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This paper aims to examine rising geopolitical tensions associated with the implementation of the US Creating Helpful Incentives to Produce Semiconductors (CHIPS) Act of 2022.

To provide background for the analysis, the authors conduct a theoretic analysis of the literature to introduce the current geopolitical environment while examining the rising threat of conflict, general factors driving change in the world order, and the critical role that the international semiconductor supply chain plays to all involved.

In this paper, the authors observe that in good times, economic forces drive capital-intensive industries toward a free-trade-inspired concentration of manufacturing in low-cost centers of production. In challenging economic and geopolitical times, however, the trend reverses toward retrenchment and what some call techno-nationalism. This occurs as nations struggle to secure access to critical sources of supply for themselves while stifling access for competitors and rivals.

The CHIPS Act of 2022 signifies a pivotal change in global trade dynamics, shifting away from liberal norms to techno-nationalism. This shift may spark supply chain hurdles as countries adopt nationalistic sourcing, potentially causing shortages in vital components like chips. Consequently, consumers may face disruptions as companies seek alternative suppliers, resulting in higher costs and lower-quality products. Supply chain disruptions may also delay product launches, and retaliatory trade actions could affect multiple industries, limiting access to lucrative markets.

The passage of the US CHIPS Act of 2022 has major implications related to global supply chain issues and potential geopolitical concerns. This study uses the threat of potential conflict as a lens for examining the international semiconductor supply chain.

This chapter relates to identifying the experience, skills and competencies of those responsible for operationalizing and developing transnational education (TNE) partnerships. Despite the growth of TNE internationally, little detailed attention has been paid to these individuals, often called academic liaison (or link) tutors. They are good examples of “boundary spanners” (Williams, 2013, p. 17) or “third space professionals” (Whitchurch, 2008, p. 378). Using concepts associated with “distributed leadership” (Gronn, 2002, p. 423) to explain leadership in collaborative provision as distributed practice, the research represented in the chapter made use of activity theory (Engeström, 1987) to identify the range of contextual factors that an academic liaison tutor needs to take into account in developing a TNE partnership. Findings indicate that an academic liaison tutor needs experience of working in complex environments, in-depth understanding of organizational procedures, the ability to manage power differentials, sophisticated communication and interpersonal skills, the ability to create and lead a cultural context for learning and development, change management and the ability to resolve difficulties. These factors provide the foundation for suggestions for staff recruitment, development and training.

The global Clinical Legal Education (CLE) movement transcends borders as law teachers worldwide try to inculcate law students and future legal practitioners with social justice values. One method of achieving this is through developing reflective practitioners. Kolb, finding common ground in the work of Lewin, Dewey, and Piaget, formulated the four stages in the experiential development of concrete experience, reflective observation, abstract conceptualization, and active experiment. Although Kolb’s model is used in legal education literature, students may not be provided with the relevant conceptual tools required to engage in reflective practice. This often results in students providing subjective analysis of their work, which fails to fully contribute to their educational experience. One of the reasons for omitting analytical tools is that reflective practice suffers from a lack of conceptual clarity. According to Kinsella, the “concept remains elusive, is open to multiple interpretations, and is applied in a myriad of ways in educational and practice environments”. A further issue hindering reflective practice relates to Donald Schön’s critique of the positivist approach adopted by law schools.

This chapter will apply a human rights framework to CLE to develop reflective practitioners. The two main reasons for this are, first, human rights as formulated by the Universal Declaration on Human Rights are universal, interrelated, and indivisible and, second, reflection based on these universal human rights values will benefit cross-jurisdictional societies in assisting vulnerable clients affected by emerging implied and direct human rights challenges.

The SECURE STAIRS framework has promoted young person involvement as a key feature of innovative service provision. In the North East of England, Secure Children’s Homes (SCHs) have pioneered young person involvement in team formulation. Young people have also led on the development of formulation materials through a young person involvement project. Young people’s attendance at team formulation meetings has become embedded. These service developments have also begun to expand across broader SCHs, Secure Training Centres (STCs) and Young Offender Institutions (YOIs) and reflect the national impact of such pioneering developments. There is a notable lack of research examining the impact of young person involvement in formulation. The purpose of this study is to elucidate this area.

Between April and August 2019, there were 86 staff attendances at formulation meetings where young people were present across two SCHs in the North East of England.

