Fixed-term

OVERVIEW Alien species, those introduced outside their native range, are a major driver of environmental change that may lead to the extinction of local biodiversity, alter ecosystem services and cause huge economic damage. With increasing global trade, the number of new alien species is growing rapidly. Thus, identifying which species may establish and become invasive is an urgent global challenge. However, with no history of past invasion, it is hard to predict which new alien species will establish, and which ones will go naturally extinct. Freshwater fish are among the most frequently introduced vertebrates and many have major detrimental effects on the most vulnerable ecosystems on Earth – freshwater habitats. Surprisingly, we know remarkably little of why some fish species are more likely to establish and spread in novel regions, and which species are likely to be the future successful aliens. Aim: To identify which species’ traits facilitate the introduction, establishment and spread of alien freshwater fish and predict the probability of success of potential future invaders, at global and local scale. Objectives: 1) To build a global scale database on freshwater fish introductions, introduction pathways, and species traits; 2) To test which species characteristics determine the probability of introduction, establishment and spread of alien freshwater fish using the database, phylogenetic comparative methods and theoretical modelling; 3) To produce a Horizon scanning output that informs policy, by quantifying how different pathways to introduction (e.g. angling, fisheries, pet trade) influence the probability of release in novel regions, and deriving their probability invasion at global and local scale for species likely to be introduced globally and in the UK and Ireland in particular. Training: The student will be trained in data collection and management of large datasets, state of the art phylogenetic comparative approaches in R and mathematical models of range expansion, and will use Queen’s University High Performance Computer KELVIN. While working on important ecological questions and a global challenge, the student will gain a rare set of interdisciplinary skills that increase employability, including cutting edge statistical and mathematical modelling, data management, numeracy, evaluating risk and uncertainty, as well as gaining in depth understanding of fundamental principles in ecology and freshwater science. Through the placement the student will gain better understanding and skills required to inform policy on environmental monitoring and management. References: Capellini I, et al. 2015. The role of life history traits in mammalian invasion success. Ecology Letters 18: 1099-1107. Fraser EJ, et al. 2015. Range expansion of an invasive species through a heterogeneous landscape – the case of American mink in Scotland. Divers. Distrib. 21, 888–900 Samson E, et al. 2017. Early engagement of stakeholders with individual-based modeling can inform research for improving invasive species management: the round goby as a case study. Front. Ecol. Evol. 5, 149 Research Information PhD Supervisors Information on the research interests and activities of academics in Biological Sciences can be accessed via the School website and the Find a Supervisor facility. Career Prospects Introduction Queen’s postgraduates reap exceptional benefits. Unique initiatives, such as the DegreePlus/Future Ready Award, bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally. Career prospects in the biological sciences are exceptionally good. To some extent it depends on the specific topic, of course, but laboratory-based and especially quantitative skills and the proven innovation of a PhD or MPhil are highly sought after. Degrees are very much in demand, both in commercial science and public sector research and development (e.g. drug discovery and development, crop and animal improvements and welfare, sustainable agriculture and resource use, human nutrition and health, animal health, ecological management, food safety and technology, scientific communications, regulation, and many more fields). Employment after the Course Graduates have gone on to be professional research scientists, consultants, or hold technical and junior executive positions in commerce and government. Learning Outcomes A postgraduate research degree involves the undertaking of independent research under the guidance of a professional academic supervisory team, typically using the laboratory facilities on offer in one or more of the teams’ labs. The student will be expected to develop their own ideas and learn the methods needed to test them empirically and theoretically. This usually involves learning and practising both laboratory (and or field) skills as well as developing a strong theoretical background in the relevant subject. As well as practical work, all the activities of independent academic scholarship, such as literature searching and critical appraisal, written and verbal communications and academic networking will be developed during a research degree. Independence and innovation will be strongly encouraged, but the student will be supported by regular supervisory guidance and a wide range of courses will also be on offer, both in subject specific skills and generic skills, especially supported by the Graduate School (https://www.qub.ac.uk/graduate-school/). Students are encouraged to interact with one another and with