Sunday 26th October 2025
Blog Page 11

The Rise of Mobile Living In Students Who Are Studying Abroad

Students studying abroad have several challenges, especially with accommodation. Due to limited resources, committing to high-rental homes on long & strict leases makes foreign students’ lives harder. That’s why, due to the surge in housing costs, there is an intense desire for independence among students seeking a flexible way of living. 

With the emergence of caravans, students are now adopting mobile living options that offer both freedom from long leases and affordability. In cities like Oxford, mobile living is becoming an increasingly integral part of students’ experiences. 

While students enjoy living in caravans, mobile living also has its limitations and challenges. Though caravans are becoming popular, not every location permits them due to several reasons. Moreover, one cannot ignore security concerns. Therefore, students must find a practical solution to address these problems. Luckily, they can have caravan insurance to protect themselves from unexpected expenses. Which further makes mobile living a better option!

Why Mobile Living Appeals to Students Abroad

Students, especially those with limited budgets, living abroad, have to look for accommodations that suit their needs within their budget. Apart from this, several students who are abroad for a limited time don’t find time-bound contracts or restricted rules suitable for a short stay. That’s why mobile homes are becoming popular among foreign students, as caravans and mobile homes offer a cheaper alternative at reasonable prices.

  • Expensive housing in university cities like Oxford makes student halls and flats unaffordable for many: In a university city like Oxford, international students struggle to find affordable housing because it is in short supply and expensive. 
  • Limited availability of properties near campus adds pressure during peak intake seasons: Moreover, finding a place close to campus is highly challenging for them due to the high rent. The place has seen several students turn to caravans and mobile homes as a result. These alternatives not only allow them to stay near the city without the financial burden but also give them more independence than living in student halls.
  • Strict tenancy agreements make it difficult for international students who need flexibility: Another reason students are drawn to mobile living is the freedom it brings. Not all foreign students have long-term study plans. So, agreeing to strict tenancy agreements is a big no for them. Mobile homes, on the other hand, do not bind them with strict rules and regulations. They can move freely as per their need, sometimes closer to university areas.
  • Gives them liberty and a sense of adventure while focusing on their studies: Finally, mobile living gives students studying abroad a sense of adventure. It helps students experience the city, shift between multiple places, explore new areas, and bond with a new crowd, all while maintaining focus on their studies.

Is Living in Caravans Isolating Students or Allowing Them to Bond?

Many parents and prospective students worry that living in a caravan might leave young people feeling isolated. But in reality, the opposite often happens. Caravan sites around Oxford usually feel like small communities. Students live alongside travellers, retirees, and other residents. This mix of people helps create new friendships and allows students to learn from different cultures and generations. It makes life abroad feel less lonely and more connected.

The mobile lifestyle can complement the typical university routine. A student may choose a caravan for the freedom it offers, yet still participate in campus life. They can study late in the library, join clubs, and even attend formal college dinners. This balance of independence and community provides them with a richer university experience.

Pros Of Living In Caravans Financially

International students plan their money carefully. They consider tuition, food, transportation, and housing. Caravans are popular because they help reduce living costs. After buying or renting one, the expenses are usually less than paying rent in houses or halls in Oxford. 

For students who expect to stay in Oxford for two or three years, buying a caravan can also be a wise choice. The initial investment may seem high, but over time, the reduced living costs make up for it. 

Some students even view it as a long-term financial plan, as they can resell the caravan once they have completed their degree. This way, they can afford housing while studying and recover part of their expenses later. It turns what looks like a compromise into a practical and rewarding solution.

Challenges In Living In Caravans That Students Abroad Might Face

  1. Utility Access – Students living in caravans must also ensure access to basic amenities, including a consistent electricity supply, running water, and a reliable internet connection for classes.
  2. Security Concerns – Students also have to take care of the safety of their belongings from theft in the caravan. Caravans also face minor accidents while travelling, which further concerns students’ overall security.
  3. Ongoing cost – Living in a caravan has its difficulties. Students need to pay for parking, site permits, and regular maintenance. These costs do not occur just once and continue to accumulate as you upgrade your caravan services.
  4. Legal Consideration – While caravans are rising in number, it is still facing legal challenges that restrict their movements to certain areas and university locations due to security measures.
  5. Weather issues – In terms of weather, surviving winters in a Caravan is also challenging for students. The extreme cold makes it very uncomfortable living in a caravan without good heating or insulation.

