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cam_ac_uk_drupal7.rss.xml - sfeed_tests - sfeed tests and RSS and Atom files |
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git clone git://git.codemadness.org/sfeed_tests (git://git.codemadness.org) |
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cam_ac_uk_drupal7.rss.xml (39555B) |
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1 <?xml version="1.0" encoding="utf-8"?> |
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2 <rss version="2.0" xml:base="https://www.cam.ac.uk" xmlns:dc="http://purl.org/dc/elements/1.1/"> |
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3 <channel> |
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4 <title>University of Cambridge</title> |
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5 <link>https://www.cam.ac.uk</link> |
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6 <description></description> |
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7 <language>en</language> |
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8 <item> |
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9 <title>The scientist who launched a comic and flew the flag for Black History Month</title> |
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10 <link>https://www.cam.ac.uk/thiscambridgelife/osarenkhoeogbeide</link> |
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11 <description><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Self-confessed comic addict Osarenkhoe Ogbeide sees beyond the superhero to the scientist. When he’s not developing printable gas sensors, he’s passionate about celebrating the contributions of black scientists throughout history.</p> |
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12 </p></div></div></div></description> |
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13 <pubDate>Fri, 23 Oct 2020 09:35:43 +0000</pubDate> |
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14 <dc:creator>cg605</dc:creator> |
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15 <guid isPermaLink="false">218982 at https://www.cam.ac.uk</guid> |
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16 </item> |
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17 <item> |
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18 <title>Tackling COVID-19: Professor Sarah-Jayne Blakemore</title> |
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19 <link>https://www.cam.ac.uk/research/news/tackling-covid-19-professor-sarah-jayne-blakemore</link> |
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20 <description><div class="field field-name-field-news-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img class="cam-scale-with-grid" src="https://www.cam.ac.uk/sites/www.cam.ac.uk/files/styles/content-580x288/public/news/research/news/sjbcrop.jpg?itok=1YG4_MQH" alt="" title="Credit: None" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><strong>I usually work in the University’s Department of Psychology on the Downing Site. </strong>Currently I work from home most of the week, and go into the department one day each week to have socially distanced face-to-face meetings with students and lab members.<br /> |
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21 <br /><strong>My group's research focuses on brain and social development and mental health in adolescence.</strong> We run large-scale behavioural studies in schools and in the lab, as well as neuroimaging studies. Humans are inherently social. Our research has shown that the network of brain regions that enable us to recognise the mental states, feelings and actions of others develops throughout adolescence, and that adolescence is a period of increased social interaction and peer affiliation.</p> |
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22 |
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23 <p><strong>It is important to consider the developmental needs and wellbeing of children and adolescents in this pandemic.</strong> Young people around the world now have fewer opportunities to interact face-to-face with peers at a time in their lives when this is crucial for their development. Waves of social distancing and restrictions, even if only temporary, represent a large portion of a young person’s life. At the beginning of lockdown I wrote a paper with my colleagues, Dr Amy Orben and Dr Livia Tomova, on the effects of social distancing on adolescent development and mental health.*</p> |
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24 |
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25 <p><strong>Right now, young people around the world are being blamed and shamed for their role in the spread of coronavirus. </strong>In my view, this is not fair and might be counterproductive. Young people are naturally driven to socialise, and meet new people and romantic partners. There is evidence that empowering young people to influence each other to make positive and healthy decisions works better than adult-led campaigns. In the case of COVID-19, educating young people about the importance of social distancing and reducing social contact in order to reduce infection rates, and then incentivising them to run their own campaigns amongst their social networks, might have more of an impact than adults lecturing and blaming them. I recently wrote a short paper on this with my PhD student Jack Andrews and our colleague Dr Lucy Foulkes.** </p> |
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26 |
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27 <p><strong>It's crucial to take into account the social needs of young people when making policy decisions</strong>, and to allow the voices of young people to be heard. I was recently involved in setting up an organisation called <a href="https://reachwell.org/">Reachwell</a>, to highlight the importance of considering the needs of children and adolescents when making policy decisions around the pandemic. It draws on the expertise of a group of developmental psychologists and psychiatrists. </p> |
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28 |
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29 <p><strong>Education is a basic human right. </strong>Schools shutting for long periods will be detrimental to the development and learning of the younger generation. The pandemic has thrown up many challenges and nothing is simple. From my point of view, one of the biggest challenges is reducing the spread of the virus so that schools are safe for teachers, children and adolescents and can stay open. </p> |
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30 |