members of academic staff and postdoctoral scientists to build confidence and informal learning, through a range of ‘research culture’ activities, including peer groups where students get together to discuss topical research papers, or methods, or just chat about their interests. Course structure Research degrees vary in length, but typically for a PhD they are three or four years long (full-time) and double that for part-time studies. They follow an annual cycle of progress with formal panel-based appraisals of the progress, the outcome of which is typically practical and academic advice about how to overcome problems encountered and how to move to the next stage. During each year, students are expected to supplement their studies with some tailored courses, ranging from highly specific (e.g. learning to use a piece of apparatus or technique) to generic (e.g. developing oral presentation or leadership skills). Every stage is supported by the supervisory team, augmented by an independent panel of progress monitors as well as the full support of the Graduate School. Assessment Assessment processes for the Research Degree differ from taught degrees. Students will be expected to present

OVERVIEW Parental care is extremely diverse among species: how care is provided, how long for parent(s) care, and who cares. Theoretical models also predicts that, once evolved, care alters life history evolution, is related to mating systems, and triggers parent-offspring conflict and sibling competition. However, we still lack in-depth understanding of how diversity of care forms relates to these processes. See: Furness A. & Capellini I. (2019). How diversity in parental care evolves: a phylogenetic comparative study in amphibians. Nature Communications, 10: 4709. West H. E. & Capellini I. (2016). Male care and life history traits in mammals. Nature Communications, 7: 11854. The project aims to understand how diversity in parental care strategies has evolved, influences life history evolution, and relates to mating systems. The questions will be addressed by compiling large datasets of species characteristics and analysing the data using state of the art phylogenetic comparative methods. The choice of model group is up to the student: mammals, amphibians, bony fishes, or cartilaginous fishes. All applicants must meet the academic entry requirements: https://www.qub.ac.uk/courses/postgraduate-research/biological-sciences-phd.html#entry Research Information PhD Supervisors Information on the research interests and activities of academics in Biological Sciences can be accessed via the School website and the Find a Supervisor facility. Career Prospects Introduction Queen’s postgraduates reap exceptional benefits. Unique initiatives, such as the DegreePlus/Future Ready Award, bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally. Career prospects in the biological sciences are exceptionally good. To some extent it depends on the specific topic, of course, but laboratory-based and especially quantitative skills and the proven innovation of a PhD or MPhil are highly sought after. Degrees are very much in demand, both in commercial science and public sector research and development (e.g. drug discovery and development, crop and animal improvements and welfare, sustainable agriculture and resource use, human nutrition and health, animal health, ecological management, food safety and technology, scientific communications, regulation, and many more fields). Employment after the Course Graduates have gone on to be professional research scientists, consultants, or hold technical and junior executive positions in commerce and government. Learning Outcomes A postgraduate research degree involves the undertaking of independent research under the guidance of a professional academic supervisory team, typically using the laboratory facilities on offer in one or more of the teams’ labs. The student will be expected to develop their own ideas and learn the methods needed to test them empirically and theoretically. This usually involves learning and practising both laboratory (and or field) skills as well as developing a strong theoretical background in the relevant subject. As well as practical work, all the activities of independent academic scholarship, such as literature searching and critical appraisal, written and verbal communications and academic networking will be developed during a research degree. Independence and innovation will be strongly encouraged, but the student will be supported by regular supervisory guidance and a wide range of courses will also be on offer, both in subject specific skills and generic skills, especially supported by the Graduate School (https://www.qub.ac.uk/graduate-school/). Students are encouraged to interact with one another and with members of academic staff and postdoctoral scientists to build confidence and informal learning, through a range of ‘research culture’ activities, including peer groups where students get together to discuss topical research papers, or methods, or just chat about their interests. Course structure Research degrees vary in length, but typically for a PhD they are three or four years long (full-time) and double that for part-time studies. They follow an annual cycle of progress with formal panel-based appraisals of the progress, the outcome of which is typically practical and academic advice about how to overcome problems encountered and how to move to the next