Living in a caravan has its difficulties. Such problems rarely occur in rental homes, as the landlord typically takes care of these matters.  

How Insurance Helps Students To Mitigate Issues

As more students opt for this lifestyle, caravan insurance becomes a significant concern. In a rented flat, the landlord usually takes care of the building. But with a caravan, the student is fully responsible. Therefore, it is essential to have insurance to address issues such as adverse weather conditions, theft, or accidents.

In places like Oxford, the weather is unpredictable. You can expect heavy rain, storms, or strong winds at any time, which can easily damage your caravan. It is one of the major concerns for international students living abroad. That’s why having Caravan insurance is a good step to cover the cost of repairs or even replacing the caravan in the event of such mishaps. 

Final Words

Nowadays, there is a growing trend among international students in Oxford to prefer mobile living over expensive rental homes. This demonstrates slow progress towards flexible housing solutions that are not only affordable for students but also provide them with the freedom to explore the area without committing to rigid terms. 

Oxford University first in UK to offer ChatGPT-5 to all its members

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ChatGPT-5 will be provided to all staff and students at the University of Oxford, following a year-long pilot involving around 750 researchers and professional services staff. Oxford will be the first university in the UK to offer generative AI tools to all of its students. 

Students will be invited to join a shared workspace which offers access to ChatGPT-5, the latest model from OpenAI, as well as a limited number of custom GPT models specialised for specific research tasks created by other University members.

The GPT-5 model has been provided through ChatGPT Edu, a purpose-built version of ChatGPT designed specifically for universities. OpenAI advertises the product as offering “significantly higher message limits than the free version of ChatGPT”. ChatGPT Edu also provides additional capabilities compared to the free version, such as increased allowance for file uploads and data analysis.

For universities, a major attraction of ChatGPT Edu is security. OpenAI claims not to train its LLMs using chat history from any of its enterprise models, including ChatGPT Edu. The company also states that, with these models, “workspace admins can access an audit log of conversations” to manage compliance issues.

Professor Anne Trefethen, the University’s Pro-Vice-Chancellor for Digital, said: “We know that significant numbers of students are already using generative AI tools…through robust governance, training, guidance and support, we are encouraging safe and responsible use within a secure environment.”

Professor Freya Johnston, Pro-Vice-Chancellor for Education, added: “Generative AI is also helping us to explore new ways of engaging with students, alongside our renowned face-to-face teaching and tutorial model.”

An email announcing the wider rollout was sent today to staff and postgraduate research students. Undergraduates and taught postgraduates will receive information on Monday. 

Cherwell can report that several undergraduates already received invitations from an OpenAI email address to join the University’s ChatGPT workspace at 11:30pm on Wednesday. It remains unclear why some undergraduates received this but not others. The University did not respond to questions on this point.

This wider rollout of ChatGPT Edu follows the August release of a new University policy for the use of generative AI in research. The policy allows for a wide range of uses, including conducting literature reviews, identifying research gaps, and developing hypotheses. It does, however, specify that “users should declare the substantive use of GenAI tools in their work”.

Saïd Business School announces new Interim Dean after resignation

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Oxford University has announced that Professor Mette Morsing will serve as Interim Dean of the Saïd Business School from mid-September, following the resignation of Professor Soumitra Dutta.

A University spokesperson told Cherwell: “Professor Soumitra Dutta has stepped down as Dean of Saïd Business School and has now left the University. Professor Mette Morsing, Director of the Smith School of Enterprise and the Environment, will take up the role of Interim Dean from 22 September.”

According to Bloomberg, a five-month University investigation, which concluded earlier this year,  upheld three allegations of harassment made by a female academic against Morsing’s predecessor, Professor Dutta. Dutta took medical leave in May, which was extended into the summer, before stepping down in September. Internal messages to staff seen by Bloomberg gave no indication that his resignation was linked to the outcome of the inquiry.

The University stated that staff concerns were addressed through “established procedures”, adding that it maintains “a strong framework of support in place for staff and students who feel they have been subject to harassment” and that it does not tolerate sexual misconduct. 

