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            1 <?xml version="1.0" encoding="utf-8"?>
            2 <rss version="2.0" xml:base="https://www.cam.ac.uk"  xmlns:dc="http://purl.org/dc/elements/1.1/">
            3 <channel>
            4  <title>University of Cambridge</title>
            5  <link>https://www.cam.ac.uk</link>
            6  <description></description>
            7  <language>en</language>
            8 <item>
            9  <title>The scientist who launched a comic and flew the flag for Black History Month</title>
           10  <link>https://www.cam.ac.uk/thiscambridgelife/osarenkhoeogbeide</link>
           11  <description>&lt;div class=&quot;field field-name-field-content-summary field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;p&gt;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.&lt;/p&gt;
           12 &lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;</description>
           13  <pubDate>Fri, 23 Oct 2020 09:35:43 +0000</pubDate>
           14  <dc:creator>cg605</dc:creator>
           15  <guid isPermaLink="false">218982 at https://www.cam.ac.uk</guid>
           16 </item>
           17 <item>
           18  <title>Tackling COVID-19: Professor Sarah-Jayne Blakemore</title>
           19  <link>https://www.cam.ac.uk/research/news/tackling-covid-19-professor-sarah-jayne-blakemore</link>
           20  <description>&lt;div class=&quot;field field-name-field-news-image field-type-image field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;img class=&quot;cam-scale-with-grid&quot; src=&quot;https://www.cam.ac.uk/sites/www.cam.ac.uk/files/styles/content-580x288/public/news/research/news/sjbcrop.jpg?itok=1YG4_MQH&quot; alt=&quot;&quot; title=&quot;Credit: None&quot; /&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-body field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;strong&gt;I usually work in the University’s Department of Psychology on the Downing Site. &lt;/strong&gt;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.&lt;br /&gt;
           21  &lt;br /&gt;&lt;strong&gt;My group&#039;s research focuses on brain and social development and mental health in adolescence.&lt;/strong&gt; 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.&lt;/p&gt;
           22 
           23 &lt;p&gt;&lt;strong&gt;It is important to consider the developmental needs and wellbeing of children and adolescents in this pandemic.&lt;/strong&gt; 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.*&lt;/p&gt;
           24 
           25 &lt;p&gt;&lt;strong&gt;Right now, young people around the world are being blamed and shamed for their role in the spread of coronavirus. &lt;/strong&gt;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.** &lt;/p&gt;
           26 
           27 &lt;p&gt;&lt;strong&gt;It&#039;s crucial to take into account the social needs of young people when making policy decisions&lt;/strong&gt;, and to allow the voices of young people to be heard. I was recently involved in setting up an organisation called &lt;a href=&quot;https://reachwell.org/&quot;&gt;Reachwell&lt;/a&gt;, 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. &lt;/p&gt;
           28 
           29 &lt;p&gt;&lt;strong&gt;Education is a basic human right. &lt;/strong&gt;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. &lt;/p&gt;
           30 
           31 &lt;p&gt;&lt;strong&gt;Cambridge provided written evidence to the Education Select Committee&lt;/strong&gt; 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. &lt;/p&gt;
           32 
           33 &lt;p&gt;&lt;strong&gt;My group has been planning a study on the effects of social isolation in adolescence since early 2019. &lt;/strong&gt;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.&lt;/p&gt;
           34 
           35 &lt;p&gt;&lt;strong&gt;When the pandemic is over I’m looking forward to enormous amounts of face-to-face social interaction&lt;/strong&gt; with friends and family, with lots of hugs. &lt;/p&gt;
           36 
           37 &lt;p&gt; &lt;/p&gt;
           38 
           39 &lt;p&gt;&lt;strong&gt;&lt;a href=&quot;http://www.psychol.cam.ac.uk/staff/professor-sarah-jayne-blakemore&quot;&gt;Sarah-Jayne Blakemore&lt;/a&gt; is Professor of Psychology and Cognitive Neuroscience in the Department of Psychology at the University of Cambridge.&lt;/strong&gt; &lt;/p&gt;
           40 
           41 &lt;p&gt;&lt;em&gt;*Orben, A, Tomova, L &amp;amp; Blakemore, S-J. (2020). &lt;a href=&quot;https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(20)30186-3/fulltext&quot;&gt;The effects of social deprivation on adolescent development and mental health&lt;/a&gt;. The Lancet Child &amp;amp; Adolescent Health, 4(8), 634-640. &lt;/em&gt;&lt;/p&gt;
           42 
           43 &lt;p&gt;&lt;em&gt;**Andrews, J.L., Foulkes, L. &amp;amp; Blakemore, S-J. (2020). &lt;a href=&quot;https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(20)30109-1&quot;&gt;Peer influence in adolescence: Public-health implications for COVID-19&lt;/a&gt;. Trends in Cognitive Science, 24(8), 585-587. &lt;/em&gt;&lt;/p&gt;
           44 
           45 &lt;p&gt; &lt;/p&gt;