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31 <p><strong>Cambridge provided written evidence to the Education Select Committee</strong> reviewing the impact of COVID-19 on education and children’s services. This was a fantastic example of Cambridge experts from different areas coming together in a time of crisis, and prioritising this vitally important issue. We formed the Cambridge University Cross-Disciplinary Special Interest Group for Policy related to children and young people (CUSP), galvanised and brilliantly chaired by Professor Tamsin Ford in the Department of Psychiatry. </p> |
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32 |
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33 <p><strong>My group has been planning a study on the effects of social isolation in adolescence since early 2019. </strong>The pandemic has made this a much larger part of our research plans. We recently embarked on a large-scale study to investigate the effects of social isolation on adolescent cognition and emotion processing, led by Dr Tomova, a research fellow at Hughes Hall who is based in my lab. It involves participants having a brain scan, and experiencing short periods of social isolation followed by behavioural tasks and questionnaires.</p> |
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34 |
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35 <p><strong>When the pandemic is over I’m looking forward to enormous amounts of face-to-face social interaction</strong> with friends and family, with lots of hugs. </p> |
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36 |
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37 <p> </p> |
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38 |
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39 <p><strong><a href="http://www.psychol.cam.ac.uk/staff/professor-sarah-jayne-blakemore">Sarah-Jayne Blakemore</a> is Professor of Psychology and Cognitive Neuroscience in the Department of Psychology at the University of Cambridge.</strong> </p> |
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40 |
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41 <p><em>*Orben, A, Tomova, L &amp; Blakemore, S-J. (2020). <a href="https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(20)30186-3/fulltext">The effects of social deprivation on adolescent development and mental health</a>. The Lancet Child &amp; Adolescent Health, 4(8), 634-640. </em></p> |
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42 |
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43 <p><em>**Andrews, J.L., Foulkes, L. &amp; Blakemore, S-J. (2020). <a href="https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(20)30109-1">Peer influence in adolescence: Public-health implications for COVID-19</a>. Trends in Cognitive Science, 24(8), 585-587. </em></p> |
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44 |
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45 <p> </p> |
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46 |
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47 <p><strong>Listen to Sarah-Jayne talking more about these topics on <em>We are the University!</em> - a podcast from the University of Cambridge:</strong></p> |
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48 |
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49 <p> </p> |
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50 |
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51 <p> </p> |
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52 |
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53 <div class="media_embed"> |
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54 <div height="" style="width: 100%; height: 170px; margin-bottom: 20px; border-radius: 10px; overflow:hidden;" width=""><iframe allow="autoplay" frameborder="no" scrolling="no" seamless="" src="https://player.captivate.fm/episode/b8f35fd6-80af-4dcf-882c-051450468a57" style="width: 100%; height: 170px;"></iframe></div> |
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55 </div> |
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56 |
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57 <p> </p> |
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58 |
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59 <p> </p> |
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60 |
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61 <h2><a href="https://www.philanthropy.cam.ac.uk/give-to-cambridge/cambridge-covid-19-research-fund"><strong>How you can support Cambridge’s COVID-19 research</strong></a></h2> |
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62 |
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63 <p> </p> |
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64 </div></div></div><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Her plans to study the effects of social isolation on adolescents have become particularly pertinent this year. Sarah-Jayne Blakemore is a cognitive neuroscientist who has spoken out about the importance of supporting and empowering young people, not suppressing and blaming them, during the pandemic. </p> |
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65 |
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66 <p> </p> |
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67 </p></div></div></div><div class="field field-name-field-cc-attribute-text field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by/4.0/88x31.png" style="border-width:0" /></a><br /> |
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68 The text in this work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>. Images, including our videos, are Copyright ©University of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our <a href="https://www.cam.ac.uk/">main website</a> under its <a href="https://www.cam.ac.uk/about-this-site/terms-and-conditions">Terms and conditions</a>, and on a <a href="https://www.cam.ac.uk/about-this-site/connect-with-us">range of channels including social media</a> that permit your use and sharing of our content under their respective Terms.</p> |
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69 </div></div></div><div class="field field-name-field-show-cc-text field-type-list-boolean field-label-hidden"><div class="field-items"><div class="field-item even">Yes</div></div></div></description> |
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70 <pubDate>Thu, 22 Oct 2020 09:12:20 +0000</pubDate> |
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71 <dc:creator>jg533</dc:creator> |
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72 <guid isPermaLink="false">218912 at https://www.cam.ac.uk</guid> |
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73 </item> |