stage. During each year, students are expected to supplement their studies with some tailored courses, ranging from highly specific (e.g. learning to use a piece of apparatus or technique) to generic (e.g. developing oral presentation or leadership skills). Every stage is supported by the supervisory team, augmented by an independent panel of progress monitors as well as the full support of the Graduate School. Assessment Assessment processes for the Research Degree differ from taught degrees. Students will be expected to present drafts of their work at regular intervals to their supervisor who will provide written and oral feedback; a formal assessment process takes place annually. This Annual Progress Review requires students to present their work in writing and orally to a panel of academics from within the School. Successful completion of this process will allow students to register for the next academic year. The final assessment of the doctoral degree is both oral and written. Students will submit their thesis to an internal and external examining team who will review the written thesis before inviting the student to orally defend their work at a Viva Voce. Feedback Supervisors will offer feedback on draft work at regular intervals throughout the period of registration on the degree. Facilities Full-time research students will have access to a desk in a shared office space. ENTRANCE REQUIREMENTS Graduate The minimum academic requirement for admission to a research degree programme is normally an Upper Second Class Honours degree in a relevant subject from a UK or ROI HE provider, or an equivalent qualification acceptable to the University. Further information can be obtained by contacting the School. International Students For information on international qualification equivalents, please check the specific information for your country. English Language Requirements Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required (*taken within the last 2 years). International students wishing to apply to Queen’s University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration

OVERVIEW The placenta is very diverse among mammal species, but we still know little about how it evolved and what consequences for the mother and the fetus the evolution of a particular placental structure entails. See: Capellini I., Venditti C. & Barton R. A. 2011. Placentation and maternal investment in mammals. American Naturalist, 177: 86-98. Capellini I. 2012. Evolutionary significance of placental interdigitation in mammalian reproduction. Placenta, 33: 763-768. The project aims to understand how maternal-offspring conflict and sibling competition in utero have driven the evolution of placental morphology and determine diversity in placental structure among mammal species. The questions will be addressed by compiling large datasets of species characteristics and analysing the data using state of the art phylogenetic comparative methods. All applicants must meet the academic entry requirements: https://www.qub.ac.uk/courses/postgraduate-research/biological-sciences-phd.html#entry BIOLOGICAL SCIENCES OVERVIEW The School of Biological Sciences provides PhD and MPhil (research degree) programmes in subjects ranging from basic biochemistry, molecular genetics and cancer research, to agricultural science, marine ecology and the economic evaluation of ecosystem services and food retailing. If you have a topic or research question in mind, please use the Find a Supervisor link (see Apply tab) to identify the most appropriate member of staff to support your idea. If not, don’t worry, we regularly advertise funded projects and there is no harm in browsing our academic staff profiles for inspiration and then contacting whoever seems best: we are very open to applications from suitably qualified people interested in scientific research. In every case, a PhD or MPhil course provides the means of being part of a cutting edge scientific research team and contributing to genuine new discoveries or the development of new methods for practical use. If you cannot study full time, we offer pro-rata part time research degree programmes as well. There are three broad themes to research at the School: – Agri-Food Systems and Human Nutrition – Understanding Health and Disease – Sustaining Ecosystems and Biodiversity Agri-Food Systems and Human Nutrition: This theme focuses on how Agri-Food systems can be better positioned to provide safe, authentic and healthy diets with high-quality plant, livestock, and aquaculture products, whilst supporting human and animal health in a way that is sustainable and resilient to climactic changes. Underpinning these goals, the disciplinary expertise of the theme integrates basic and applied research from animal health and welfare, nutrition, performance, and environmental and social impact (e.g. greenhouse gas emissions from livestock) to chemical contaminant and natural toxin detection, food microbiology, food fraud detection, and food systems traceability and transparency, integrated into a holistic total systems approach. Supporting by underpinning expertise in cutting-edge molecular, genomic, transcriptomic, proteomic, and metabolomic technologies, artificial intelligence and simulation modelling, the goal of the theme is to support the transformation of global Agri-Food systems. This is with the purpose of maximising the benefits both to animal and human nutrition and health, while simultaneously reducing