Clusters, human capital and economic development in Oxfordshire and Cambridgeshire

Oxfordshire and Cambridgeshire are two of the most high tech economies in the UK (see for example DTI, 2002 and Garnsey and Lawton Smith, 1998). They are home to world class research universities and public and private research laboratories as well as a full range of business and professional services which support the development of their clusters. Building on previous work (Lawton Smith and Waters, 2011) this paper draws on national datasets to review the continued development of these economies. The paper considers issues such as new firm formation, sectoral composition and gross value added and relates them to social inclusion and worklessness. The paper draws on literature which emphasises the endogeneity of processes within regions, but also on studies which show that there are different kinds of high tech regions with varying industrial structures. Conclusions are drawn on the extent to which the presence of successful clusters (Spencer et al, 2010) influences outcomes for the local economy more generally, and how Oxfordshire and Cambridgeshire have performed over the last ten years

Entrepreneurship, innovation and the triple helix model: evidence from Oxfordshire and Cambridgeshire

This paper focuses on how regions become entrepreneurial and the extent to which the actors in the triple helix model are dominant at particular stages in development. It uses the case studies of Oxfordshire and Cambridgeshire in the UK to explore this theme. Both can now be described as ‘regional triple helix spaces’ (Etzkowitz 2008), and form two points of the Golden Triangle of Oxford, Cambridge and London universities. As entrepreneurial regions, however, they differ in a number of respects. This is not surprising given their differing geo-historical contexts. However, by comparing the two similar counties but which have their own distinctive features we are able to explore different dynamics which lead to the inception, implementation, consolidation and renewal (Etzkowitz and Klofsten 2005) of regions characterised by very high levels of technology-based entrepreneurship

John Waters (1771-1835)

At the time of his death in 1835, John Waters was a successful planter and landlord and perhaps one of the wealthiest men in Savannah. He owned both a cotton plantation and a rice plantation as well as numerous city tenements. He was a well- respected citizen, serving numerous terms on the Grand Jury and on the County Board of Health, but more than once refused to be a candidate for city alderman. Ironically, he seemed to possess a curious lack of regard for legal and civic issues; in one well­ publicized case blatantly disregarding a city ordinance which ran contrary to his interests. He married twice, survived both wives, and was himself survived by three daughters.https://digitalcommons.georgiasouthern.edu/sav-bios-lane/1115/thumbnail.jp

Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms

This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski’s (2010) four mechanisms of MW (i.e., individuation, self-connection, contribution, and unification). These findings argue for the new development of trauma-informed pedagogies that both (1) enable teachers to redress the complex and unmet needs of students and (2) incorporate domains of meaning that teachers bring to their trauma-affected work

Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order to privilege the language, voices and experiences of participants. Results yielded a new set of domains of trauma-informed teacher wellbeing to assist teachers to increase their own wellbeing when working with students. The likely upsurge in students and teachers across the world experiencing trauma symptoms (primary and vicarious) arising from the COVID-19 global pandemic makes this research timely and relevant

Universities, graduates and local labour markets

Universities as a supplier of the highly skilled have long been understood as a contributor to economic development (Glasson 2003). However, the direct impact of graduate education at the regional level is less clearly understood. This paper investigates patterns that emerge from ‘first destination’ data for all UK universities on where graduates begin work and what they actually do in successful regions. It compares this with recent policy rhetoric, for example in the UK’s Industrial Strategy (HM Government 2017), the Adonis Growth Review 2014 and the 2014 Witty Review of Universities and Growth. It illustrates reality using case studies of Oxfordshire and Buckinghamshire which are both adjacent geographically and among the most competitive places in the UK, albeit with rather different HEIs. It addresses the issue of spatial differences, examining how different patterns of skills matching emerge even in adjacent regions. It also reflects on spatial mobility: whether and how the migratory behaviour of skills influences education-job match

A multiscale analysis of nutrient transport and biological tissue growth in vitro