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74 <item> |
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75 <title>Unexpected experiences: Stephen J Toope concludes the series with a sense of optimism for the future</title> |
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76 <link>https://www.cam.ac.uk/stories/UE-Stephen-Toope</link> |
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77 <description><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>"It fills me with enormous gratitude that – at the moment of greatest challenge – our collegiate community rallied and rose to the occasion."</p> |
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78 </p></div></div></div></description> |
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79 <pubDate>Thu, 22 Oct 2020 08:10:56 +0000</pubDate> |
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80 <dc:creator>zs332</dc:creator> |
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81 <guid isPermaLink="false">218902 at https://www.cam.ac.uk</guid> |
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82 </item> |
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83 <item> |
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84 <title>The student entrepreneur who interviewed Stormzy about race and privilege</title> |
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85 <link>https://www.cam.ac.uk/thiscambridgelifetonifola-alade</link> |
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86 <description><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Recent graduate and former president of the African and Caribbean Society, Toni Fola-Alade, talks about advocacy, start-ups and fundraising for Nigerian fishermen – and looking forward to the day when he doesn’t have to talk about race.</p> |
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87 </p></div></div></div></description> |
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88 <pubDate>Tue, 20 Oct 2020 10:16:11 +0000</pubDate> |
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89 <dc:creator>cg605</dc:creator> |
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90 <guid isPermaLink="false">218872 at https://www.cam.ac.uk</guid> |
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91 </item> |
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92 <item> |
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93 <title>Faith in democracy: millennials are the most disillusioned generation ‘in living memory’</title> |
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94 <link>https://www.cam.ac.uk/stories/youthanddemocracy</link> |
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95 <description><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Young people’s faith in democratic politics is lower than any other age group, and millennials across the world are more disillusioned with democracy than Generation X or baby boomers were at the same stage of life.</p> |
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96 </p></div></div></div></description> |
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97 <pubDate>Tue, 20 Oct 2020 07:41:00 +0000</pubDate> |
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98 <dc:creator>fpjl2</dc:creator> |
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99 <guid isPermaLink="false">218852 at https://www.cam.ac.uk</guid> |
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100 </item> |
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101 <item> |
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102 <title>Update from the Vice-Chancellor</title> |
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103 <link>https://www.cam.ac.uk/coronavirus/news/update-from-the-vice-chancellor-27</link> |
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104 <description><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>Dear all,</p> |
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105 |
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106 <p>A rather unusual Michaelmas term is underway. I am gladdened to hear that teaching – both remote and in-person – is taking place, and that the collegiate community is overwhelmingly abiding by the public health guidelines, and by the <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni">guidance put in place by Colleges and the University</a> to help keep us all safe.</p> |
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107 |
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108 <p>Compliance with this guidance is essential to our ability to interact with each other in the weeks ahead. Some isolated examples of students not following the guidance have been reported. I cannot emphasise enough how important it is, both for the individual and collective good, to follow the current advice. The University and the Colleges will not hesitate to insist on safety coming first.</p> |
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109 |
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110 <h2>Testing data</h2> |
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111 |
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112 <p>Yesterday the University published data from the first week of its asymptomatic screening programme for students in College accommodation. The <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni/data-from-covid-19-testing-service">published report</a> also includes results from our symptomatic testing programme for staff and students. These reports will be published on a weekly basis.</p> |
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113 |
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114 <p>The asymptomatic screening programme is at an early stage, and we continue to address some of the operational challenges. But already the first results give us a good indication of the rate of asymptomatic infection among our students in College accommodation. Every student we identify as infected but asymptomatic – and who is now therefore self-isolating – represents a valuable intervention to prevent further transmission of the virus.</p> |
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115 |
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116 <p>These testing programmes will allow us to operate with greater confidence and safety as we move into winter. They are an essential tool, and I am hugely grateful to all colleagues involved. Once again, however, I must stress that testing is only one component in our strategy. Our collective behaviour in the days ahead – including supporting people who may be infectious to self-isolate effectively – will determine our ability to reduce the likelihood of transmission.</p> |