environmental impact, protecting ecological resources, supporting livelihoods and access to affordable safe foods, and upholding social, cultural, and ethical values. A system based on the principles of measurable integrity and impact. Understanding Health and Disease: The Understanding Health and Disease research theme covers humans, plants, and animals with research strengths in prevention, diagnostics, surveillance, epidemiology, and treatments. We study how health can be improved through food and nutrition and how diseases can be tackled by understanding their fundamental molecular mechanisms, including those underpinning the biology of pathogens and parasites. Our researchers work in human cancer and genetic diseases, in infections caused by bacteria, fungi, viruses, and parasites, and in how global health and disease will be affected by global warming and climate change. We recognize that the only way to tackle the problems we face as a society is to take an interdisciplinary approach to our research. This means we have expertise in broad areas including molecular biology, biochemistry, bioinformatics, genomics, transcriptomics, modelling, bioanalytical chemistry, proteomics, metabolomics, microbiology, parasitology, and plant biology. We work internationally with researchers and partners in universities, charities, non-governmental organisations, industry, and government agencies to tackle local and global challenges. Sustaining Ecosystems and Biodiversity: This theme covers research in biodiversity and ecosystem services for environments ranging from tropical forests to deep oceans, using field techniques and skills such as wildlife tracking, taxonomy, geostatistics, molecular and genetic ecology, environmental microbiology, microbial ecology, food web analysis, microcosm and mesocosm experiments, and mathematical/computational methods. Within this theme we also study the behaviour and temperament of wild, agricultural or domestic animals and their implications for welfare and ability to respond to environmental change. Potential research projects include phylogenetic analysis of rare and newly discovered species, examination of ecological interactions in tropical systems, agricultural soils, or marine communities, using state-of-the-art genetic analysis, surveys using drones or satellite tagging, or experiments in tanks and field plots, including careful and ethical examinations of animal behaviour. Projects range from theoretical analysis of stability in ecosystems, through discovery of new species and mechanisms of interaction, or responses to climate change, to the assessment of agri-environment schemes, development of new methods for commercial fisheries management and economic evaluations of conservation measures. Projects very often have an international dimension and include collaboration with other researchers worldwide. Biological Sciences Highlights Industry Links The School has a wide range of strong, international links with governments, academia and industry, into which postgraduate research students are integrated. World Class Facilities Research students will have access to laboratory space as required (in our state-of-the-art research laboratories) and where relevant, also a range of field study sites and equipment (e.g. remote sensing drone equipment). They also have access to local and campus-wide high performance computing facilities and the full strength of our world-class library. Many students also benefit from the strong collaboration network maintained by our academic staff, which could result in working in the laboratories of partner organisations in industry and government as well as in the University, under specific arrangements. Students studying in the Food Safety and Nutrition programme will gain excellent practical experience of advanced technology and bioanalytical techniques

OVERVIEW Agriculture is the dominant source of ammonia (NH3) emissions in N. Ireland, across the UK and throughout the world. Current inventory figures show that 12% of total UK NH3 emissions come from N. Ireland and that 91% of those in 2015 came from agriculture. Therefore, there is a need to develop novel, science-based, and implementable nutrition approaches to reduce NH3 emissions from ruminants. One approach is the use of tannins from plant or marine sources, which have the potential to optimise animal nutrition, reduce environmental impact and improve animal health. Studies demonstrated that use of tannins results in a pronounced shift in N excretion from urine to faeces. Faecal N outputs are considered to be an environmentally less harmful form of N than urinary N. This will be examined in this proposal by exploring two novel feed sources, willow (Salix sp.) and seaweed. Willow is a tree fodder containing condensed tannins and although it has great potential in animal nutrition, data on UK willows are scarce. Brown seaweeds contain phlorotannins and their effect on ruminant feed efficiency have received little attention. Just a few studies have investigated the ensiling of willow and seaweed and this is also a great challenge for that project. Finally, the proposed work will provide formulations that are palatable, bioactive and dose specific and enhance precision feeding approaches that will be adapted by farmers. This project will be supervised by Dr Katerina Theodoridou and Dr Gareth Arnott of Queen’s University School of Biological Sciences/Institute for Global Food Security and