           46 
           47 &lt;p&gt;&lt;strong&gt;Listen to Sarah-Jayne talking more about these topics on &lt;em&gt;We are the University!&lt;/em&gt; - a podcast from the University of Cambridge:&lt;/strong&gt;&lt;/p&gt;
           48 
           49 &lt;p&gt; &lt;/p&gt;
           50 
           51 &lt;p&gt; &lt;/p&gt;
           52 
           53 &lt;div class=&quot;media_embed&quot;&gt;
           54 &lt;div height=&quot;&quot; style=&quot;width: 100%; height: 170px; margin-bottom: 20px; border-radius: 10px; overflow:hidden;&quot; width=&quot;&quot;&gt;&lt;iframe allow=&quot;autoplay&quot; frameborder=&quot;no&quot; scrolling=&quot;no&quot; seamless=&quot;&quot; src=&quot;https://player.captivate.fm/episode/b8f35fd6-80af-4dcf-882c-051450468a57&quot; style=&quot;width: 100%; height: 170px;&quot;&gt;&lt;/iframe&gt;&lt;/div&gt;
           55 &lt;/div&gt;
           56 
           57 &lt;p&gt; &lt;/p&gt;
           58 
           59 &lt;p&gt; &lt;/p&gt;
           60 
           61 &lt;h2&gt;&lt;a href=&quot;https://www.philanthropy.cam.ac.uk/give-to-cambridge/cambridge-covid-19-research-fund&quot;&gt;&lt;strong&gt;How you can support Cambridge’s COVID-19 research&lt;/strong&gt;&lt;/a&gt;&lt;/h2&gt;
           62 
           63 &lt;p&gt; &lt;/p&gt;
           64 &lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-field-content-summary field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;p&gt;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. &lt;/p&gt;
           65 
           66 &lt;p&gt; &lt;/p&gt;
           67 &lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-field-cc-attribute-text field-type-text-long field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;a href=&quot;http://creativecommons.org/licenses/by/4.0/&quot; rel=&quot;license&quot;&gt;&lt;img alt=&quot;Creative Commons License&quot; src=&quot;https://i.creativecommons.org/l/by/4.0/88x31.png&quot; style=&quot;border-width:0&quot; /&gt;&lt;/a&gt;&lt;br /&gt;
           68 The text in this work is licensed under a &lt;a href=&quot;http://creativecommons.org/licenses/by/4.0/&quot;&gt;Creative Commons Attribution 4.0 International License&lt;/a&gt;. 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 &lt;a href=&quot;https://www.cam.ac.uk/&quot;&gt;main website&lt;/a&gt; under its &lt;a href=&quot;https://www.cam.ac.uk/about-this-site/terms-and-conditions&quot;&gt;Terms and conditions&lt;/a&gt;, and on a &lt;a href=&quot;https://www.cam.ac.uk/about-this-site/connect-with-us&quot;&gt;range of channels including social media&lt;/a&gt; that permit your use and sharing of our content under their respective Terms.&lt;/p&gt;
           69 &lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-field-show-cc-text field-type-list-boolean field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;Yes&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;</description>
           70  <pubDate>Thu, 22 Oct 2020 09:12:20 +0000</pubDate>
           71  <dc:creator>jg533</dc:creator>
           72  <guid isPermaLink="false">218912 at https://www.cam.ac.uk</guid>
           73 </item>
           74 <item>
           75  <title>Unexpected experiences: Stephen J Toope concludes the series with a sense of optimism for the future</title>
           76  <link>https://www.cam.ac.uk/stories/UE-Stephen-Toope</link>
           77  <description>&lt;div class=&quot;field field-name-field-content-summary field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;p&gt;&quot;It fills me with enormous gratitude that – at the moment of greatest challenge – our collegiate community rallied and rose to the occasion.&quot;&lt;/p&gt;
           78 &lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;</description>
           79  <pubDate>Thu, 22 Oct 2020 08:10:56 +0000</pubDate>
           80  <dc:creator>zs332</dc:creator>
           81  <guid isPermaLink="false">218902 at https://www.cam.ac.uk</guid>
           82 </item>
           83 <item>
           84  <title>The student entrepreneur who interviewed Stormzy about race and privilege</title>
           85  <link>https://www.cam.ac.uk/thiscambridgelifetonifola-alade</link>
           86  <description>&lt;div class=&quot;field field-name-field-content-summary field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;p&gt;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.&lt;/p&gt;
           87 &lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;</description>
           88  <pubDate>Tue, 20 Oct 2020 10:16:11 +0000</pubDate>
           89  <dc:creator>cg605</dc:creator>
           90  <guid isPermaLink="false">218872 at https://www.cam.ac.uk</guid>
           91 </item>
           92 <item>
           93  <title>Faith in democracy: millennials are the most disillusioned generation ‘in living memory’</title>
           94  <link>https://www.cam.ac.uk/stories/youthanddemocracy</link>
           95  <description>&lt;div class=&quot;field field-name-field-content-summary field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;p&gt;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.&lt;/p&gt;
           96 &lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;</description>