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117 |
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118 <h2>Face coverings</h2> |
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119 |
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120 <p>We should all feel comfortable, confident and safe at Cambridge. We continually monitor the latest public health advice, and we take account of the science, including research produced by our own University experts. The University’s COVID Gold team agreed at its latest meeting to update the advice on the use of face coverings. We are now recommending that for indoor meetings or teaching sessions longer than 15 minutes, face coverings should be worn even if observing an appropriate social distance (2m) is possible. The <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni/wear-a-face-covering">updated advice</a> can be found on the University’s Stay Safe Cambridge Uni campaign pages.</p> |
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121 |
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122 <h2>Tackling COVID-19</h2> |
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123 |
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124 <p>I am incredibly proud of Cambridge’s continuing contributions to our understanding of potential pathways through the pandemic. The University is one 22 founding members of <a href="https://www.thetrinitychallenge.org/">The Trinity Challenge</a>, a global coalition of organisations and individuals in business, academia, and the social sector that aims to find non-pharmaceutical, data-focused solutions to protect the world against future health emergencies. The Trinity Challenge is now open for applications.</p> |
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125 |
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126 <p>I sign off by drawing your attention to <a href="https://www.cam.ac.uk/stories/UE-Catherine-Arnold">the latest instalment in the “Unexpected Experiences” series</a> of articles, which explore the creative and surprising ways in which individuals across the collegiate community have coped with pandemic and identified new opportunities. In this one, the Master of St Edmund’s College reflects on her preparations for portering, and on the challenges – and surprising benefits – of moving college rituals online. I hope you enjoy it.</p> |
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127 |
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128 <p>With best wishes,</p> |
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129 |
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130 <p><em>Stephen</em></p> |
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131 |
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132 <p><strong>Professor Stephen J Toope<br /> |
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133 Vice-Chancellor</strong></p> |
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134 </div></div></div><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>A message from the Vice-Chancellor about testing data, face coverings and tackling COVID-19</p> |
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135 </p></div></div></div><div class="field field-name-field-cc-attribute-text field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by/4.0/88x31.png" style="border-width:0" /></a><br /> |
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136 The text in this work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>. Images, including our videos, are Copyright ©University of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our <a href="https://www.cam.ac.uk/">main website</a> under its <a href="https://www.cam.ac.uk/about-this-site/terms-and-conditions">Terms and conditions</a>, and on a <a href="https://www.cam.ac.uk/about-this-site/connect-with-us">range of channels including social media</a> that permit your use and sharing of our content under their respective Terms.</p> |
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137 </div></div></div><div class="field field-name-field-show-cc-text field-type-list-boolean field-label-hidden"><div class="field-items"><div class="field-item even">No</div></div></div></description> |
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138 <pubDate>Thu, 15 Oct 2020 15:52:37 +0000</pubDate> |
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139 <dc:creator>Anonymous</dc:creator> |
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140 <guid isPermaLink="false">218812 at https://www.cam.ac.uk</guid> |
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141 </item> |
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142 <item> |
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143 <title>Lockdown or not, personality predicts your likelihood of staying home during the pandemic</title> |
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144 <link>https://www.cam.ac.uk/research/news/lockdown-or-not-personality-predicts-your-likelihood-of-staying-home-during-the-pandemic</link> |
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145 <description><div class="field field-name-field-news-image field-type-image field-label-hidden"><div class="field-items"><div class="field-item even"><img class="cam-scale-with-grid" src="https://www.cam.ac.uk/sites/www.cam.ac.uk/files/styles/content-580x288/public/news/news/imagebysoumen82hazrafrompixabaycrop.jpg?itok=8p5SpKQ2" alt="" title="Credit: By soumen82hazra from Pixabay" /></div></div></div><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>A team of psychology researchers from Cambridge, Columbia and Harvard Universities surveyed over 101,000 people in 55 countries to find out whether they were staying at home because of coronavirus between late March and early April 2020. The results are <a href="https://www.apa.org/pubs/journals/releases/amp-amp0000740.pdf">published today</a> in the journal <em>American Psychologist</em>.</p> |
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146 |
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147 <p>The researchers found that extroverts are least likely to follow official guidance to stay at home. The team suggest that tailoring public health messages towards the more extroverted in society could encourage greater overall compliance in populations and help prevent the spread of coronavirus.</p> |
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148 |
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149 <p>“Extroverts are gregarious and sociable, and they found it especially hard to stay cooped up at home and not see other people. They were most likely to break lockdown rules, and stayed at home less than people of any other personality type during March and April,” said Friedrich Götz, a PhD researcher in the University of Cambridge’s Department of Psychology, and first author of the report.</p> |