Dr Tianhai Yan of the Agri-Food and Biosciences Institute (AFBI). Specific skills/experience required by applicants: Animal Science background, lab work experience, statistical analysis experience. All applicants must meet the academic entry requirements: https://www.qub.ac.uk/courses/postgraduate-research/biological-sciences-phd.html#entry Research Information PhD Supervisors Information on the research interests and activities of academics in Biological Sciences can be accessed via the School website and the Find a Supervisor facility. Career Prospects Introduction Queen’s postgraduates reap exceptional benefits. Unique initiatives, such as the DegreePlus/Future Ready Award, bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally. Career prospects in the biological sciences are exceptionally good. To some extent it depends on the specific topic, of course, but laboratory-based and especially quantitative skills and the proven innovation of a PhD or MPhil are highly sought after. Degrees are very much in demand, both in commercial science and public sector research and development (e.g. drug discovery and development, crop and animal improvements and welfare, sustainable agriculture and resource use, human nutrition and health, animal health, ecological management, food safety and technology, scientific communications, regulation, and many more fields). Employment after the Course Graduates have gone on to be professional research scientists, consultants, or hold technical and junior executive positions in commerce and government. Learning Outcomes A postgraduate research degree involves the undertaking of independent research under the guidance of a professional academic supervisory team, typically using the laboratory facilities on offer in one or more of the teams’ labs. The student will be expected to develop their own ideas and learn the methods needed to test them empirically and theoretically. This usually involves learning and practising both laboratory (and or field) skills as well as developing a strong theoretical background in the relevant subject. As well as practical work, all the activities of independent academic scholarship, such as literature searching and critical appraisal, written and verbal communications and academic networking will be developed during a research degree. Independence and innovation will be strongly encouraged, but the student will be supported by regular supervisory guidance and a wide range of courses will also be on offer, both in subject specific skills and generic skills, especially supported by the Graduate School (https://www.qub.ac.uk/graduate-school/). Students are encouraged to interact with one another and with members of academic staff and postdoctoral scientists to build confidence and informal learning, through a range of ‘research culture’ activities, including peer groups where students get together to discuss topical research papers, or methods, or just chat about their interests. Course structure Research degrees vary in length, but typically for a PhD they are three or four years long (full-time) and double that for part-time studies. They follow an annual cycle of progress with formal panel-based appraisals of the progress, the outcome of which is typically practical and academic advice about how to overcome problems encountered and how to move to the next stage. During each year, students are expected to supplement their studies with some tailored courses, ranging from highly specific (e.g. learning to use a piece of apparatus or technique) to generic (e.g. developing oral presentation or leadership skills). Every stage is supported by the supervisory team, augmented by an independent panel of progress monitors as well as the full support of the Graduate School. Assessment Assessment processes for the Research Degree differ from taught degrees. Students will be expected to present drafts of their work at regular intervals to their supervisor who will provide written and oral feedback; a formal assessment process takes place annually. This Annual Progress Review requires students to present their work in writing and orally to a panel of academics from within the School. Successful completion of this process will allow students to register for the next academic year. The final assessment of the doctoral degree is both oral and written. Students will submit their thesis to an internal and external examining team who will review the written thesis before inviting the student to orally defend their work at a Viva Voce. ENTRANCE REQUIREMENTS Graduate The minimum academic requirement for admission to a research degree programme is normally an Upper Second Class Honours degree in a relevant subject from a UK or ROI HE provider, or an equivalent qualification acceptable to the University. Further information can be obtained by contacting the School. International Students For information on international qualification equivalents, please check the specific information for your country. English Language Requirements