Professor Dutta had held the deanship since 2022. During his tenure at Oxford, Dutta emphasised female representation in business leadership and supported the creation of scholarships to increase women’s participation in the MBA programme. His wider career includes positions as the Deputy Dean of Institut Européen d’Administration des Affaires (INSEAD) and the Founding Dean of Cornell University’s SC Johnson College of Business. 

Dutta also co-founded the Portulans Institute, a Washington-based think tank, and serves on the board of Dassault Systèmes, a French software design company. In a message to colleagues marking his departure, Professor Dutta described his time at Oxford as “the greatest privilege” of his professional life.

Founded in 1996 following a £30 million donation from businessman Wafic Saïd, the Saïd Business School has become a significant part of Oxford’s global profile. It is consistently ranked among the leading institutions for business and management education.

Professor Morsing’s academic career has included senior roles at Copenhagen Business School, the Stockholm School of Economics, and the United Nations Global Compact. She has published extensively on corporate responsibility, governance, and sustainability.

With Professor Morsing assuming leadership, attention will now turn to ensuring continuity for staff and students while the University begins the process of appointing a permanent successor.
Cherwell has approached Professors Dutta and Morsing for comment.

Cherwell Mini Cryptic #3 – Thread the Needle

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Built by Zoë McGuire using the online crossword generator from Amuse Labs

Looking for something a bit more high octane? Last week’s mini cryptic has you covered.

Do Cryptics get you spitting feathers? Why not try this week’s mini crossword.

Follow the Cherwell Instagram for updates on our online puzzles.

For even more crosswords and other puzzles, pick up a Cherwell print issue from your JCR or porters’ lodge!

Cherwell Mini #20 – Birds of a Feather

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Made by Jaden Lee using the free crossword generator from Amuse Labs

Still thirsty for puzzles? Why not try the last mini:

Follow the Cherwell Instagram for updates on our online puzzles.

For even more crosswords and other puzzles, pick up a Cherwell print issue from your JCR or porters’ lodge!

What does summer mean to me?

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“What does summer mean to me?” was always the first question on the first page of a new schoolbook. A trap disguised as a creative writing prompt. You were meant to produce something sun-soaked and mildly mythic: tales of the Aegean or at least a ferry to Calais. But what if you’d just spent six weeks stress-eating Wotsits and watching CBBC in a hot room?

Some kids wrote about sailing in Greece or “really bonding with Grandpa in Tuscany”. Others said they “found themselves” in Cornwall. I once wrote a full-page lie about learning to surf in Devon, despite the fact that I can’t swim in a straight line and once cried on a pedal boat in Swanage.

The truth? I was lucky in many ways – holidays, heat, even the occasional Ryanair flight with my name on it. But still, the question always felt loaded. “What did you do this summer?” quickly became “Who did you become this summer?” And if you hadn’t had a glow-up, a coming-of-age moment, or at least a near-death jet ski incident, had you even summered?

Some summers were spectacularly uneventful. Some were sad, angsty, heavy with a side of sunburn and the long, low ache of not being invited to things. Other summers were breakthroughs. The kind where you pick up a textbook in August like it’s a love letter to your future self.

Then came the chaotic ones. The international ones. Where you learned how to say “hospital” in Spanish and why monsoon season is not, in fact, a cute aesthetic. I spent one summer in Nicaragua, watching the sea roll in on Ometepe Island and realising that no great spiritual revelation comes from a bug bite and a bad haircut, but you do come away with a new kind of clarity.

Summer teaches perspective – badly. It crashes motorbikes, calls insurance companies, and makes you apologise to your parents for things they didn’t even know you did. It throws you into deep conversations with strangers who seem wiser than you until you realise they’re also 19, lost, and googling “what is foreign transaction fee”.

Summer is a contradiction in motion. It’s epiphanies in hostel bathrooms. It’s BuzzFeed quizzes at 3am and pretentious conversations about Dali on a boat with a leak. It’s your third cocktail and your fifth rebrand. It’s a season for lying to yourself (gently), romanticising yourself (aggressively), and reinventing yourself (clumsily). It’s a time to be someone else or maybe just more yourself than usual.

So I don’t have a clean answer to the question. But I do have this: summer is self-mythology on a sweaty timeline. It’s always a little cringe in hindsight, but necessary. Summer, for me, is the bridge between the person I was trying to be and the person I might accidentally become. And that’s probably more than my Year 3 teacher bargained for.