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150 |
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151 <p>Late March and early April 2020 coincided with the early, accelerating stage of the COVID-19 pandemic. This was also when government policies on staying at home varied between countries and were changing rapidly over time. Halting the spread of coronavirus relied on people following official guidance. </p> |
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152 |
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153 <p>The survey explored the five key traits commonly used by psychologists to characterise personality: agreeableness, conscientiousness, extroversion, neuroticism, and openness. Agreeable people tend to be more compliant and trusting, and conscientious ones are diligent and law-abiding. People scoring highly for these personality traits tend to stay at home when advised to do so.</p> |
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154 |
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155 <p>People who scored as highly neurotic, and those with very open-minded personalities decided to stay at home more even before lockdowns were put into place - they were already concerned about catching coronavirus. The researchers think that as restrictions on movements lift, these groups are more likely to maintain social distancing than other personality types.</p> |
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156 |
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157 <p>“Highly neurotic people had decided early on that this virus wasn’t something to mess with, and they were staying at home,” said Götz.</p> |
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158 |
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159 <p>“Open-minded people tend to be very well-connected and interested in the wider world, so we think they realised the potential impact of coronavirus earlier than others and acted accordingly,” added Andrés Gvirtz, a PhD researcher in Cambridge’s Department of Psychology and second author of the study.</p> |
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160 |
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161 <p>He added: “Watching TV reports of the COVID-19 situation in Italy for instance, which was ahead of the UK in terms of the impact of the virus, was informing the behaviour of open-minded people at the beginning of the pandemic.” </p> |
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162 |
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163 <p>As governments tightened lockdown rules in late March and early April, a greater number of people started following them, regardless of their personality. The study recorded high compliance by this time, with over 80% of people surveyed across the world reporting they were staying at home.</p> |
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164 |
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165 <p>Survey participants’ personalities were scored on the ‘strength’ of each of the five key personality traits on a seven point scale. A single point change in a person’s tendency towards any of the five traits was found to alter their likelihood of staying at home by around 1%. The researchers stress that even this small percentage has important consequences, given the global scale of the pandemic and the contagiousness of coronavirus.</p> |
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166 |
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167 <p>The researchers suggest that public health messages could be tailored towards extroverts, to encourage greater compliance with lockdown rules in the population as a whole. They suggest that such messages could try to convey an understanding of how hard it is to stay at home - particularly for people who really enjoy being with their friends and family - and point out that the guidance is in place to protect those people. </p> |
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168 |
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169 <p>“Government regulations do very much influence the behaviour of the population at large,” said Götz, “but we need to recognise that not all of the people will follow all of the rules. Extroverts pose a particular challenge during the pandemic, because they are least likely to stay at home when governments advise it.” </p> |
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170 |
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171 <p>Governments around the world have tried to prevent the spread of coronavirus by encouraging or enforcing social distancing behaviours, with periods of lockdown in which people are asked not to leave home except for specific purposes. </p> |
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172 |
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173 <p>This research was funded by the UK Economic and Social Research Council (part of UK Research and Innovation), the Cambridge Trust and Peterhouse Cambridge. </p> |
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174 |
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175 <p><em><strong>Reference</strong><br /> |
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176 Götz, F.M. et al: ‘<a href="https://www.apa.org/pubs/journals/releases/amp-amp0000740.pdf">How Personality and Policy Predict Pandemic Behaviour: Understanding Sheltering-in-Place in 55 Countries at the Onset of COVID-19</a>.’ American Psychologist, 2020. DOI: 10.1037/amp0000740</em></p> |
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177 |
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178 <p> </p> |
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179 |
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180 <h2><a href="https://www.philanthropy.cam.ac.uk/give-to-cambridge/cambridge-covid-19-research-fund"><strong>How you can support Cambridge’s COVID-19 research</strong></a></h2> |
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181 |
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182 <p> </p> |
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183 |
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184 <p> </p> |
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185 </div></div></div><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Despite more of the population staying at home as government policies on COVID-19 become stricter, a study has found that a person’s personality influences how likely they are to stay at home during the pandemic - and cannot be entirely overridden.</p> |
