Elephants rarely get cancer: less than 5% of captive elephants die of cancer, compared to 20% of humans. Elephant genomes have at least 20 copies of the tumour suppressor, p53, which may explain their low cancer rates relative to humans, who have only one copy.
Women make up nearly half of the UK workforce but only around 13% of those working in STEM (science, technology, engineering, and mathematics) occupations, and less than 20% of senior managers in the City
In 2011, sitting in a university dorm room in Cambridge, I was part of a lengthy conversation amongst science students which stumbled into the topic of women in STEM. Why do there still seem to be fewer women in most STEM roles compared to men? And what could we do to help change this? 4 years later, after graduating and having all followed differing career paths, we came back to the question of how we could share our experiences and provide some support to young women looking to pursue their interest in traditionally male-dominated fields. We decided to launch a small charity and designed a programme focusing on mentoring female students in year 12 (lower sixth). Mentoring has been an rewarding and eye-opening experience for us (as well as we hope for our mentees) and we have learnt that there are a lot of opportunities available for budding young scientists and mathematicians even before reaching university or starting an apprenticeship. Through sharing networks and searching online, the students we have worked with have met with young engineers, work-shadowed at leading biochemistry companies and even completed work experience at the Royal Observatory in Edinburgh. This has on occasion required a little persistence and bravery to step outside of their comfort zones but they have invariably been rewarded by scientists and academics who are more than happy to support others in exploring possible future career options. We also want to help change community attitudes towards women in STEM and finance. Participants on the programme are encouraged to organise an event so that they can in turn become a positive role model in their local communities. One of our students went back to her junior school to run a science experience day whilst another organised a 'women in science' assembly.
These are our own career choices, just a few of the many open to those with degrees in science.
Freya Scoates, Research Scientist I am a Senior Research Scientist who runs projects developing pesticides and specialising in entomology (the study of insects). Most days I am either planning, running or reporting on the most recent studies. This includes counting insects, designing statistical analyses and giving presentations on the results. I enjoy the challenge of running complex projects but sometimes struggle with many trips in and out of grain silos!
Paddie Ingleton – Science Teacher I am a science teacher in an inner-city comprehensive school. I nominally spend my days assessing pupil work and planning lessons, but the real challenge of what I do is trying to cultivate a classroom where pupils are engaged with the learning and do well both academically and otherwise. I enjoy the challenge of trying to find the best ways to help pupils learn, and am always surprised by their humour and resilience.
Emily Hardy – Biochemistry Scientist I work on custom cell-line engineering projects using genome editing tools such as CRISPR-Cas9. I work on the design, production and validation of these cell lines which can then be used by our clients as models for disease or novel drug screening. I spend the majority of my time doing cell culture, designing experiments and analysing results.
Helen Gaffney, Investment Associate I am an Investment Associate in a Private Equity firm. We assess and buy companies and then work with their management teams to try to improve their profitability. A typical day can include running analysis on sales data or building a financial model to understand better how a particular company could improve. I enjoying applying the mathematical and general analytical skill I learnt whilst studying science to real-life situations. I am also glad to have gained a deeper understanding about how the world around me works even where this is not directly related to my day-to-day work.
Helen & the Equilateral Team http://www.equilateralfoundation.co.uk/