In this paper, we consider the derivation of macroscopic equations appropriate to describe the growth of biological tissue, employing a multiple-scale homogenisation method to accommodate explicitly the influence of the underlying microscale structure of the material, and its evolution, on the macroscale dynamics. Such methods have been widely used to study porous and poroelastic materials; however, a distinguishing feature of biological tissue is its ability to remodel continuously in response to local environmental cues. Here, we present the derivation of a model broadly applicable to tissue engineering applications, characterised by cell proliferation and extracellular matrix deposition in porous scaffolds used within tissue culture systems, which we use to study coupling between fluid flow, nutrient transport and microscale tissue growth. Attention is restricted to surface accretion within a rigid porous medium saturated with a Newtonian fluid; coupling between the various dynamics is achieved by specifying the rate of microscale growth to be dependent upon the uptake of a generic diffusible nutrient. The resulting macroscale model comprises a Darcy-type equation governing fluid flow, with flow characteristics dictated by the assumed periodic microstructure and surface growth rate of the porous medium, coupled to an advection--reaction equation specifying the nutrient concentration. Illustrative numerical simulations are presented to indicate the influence of microscale growth on macroscale dynamics, and to highlight the importance of including experimentally-relevant microstructural information in order to correctly determine flow dynamics and nutrient delivery in tissue engineering applications

Does higher-yielding agriculture mean more environmental harm?

A criticism of the land-sparing approach to preserving biodiversity, by restricting farmland to a smaller, higher-yielding area, is that other impacts are higher in food produced this way. This study aims to investigate the evidence for this based on currently available data and models for greenhouse gas emissions, N, P and soil loss and water use. We asked 25 experts to identify and supply data to plot environmental impact per unit of product against yield for the beef, dairy, wheat and rice sectors. This produced data from modelling and field trials and the lifecycle assessment and field trial literature. The data were modelled statistically to adjust for differences between the studies. Given data limitations, it does not seem that higher yielding agricultural production has higher impacts, often quite the reverse. We ask those conducting field studies to collect data that can definitively answer this question.CCI project code: CCI 06-16-00

A systematic review of school performance and behavioural and emotional problems for adopted children

Education performance for children adopted from care is worthy of serious, comprehensive and robust investigation. Whilst there is a legal duty on Local Authorities in England and Wales to collate and monitor Looked After Children’s (LAC) academic achievement and attainment, adopted children’s educational progress is not specifically scrutinised. This systematic review addresses a gap in knowledge regarding the academic attainment and behavioural development of school-age children who have been adopted from care. A total of 15 published articles were selected for review, based on a stringent set of inclusion criteria. With one exception, adoption was associated with lower academic attainment and elevated levels of behavioural problems across childhood, adolescence and emerging adulthood compared with non-adopted comparison groups. Collectively, the findings suggest that the school performance of adopted children should be routinely monitored. The findings also point to a need to recognise the potential challenges faced by children adopted from care by working with families, schools, practitioners and researchers to identify the means through which children can achieve the best possible outcomes

Recommendations for assessing cognitive risks in young children treated for ependymoma for clinical and research protocols: evidence from a systematic literature review

Background: Current treatment approaches for pediatric ependymoma differ between North American and European studies. Post-surgical adjuvant irradiation is used in children aged <36 months in North America, whilst European approaches use chemotherapy to avoid or defer radiotherapy until three years of age, in order to avoid late neurocognitive toxicity. To establish evidence for the effects of cranial radiotherapy in children aged <36 months with ependymoma on neurocognitive outcomes, we conducted a systematic literature review assessing methodological approaches for measuring neurocognitive outcome. Methods: Eight databases were selected to perform an advanced search, retrieval and systematic review of papers describing neurocognitive outcome in children diagnosed with ependymoma who received cranial radiotherapy at <36 months. Results: Limitations of published data permitted descriptive analysis only. Considerable variation in reporting survival rates, techniques and timing of psychometric testing and the results of neurocognitive outcomes was identified. Conclusions: The review identified significant inconsistencies of neurocognitive testing, particularly literacy skills, developmental time points for testing and methods of data reporting. The role of the cerebellum for cognitive development, especially reading, has been inadequately evaluated in published studies. Recommendations are made to improve assessment methods, and time points for testing, so that reports do not fail to identify children who acquire deficits as they mature through childhood and adolescence. We conclude that claims that radiation treatment for ependymoma administered aged <36 months is associated with limited neurocognitive consequences, are not supported by the literature