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186 </p></div></div></div><div class="field field-name-field-content-quote field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even">Extroverts...were most likely to break lockdown rules, and stayed at home less than people of any other personality type during March and April</div></div></div><div class="field field-name-field-content-quote-name field-type-text field-label-hidden"><div class="field-items"><div class="field-item even">Friedrich Götz</div></div></div><div class="field field-name-field-image-credit field-type-link-field field-label-hidden"><div class="field-items"><div class="field-item even">By soumen82hazra from Pixabay</div></div></div><div class="field field-name-field-cc-attribute-text field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by/4.0/88x31.png" style="border-width:0" /></a><br /> |
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187 The text in this work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>. Images, including our videos, are Copyright ©University of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our <a href="https://www.cam.ac.uk/">main website</a> under its <a href="https://www.cam.ac.uk/about-this-site/terms-and-conditions">Terms and conditions</a>, and on a <a href="https://www.cam.ac.uk/about-this-site/connect-with-us">range of channels including social media</a> that permit your use and sharing of our content under their respective Terms.</p> |
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188 </div></div></div><div class="field field-name-field-show-cc-text field-type-list-boolean field-label-hidden"><div class="field-items"><div class="field-item even">Yes</div></div></div></description> |
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189 <pubDate>Thu, 15 Oct 2020 13:48:25 +0000</pubDate> |
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190 <dc:creator>jg533</dc:creator> |
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191 <guid isPermaLink="false">218772 at https://www.cam.ac.uk</guid> |
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192 </item> |
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193 <item> |
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194 <title>Beyond the pandemic: learn from the survival of the fittest firms</title> |
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195 <link>https://www.cam.ac.uk/stories/BeyondThePandemic_manufacturing</link> |
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196 <description><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Manufacturing firms have had a rocky few months, struggling with fractured supply chains, uncertain supply and demand, and shutdowns. Yet some have not only survived but thrived, re-organising and experimenting with their operations during the pandemic. This could be ‘Operational Darwinism’ in action says Jag Srai – and the results could help businesses prepare for future disruptions.</p> |
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197 </p></div></div></div></description> |
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198 <pubDate>Wed, 14 Oct 2020 12:24:40 +0000</pubDate> |
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199 <dc:creator>lw355</dc:creator> |
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200 <guid isPermaLink="false">218752 at https://www.cam.ac.uk</guid> |
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201 </item> |
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202 <item> |
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203 <title>Unexpected experiences: Catherine Arnold reflects on a curious first year as Master of St Edmund's College</title> |
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204 <link>https://www.cam.ac.uk/stories/UE-Catherine-Arnold</link> |
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205 <description><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>What links two large furry Loch Ness Monsters, key-cards, and donning a gown to eat pot noodles? The answer is the unexpected creativity that blossomed in a time of coronavirus, says Catherine Arnold, Master of St Edmund’s College.</p> |
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206 </p></div></div></div></description> |
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207 <pubDate>Fri, 09 Oct 2020 08:01:20 +0000</pubDate> |
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208 <dc:creator>zs332</dc:creator> |
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209 <guid isPermaLink="false">218632 at https://www.cam.ac.uk</guid> |
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210 </item> |
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211 <item> |
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212 <title>Update from the Vice-Chancellor</title> |
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213 <link>https://www.cam.ac.uk/coronavirus/news/update-from-the-vice-chancellor-26</link> |
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214 <description><div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>Dear all,</p> |
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215 |
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216 <p>As the Michaelmas Term gets underway, I am delighted to welcome a new cohort of Freshers, and to welcome back all returning students. I know that this has not been a start or return like any we could have imagined, but I am hugely encouraged to note that across the collegiate University staff and students are paying close attention to the <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni">Stay Safe Cambridge Uni</a> campaign, conceived to protect us all, and to help us make the most of the academic year ahead.</p> |
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217 |
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218 <h2>COVID monitoring</h2> |
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219 |
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220 <p>Today I am writing to remind you what you must do if you experience symptoms of COVID-19, have a positive test result, or are self-isolating for any reason.</p> |
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221 |
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222 <p>Should you find yourself in <em>any</em> of these situations, you must complete the <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni/report-symptoms-and-get-a-test">University’s online COVID Monitoring Form</a>.</p> |
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223 |