           97  <pubDate>Tue, 20 Oct 2020 07:41:00 +0000</pubDate>
           98  <dc:creator>fpjl2</dc:creator>
           99  <guid isPermaLink="false">218852 at https://www.cam.ac.uk</guid>
          100 </item>
          101 <item>
          102  <title>Update from the Vice-Chancellor</title>
          103  <link>https://www.cam.ac.uk/coronavirus/news/update-from-the-vice-chancellor-27</link>
          104  <description>&lt;div class=&quot;field field-name-body field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;Dear all,&lt;/p&gt;
          105 
          106 &lt;p&gt;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 &lt;a href=&quot;https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni&quot;&gt;guidance put in place by Colleges and the University&lt;/a&gt; to help keep us all safe.&lt;/p&gt;
          107 
          108 &lt;p&gt;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.&lt;/p&gt;
          109 
          110 &lt;h2&gt;Testing data&lt;/h2&gt;
          111 
          112 &lt;p&gt;Yesterday the University published data from the first week of its asymptomatic screening programme for students in College accommodation. The &lt;a href=&quot;https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni/data-from-covid-19-testing-service&quot;&gt;published report&lt;/a&gt; also includes results from our symptomatic testing programme for staff and students. These reports will be published on a weekly basis.&lt;/p&gt;
          113 
          114 &lt;p&gt;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.&lt;/p&gt;
          115 
          116 &lt;p&gt;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.&lt;/p&gt;
          117 
          118 &lt;h2&gt;Face coverings&lt;/h2&gt;
          119 
          120 &lt;p&gt;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 &lt;a href=&quot;https://www.cam.ac.uk/coronavirus/stay-safe-cambridge-uni/wear-a-face-covering&quot;&gt;updated advice&lt;/a&gt; can be found on the University’s Stay Safe Cambridge Uni campaign pages.&lt;/p&gt;
          121 
          122 &lt;h2&gt;Tackling COVID-19&lt;/h2&gt;
          123 
          124 &lt;p&gt;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 &lt;a href=&quot;https://www.thetrinitychallenge.org/&quot;&gt;The Trinity Challenge&lt;/a&gt;, 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.&lt;/p&gt;
          125 
          126 &lt;p&gt;I sign off by drawing your attention to &lt;a href=&quot;https://www.cam.ac.uk/stories/UE-Catherine-Arnold&quot;&gt;the latest instalment in the “Unexpected Experiences” series&lt;/a&gt; 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.&lt;/p&gt;
          127 
          128 &lt;p&gt;With best wishes,&lt;/p&gt;
          129 
          130 &lt;p&gt;&lt;em&gt;Stephen&lt;/em&gt;&lt;/p&gt;
          131 
          132 &lt;p&gt;&lt;strong&gt;Professor Stephen J Toope&lt;br /&gt;
          133 Vice-Chancellor&lt;/strong&gt;&lt;/p&gt;
          134 &lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-field-content-summary field-type-text-with-summary field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;p&gt;A message from the Vice-Chancellor about testing data, face coverings and tackling COVID-19&lt;/p&gt;
          135 &lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-field-cc-attribute-text field-type-text-long field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;&lt;p&gt;&lt;a href=&quot;http://creativecommons.org/licenses/by/4.0/&quot; rel=&quot;license&quot;&gt;&lt;img alt=&quot;Creative Commons License&quot; src=&quot;https://i.creativecommons.org/l/by/4.0/88x31.png&quot; style=&quot;border-width:0&quot; /&gt;&lt;/a&gt;&lt;br /&gt;
          136 The text in this work is licensed under a &lt;a href=&quot;http://creativecommons.org/licenses/by/4.0/&quot;&gt;Creative Commons Attribution 4.0 International License&lt;/a&gt;. 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 &lt;a href=&quot;https://www.cam.ac.uk/&quot;&gt;main website&lt;/a&gt; under its &lt;a href=&quot;https://www.cam.ac.uk/about-this-site/terms-and-conditions&quot;&gt;Terms and conditions&lt;/a&gt;, and on a &lt;a href=&quot;https://www.cam.ac.uk/about-this-site/connect-with-us&quot;&gt;range of channels including social media&lt;/a&gt; that permit your use and sharing of our content under their respective Terms.&lt;/p&gt;
          137 &lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;div class=&quot;field field-name-field-show-cc-text field-type-list-boolean field-label-hidden&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item even&quot;&gt;No&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;</description>
          138  <pubDate>Thu, 15 Oct 2020 15:52:37 +0000</pubDate>
          139  <dc:creator>Anonymous</dc:creator>
          140  <guid isPermaLink="false">218812 at https://www.cam.ac.uk</guid>
          141 </item>
          142 <item>
          143  <title>Lockdown or not, personality predicts your likelihood of staying home during the pandemic</title>
          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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