Paired samples t-tests indicated staff-reported significant post-formulation improvements across all domains measured including knowledge [t(85) = 11.38, p < 0.001]; confidence working with the young person [t(85) = 5.87, p < 0.001]; motivation [t(85) = 3.58, p < 0.001]; understanding [t(85) = 9.03, p < 0.001]; and satisfaction with the treatment plan [t(85) = 8.63, p < 0.001].

Implications of findings are discussed and further developments outlined.

Young people attending team formulation is a new and evolving area, and to the best of the authors’ knowledge, there is no existing research evaluating this area. The current findings suggest that staff knowledge, motivation, confidence and satisfaction with the treatment plan is improved following attendance at team formulation where the young person is present and actively participating. Young people’s participation and involvement is central to planning, developing and progressing meaningful provision within children and young people secure provision.

Involving children and young people in decision-making, service development and evaluation are also key components of ensuring the voice of young people is central in our minds. It also supports empowering the young people we work with. Young people and their journey should always be at the heart of what we do.

Young people attending team formulation is a new and evolving area, and to the best of the authors’ knowledge, there is no existing research evaluating this area. This is the first study of its type evaluating formulation directions within the SECURE STAIRS framework.

Increasing interest in ‘soft’ policy approaches to travel demand management, poses the question of how to measure the effectiveness of interventions. Much of the focus has been on statistical reliability of measured change where sample surveys are the primary means of estimating change. Sample surveys also pose issues of non-sampling errors, especially when the ‘measure’ is the difference between ‘before’ and ‘after’. This paper outlines the principles and pitfalls in measuring behaviour change. It draws on voluntary travel behaviour change (VTBC), using a number of approaches, including but not limited to Individualised Marketing (a method developed by the authors). A key issue in VTBC is the extent to which repeated experience can validate the effectiveness of voluntary behaviour change interventions in general, despite statistical errors of individual measurements. Measurement is fundamental to evaluation of outcomes. It can also aid the selection of locations with high potential to achieve change through identification of key success factors. In the specific case of travel behaviour change, there is now a substantial body of research that potentially allows outcomes to be related to other factors. To date, no strong relationships have been identified, but this would be a useful area for further research. Experience does demonstrate, however, that the scale of the intervention is important. Interventions with more than 5000 households are consistently more successful than small ones, even allowing for the greater statistical variability of measurement for smaller projects. Large scale also offers opportunities for intervention design to benefit from the potential for diffusion beyond those directly involved in the project.

Resurgent interest in the life and work of the Italian Cambridge economist Piero Sraffa is leading to New Directions in Sraffa Scholarship. This chapter introduces readers to some of these developments. First and perhaps foremost is the fact that as of September 2016 Sraffa’s archival material has been uploaded onto the website of the Wren Library, Trinity College, Cambridge University, as digital colour images; this chapter introduces readers to the history of these events. This history provides sharp relief on the extant debates over the role of the archival material in leading to the final publication of Production of Commodities by Means of Commodities, and readers are provided a brief sketch of these matters. The varied nature of Sraffa scholarship is demonstrated by the different aspects of Sraffa’s intellectual legacy which are developed and discussed in the various entries of our Symposium. The conclusion is reached that we are on the cusp of an exciting phase change of tremendous potential in Sraffa scholarship.

This study aimed to explore the interaction between the benefits system and the work of clinical psychologists. The perceived impact of the benefits system on the practice of clinical psychologists and their perspectives on the role of Clinical Psychology this context were explored.

Fifteen clinical psychologists who worked in a variety of National Health Service (NHS) settings across England were interviewed. Thematic analysis was used to identify patterns in the data.

Issues relating to the benefits system were seen to increase the demand for psychological support but created barriers to engagement. Participants faced dilemmas regarding how best to practice in this context and felt uncertain of their role. Participants wanted further support and guidance to understand their role and how they could effectively support clients affected by the benefits system. Most participants interacted with the benefits system on an individual-level but believed that clinical psychologists should influence higher-level change, with adequate support and professional leadership.

There is a paucity in research exploring the practice of mental health professionals in relation to socioeconomic influences on mental health. To the best of the authors’ knowledge, this is the first study exploring the association between the work of clinical psychologists and the benefits system.