Project Description Normal animal reproduction depends on the appropriate production of gametes – sperm and egg, and on their successful interaction (fertilisation). Sperm are extremely specialised cells; their success in fertilisation requires them to be free living, motile, and able to fuse with the egg to activate embryonic development. About 20% of the protein coding genes in the genome are exclusively or almost exclusively expressed in testes. The function of some of these genes is known, for example the transition proteins and protamines that remodel the sperm DNA. However, the biological function of the majority of testis-specifically expressed proteins has never been determined. They are members of the Unknome – the proteome of unknown function. In this project you will systematically analyse the functions of the testis Unknome proteins, exploring both lineage specific proteins and proteins more widely conserved in evolution. You will capitalise on the extensive genetic resources available for fruit flies (D. melanogaster), particularly the large collections of mutants including those derived from gene disruption projects, including an ongoing CRISPR screen that aims to mutate every gene in D. melanogaster. You will assess the phenotypes of flies mutant for testis unknome genes, and thus determine their role in fertility. Drosophila spermatogenesis is particularly amenable to cytological analysis. Testes from young adult flies contain all stages of spermatogenesis, from stem cells through to mature sperm. Defects in many critical cell biology processes, such as stem cell maintenance, cell division, mitochondrial morphogenesis, axoneme elongation and nuclear shaping are readily identified by phase contrast microscopy, with the opportunity for more detailed analysis via imaging of GFP-tagged marker proteins or immuno-fluorescence. Fertility assays will reveal any defects in the fly strains that are able to produce morphologically normal sperm. You will be able to select one or more (groups of) genes that you find particularly interesting for more in depth analysis. Some of the testis unknome proteins are conserved to mammals. You will have the opportunity to investigate how these genes are important for mammalian sperm function, to complement the fly work. The localization of homologous gene products in mouse testis and mouse or pig spermatozoa will be studied with immunocytochemistry using custom made polyclonal antibodies. If proteins are surface localized the effect of antibodies on sperm motility, mitochondrial activity, the acrosome reaction or sperm induced egg fusion will be assayed. How to apply:  You can apply online – consideration is automatic on applying for a PhD in Biosciences Please use our online application service at https://www.cardiff.ac.uk/study/postgraduate/research/programmes/programme/biosciences-phd-mphil-md   Please specify that you are applying for this particular project, the supervisor and source of funding. Information on the application process can be found here   http://www.cardiff.ac.uk/study/postgraduate/applying   Academic criteria: Applicants should have obtained, or be about to obtain, a first or upper second-class UK honours degree, or the equivalent qualification gained outside the UK, Applicants with a lower second class will only be considered if they also have a Master’s degree. Please check the entry requirements of the home institution for each project of interest before completing an application. Academic qualifications are considered alongside significant relevant non-academic experience. English requirements: If English is not your first language you will need to meet the English language requirements of the university that will host your PhD by the start of the programme. Please refer to the relevant university website for further information. Funding Notes This project is suitable for self funded or externally funded students looking for a PhD position at Cardiff University. Funding required will need to cover the tuition fees, bench fees and living costs. As a guide here are the fees for the 2024/25 period (Per annum) International Tuition fees – £25,450 Home Tuition fees- £4,786 Bench Fees – £10,000 There is a guide to living expenses here https://www.cardiff.ac.uk/study/student-life/living-costs

Project Description Antimicrobial resistance (AMR) is reaching a crisis point, with recent estimates suggesting that by 2050, 10 million people annually will die of from infection by pathogens with AMR. To tackle this crisis both novel antimicrobial therapeutics and better diagnostic tools are needed. Since developing countries will be disproportionately affected by AMR it is also essential that these novel therapeutics can be easily and cheaply produced in bulk. Hemocyanins are oxygen transport proteins present in the hemolymph (blood) of arthropods and molluscs. In addition to their normal physiological role, molluscan hemocyanins are involved in the host innate immune response. Damage to hemocyanins by either protease treatment or partial denaturation gives rise to phenoloxidase activity, important in the synthesis of the antimicrobial pigment melanin. Proteolysis has also been demonstrated to liberate peptides with antimicrobial activity. We have recently started investigating the structure and functional properties of a novel hemocyanin from the slipper limpet (Crepidula fornicata) which may be a source of novel antimicrobial peptides; these peptides may represent a new set of tools for countering the growing problem of AMR. Recent preliminary data indicates that the full-length hemocyanin protein, and a protease-treated preparation, shows antibiofilm activity against Staphylococcus aureus. In this project, we propose to explore this potential antimicrobial and antibiofilm activity further. Using a range of clinically important bacterial and fungal species and in vitro and in vivo (Galleria mellonella) methodologies, we will explore the susceptibility of both planktonic and biofilm (single and mixed species) communities to these compounds. The ability of the compounds to alter microbial pathogenicity and interact synergistically with current antibiotics will also be explored. Experiments will also be performed to fully characterise the functional properties of slipper limpet hemocyanin, quantifying oxygen binding, enzyme activity and fractionating protease-treated preparations to isolate single functional units and active peptides. This project represents an excellent opportunity for a student to work towards developing novel antibiotics, learning and applying techniques in protein biochemistry, enzyme and ligand binding assays, antimicrobial susceptibility assays, biofilm assays and virulence assays. How to apply:  You can apply online – consideration is automatic on applying for a PhD in Biosciences Please use our online application service at https://www.cardiff.ac.uk/study/postgraduate/research/programmes/programme/biosciences-phd-mphil-md Please specify that you are applying for this particular project, the supervisor and source of funding. Information on the application process can be found here http://www.cardiff.ac.uk/study/postgraduate/applying Entry requirements- A 1st or Upper 2nd class UK honours degree or equivalent is usually required. Suitable for graduates in biological and related sciences, including anatomy, physiology and pathology, aural and oral sciences, biomedical sciences, biology, chemistry, computer science and informatics, forensic science, genetics, medicine, neuroscience, optometry and vision sciences, mathematics and statistics, pharmacology, psychology, sport sciences and zoology. English Language- IELTS with an overall score of 6.5 with 5.5 in all subskills, or equivalent. Please see our English Language Requirements guidance for more details. Funding Notes This project is suitable for self funded or externally funded students looking for a PhD position at Cardiff University. Funding required will need to cover the tuition fees, bench fees and living costs. As a guide here are the fees for the 2024/25 period (Per annum) International Tuition fees – £25,450 Home Tuition fees- £4,786 Bench Fees – £15,000 There is a guide to living expenses here View Website Apply Now

Details The cornea, a dome-shaped, transparent tissue at the front of the eye, is crucial for vision. Corneal infections, such as bacterial keratitis (BK), are among the leading causes of unilateral blindness worldwide. BK is predominantly caused by bacteria including Staphylococcus aureus, Streptococcus pneumoniae, coagulase-negative staphylococci, and Pseudomonas aeruginosa. The prevalence of BK varies geographically, with extended contact lens wear and ocular trauma being the most common risk factors. Patients with BK often present with severe corneal ulceration and typically require aggressive antibiotic therapy. However, due to the severity of the infection, the prognosis is often poor, frequently resulting in visual impairment or blindness in the affected eye(s). Furthermore, the increasing threat of antimicrobial resistance (AMR) among causative bacteria and the lack of new antibiotic developments have exacerbated the prevalence of corneal blindness globally. Thus, there is an urgent clinical need to develop alternative antimicrobial therapies to effectively manage corneal infections and combat AMR. Recent advancements in peptide-based therapies offer promising alternatives for managing bacterial infections. Cell-penetrating peptides (CPPs) are naturally derived, membrane-active peptides that facilitate the delivery of various molecular cargoes into cells. Studies have demonstrated that CPPs, particularly those with amphipathic and cationic amino acid residues, are non-immunogenic and possess intrinsic antimicrobial properties akin to traditional antimicrobial peptides. Our team has recently identified novel CPPs with potent antimicrobial activity against a range of bacteria, including antibiotic-resistant strains. The primary aim of this proposed project is to enhance the structure of these novel CPPs and assess their antimicrobial efficacy through various laboratory-based assay systems. In this PhD project, the student will have the opportunity to develop skills in microbiology and pharmaceutical sciences, ultimately aiming to test the newly optimised CPPs in an in vivo model of corneal infection. We will employ a stepwise approach to develop effective CPPs for managing corneal infections. First, we will optimise the amino acid sequences of our newly discovered CPPs through structure-activity relationship studies. This will involve assessing the biochemical importance of each amino acid in the CPP sequence for its antimicrobial function via alanine scanning and modification of key amino acid residues. CPP derivatives with strong bactericidal activity will be evaluated for their safety profiles against human corneal cells. Additionally, we will investigate the mechanisms of action of the identified CPPs using well-established techniques. Finally, peptides demonstrating potent bactericidal activity with minimal toxicity to host cells will be tested in an ex vivo cadaver corneal tissue model and subsequently validated in a mouse corneal infection model. Key Techniques: Microbiological assay procedures Cell culture of corneal cells Confocal and electron microscopy Plate-based assay