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224 <p>This form, and its underlying database, play a crucial role in helping the collegiate University monitor and support members of the community who have shown COVID-19 symptoms, have tested positive, or are in self-isolation. The form also allows us to report to the local health protection team the positive cases of COVID-19 across the collegiate University.</p> |
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225 |
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226 <p>The request to complete the form applies to all members of the Cambridge community – University staff, College staff and all students. University staff who find themselves in any of the circumstances above must notify their line manager and/or Department. If you are a member of a College (staff or student), you must also inform your College.</p> |
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227 |
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228 <h2>Asymptomatic testing</h2> |
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229 |
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230 <p>While COVID-19 is in most cases a mild condition for younger people, as you know the rates of COVID-19 infection are high among the student age group, as are rates of asymptomatic infection. Because this is the group least likely to be aware of infection, we are developing an asymptomatic screening programme for all students resident in Colleges. The pilot phase is already successfully identifying infected individuals, and helping us reduce transmission between students, as well as preventing onward transmission to staff and the public. We plan to scale this programme up to offer pooled testing to all students in college accommodation every week, but this will take some time. We count on your cooperation as we roll out the programme. There will be glitches, I am sure, but a successful programme, combined with sensible behaviour by us all, will be crucial to ensuring the safety of our college, university and city communities.</p> |
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231 |
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232 <p>We are likely to see a significant number of positive cases at Cambridge. We have planned for it, and have set in place the processes to manage this eventuality.</p> |
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233 |
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234 <p>More information about reporting symptoms and getting tested can be found on the <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni">Stay Safe Cambridge Uni</a> webpages. The website sets out the protective health measures we should all take, including self-isolating where necessary, maintaining social distancing rules at all times, and wearing a face covering.</p> |
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235 |
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236 <h2>Face-coverings</h2> |
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237 |
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238 <p>The <a href="https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni/wear-a-face-covering">Collegiate University has set out its agreed position on face coverings</a>: please wear a face covering where social distancing of two metres cannot be maintained, and show understanding that there are those among us who cannot wear one due to reasons that may not be visible to others.</p> |
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239 |
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240 <p>As our COVID Community Statement makes clear, it has never been more important to look after ourselves and others. Safety and wellbeing is the responsibility of us all. I ask that we all continue to behave in ways that minimise the risk of infection, keep up to date with – and follow – the College, University and Government guidance, and treat each other with kindness and respect. If we all follow the guidelines, we will have a far better chance of enjoying a safe, lively and rewarding academic year.</p> |
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241 |
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242 <p>With best wishes,</p> |
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243 |
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244 <p><em>Stephen</em></p> |
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245 |
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246 <p><strong>Prof Stephen J Toope<br /> |
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247 Vice-Chancellor</strong></p> |
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248 </div></div></div><div class="field field-name-field-content-summary field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><p>Message from the Vice-Chancellor about COVID-19 monitoring, asymptomatic testing, and face coverings</p> |
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249 </p></div></div></div><div class="field field-name-field-cc-attribute-text field-type-text-long field-label-hidden"><div class="field-items"><div class="field-item even"><p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by/4.0/88x31.png" style="border-width:0" /></a><br /> |
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250 The text in this work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>. Images, including our videos, are Copyright ©University of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our <a href="https://www.cam.ac.uk/">main website</a> under its <a href="https://www.cam.ac.uk/about-this-site/terms-and-conditions">Terms and conditions</a>, and on a <a href="https://www.cam.ac.uk/about-this-site/connect-with-us">range of channels including social media</a> that permit your use and sharing of our content under their respective Terms.</p> |
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251 </div></div></div><div class="field field-name-field-show-cc-text field-type-list-boolean field-label-hidden"><div class="field-items"><div class="field-item even">No</div></div></div></description> |
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252 <pubDate>Wed, 07 Oct 2020 15:08:56 +0000</pubDate> |
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253 <dc:creator>Anonymous</dc:creator> |
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254 <guid isPermaLink="false">218582 at https://www.cam.ac.uk</guid> |
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255 </item> |
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256 </channel> |
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257 </rss> |
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