personal note, the project reinforced my motivation to pursue research that connects specific historical phenomena with broader historiographical debates. It showed me the value of patience and flexibility. Especially when considering the unpredictability of research, my flexibility allowed the project to be adapt and deepen in scope. Overall, I leave with stronger skills, greater confidence, and a renewed enthusiasm for academic research."