procedures Organ culture of cadaver animal corneal tissue In vivo animal model of corneal infection This project offers the student the opportunity to learn all of the above techniques and more. They will work within two schools (the School of Pharmacy and Pharmaceutical Sciences and the School of Optometry and Vision Sciences) and have access to state-of-the-art facilities and equipment. As this project involves the use of live animals in the later stages, the prospective student must be comfortable with animal models. Funding Notes Students with self-funding or through their local government will be considered. We may also consider students with funding via doctoral training programme, British Council or Commonwealth funding sources. Kindly inquire for any relevant queries before making an application. Apply Now

Project Description Low birth weight is defined by the World Health Organisation as weight at birth of <2,500 grams. In 2024 in the UK 43,000 babies (6.3% of live births) were born in this category with higher prevalence in low and middle income countries. Babies in this category are at increased risk of dying. Those that survive are more likely to have developmental problems in childhood and poorer health in later life. Women who have small babies can also experience problems with breastfeeding contributing to adverse outcomes. We hypothesis that both fetal growth restriction and problems with breastfeeding are outcomes of the same underlying pathology which is placental endocrine insufficiency. Placental hormones drive adaptations required for a successful pregnancy which include securing nutrients for fetal growth and preparing the mammary gland for lactation. The student will statistically interrogate existing data from the Grown in Wales study, a pregnancy cohort study of 355 women which includes measures of placental hormones, birth weight including custom birth weight centiles, and reported breast feeding behaviours. The student will examine placental gene expression data to interrogate the origins of placental endocrine defects. If desirable, the student may switch to working with a murine model of placental endocrine insufficiency to establish causality. The self-funded project offers scientific training in population statistics, molecular biology and gene expression analyses, and the potential to gain experience of in vivo training, histology and in situ hybridisation/immunohistochemistry. Applicants are expected to hold (or about to obtain) a minimum upper second class undergraduate honours degree (or equivalent) with a biomedical/biological sciences focus with some element of reproductive biology. A Master’s degree (or equivalent) in a similar discipline would be desirable. How to apply:  You can apply online – consideration is automatic on applying for a PhD in Biosciences Please use our online application service at https://www.cardiff.ac.uk/study/postgraduate/research/programmes/programme/biosciences-phd-mphil-md Please specify that you are applying for this particular project, the supervisor and source of funding. Information on the application process can be found here http://www.cardiff.ac.uk/study/postgraduate/applying Academic criteria: Applicants should have obtained, or be about to obtain, a first or upper second-class UK honours degree, or the equivalent qualification gained outside the UK, Applicants with a lower second class will only be considered if they also have a Master’s degree. Please check the entry requirements of the home institution for each project of interest before completing an application. Academic qualifications are considered alongside significant relevant non-academic experience. English requirements: If English is not your first language you will need to meet the English language requirements of the university that will host your PhD by the start of the programme. Please refer to the relevant university website for further information. Funding Notes This 4-year project is suitable for self funded or externally funded students looking for a PhD position at Cardiff University. Funding required will need to cover the tuition fees, bench fees and living costs. As a guide here are the fees for the 2024/25 period (Per annum) International Tuition fees – £25,450 Home Tuition fees- £4,786 Bench Fees – Will be dependant on method study. There is a guide to living expenses here View Website References Garay, S.M., Savory, K.A., Sumption, L., Penketh, R., Janssen, A.B., John, R.M., 2019. The Grown in Wales Study: Examining dietary patterns, custom birthweight centiles and the risk of delivering a small-for-gestational age (SGA) infant. PloS one 14, e0213412. Garay, S.M., Sumption, L.A., John, R.M., 2022. Prenatal health behaviours as predictors of human placental lactogen levels. Front Endocrinol (Lausanne) 13, 946539. Garay, S.M., Sumption, L.A., Pearson, R.M., John, R.M., 2021. Risk factors for excessive gestational weight gain in a UK population: a biopsychosocial model approach. BMC pregnancy and childbirth 21, 43. John, R.M., 2024. The Placenta as a Neuroendocrine Organ, in: Brunton, P.J., Grattan, D.R. (Eds.), Neuroendocrine Regulation of Mammalian Pregnancy and Lactation. Springer International Publishing, Cham, pp. 21-63. Sumption, L.A., Garay, S.M., John, R.M., 2020. Low serum placental lactogen at term is associated with postnatal symptoms of depression and anxiety in women delivering female infants. Psychoneuroendocrinology 116, 104655. Apply Now