Calls for Union President-Elect’s resignation amidst backlash

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President-Elect of the Oxford Union George Abaraonye is receiving backlash for his positive comments on Charlie Kirk’s shooting. Initially, George Abaraonye told Cherwell: “In that moment of shock, I reacted impulsively and made comments prior to Charlie being pronounced dead that I quickly deleted upon learning of his passing. Those words did not reflect my values.”

Since Friday 11th September, there have been more responses to the story. This article will be updated as new developments arise.

James Price, former Conservative Party Chief of Staff, resigned as the honorary secretary of the Oxford Literary Debating & Union Trust (OLDUT), saying he “cannot in good conscience remain” in the position. Price condemned Abaraonye’s statement in response to the backlash calling it “psychopathic”. OLDUT is a financial trust that owns the Union buildings and licenses the society’s operations on the premises.

Oxford African Caribbean Society (ACS) has issued a statement condemning the “anti-black and anti-migrant rhetoric”, racial abuse, and death threats directed towards Abaraonye among the backlash to his comments. ACS stated: “We encourage productive conversation rather than the disparaging of George’s character and denouncing the legitimacy of black people existing in Higher Education.” Oxford Feminist Society shared the post on their story in solidarity.

Elon Musk replied to a post on X on the alleged motion of no confidence: “Kick him out.” Musk also supported Pierce Morgan’s denouncement of Abaraonye. Responding to a post claiming Abaraonye’s admission into Oxford showcases “unfairness that talented white people are having to face”, Musk stated: “Racism of any kind is wrong, obviously including anti-White racism.”

US Deputy Secretary of State Christopher Landau stated that he will strip visas from foreign nationals that “glorify violence and hatred”. He responded to a post condemning Abaraonye’s words with an image of the US seal styled as a Batman spotlight with words “El Quitavisas” in the corner – Spanish for “the visa remover”.

Former Prime Minister Liz Truss posted on X calling Lord Hague, Chancellor of Oxford University, to “show some mettle and expel George Abaraonye”. Lord Hague was approached for comment.

Richard Tice, the deputy leader of Reform UK, told The Telegraph: “Free speech enables him to say this, but it also shows he is not fit to be president and should be fired from his post and expelled from the university.”

A former Tory Cabinet minister also told The Telegraph: “The Oxford Union is the cradle of politicians. One of the lessons in politics is learning to resign with dignity.”

University College Master Baroness Valerie Amos stated that Abaraonye’s comments “do not contravene the College’s policies on free speech” and “no disciplinary action will be taken”.

The Oxford Union issued a statement condemning the racial abuse and threats directed at Abaraonye. “No individual should ever be attacked because of the colour of their skin or the community they come from.” The statement also added that whilst the Oxford Union “does not possess executive power to summarily dismiss President-Elect”, a complaint was filed against him. Disciplinary proceedings launched by the complaint will be treated “with utmost seriousness” according to the Oxford Union statement.

The online backlash facing Abaraonye has led to doxxing of several others also exposed in the leaked Whatsapp screenshots as well as racist comments directed at Abaraonye.

Oxford Stand Up To Racism has issued a statement in support of Abaraonye calling to “stop the racist witch-hunt”. “It’s absolutely shameful that Abaraonye’s rivals within the Union not only leaked the comments to the press, but also phone numbers of freshers that were also part of the WhatsApp group.”

How to Navigate the Fine Line Between AI Assistance and Academic Misconduct

AI tools have quickly become part of the student workflow. From drafting to editing, they promise faster writing and better structure. But their growing presence has also raised concerns about academic dishonesty, confusion around boundaries, and uncertainty about what counts as “your own work.”

That’s why clear guidance matters. Students need to know how to use AI tools in ways that enhance learning, not replace it. The AI writer by StudyPro, for example, can assist with outlining, editing, and clarifying ideas while keeping the student in full control of the writing process. 

When used thoughtfully, tools like this support academic growth without crossing ethical lines. Understanding where that line is and how to stay on the right side of it is essential for confident, responsible use.

Why Ethical Use Matters

Academic institutions are built on principles of originality and accountability. When students submit work, they are expected to show their own thinking, analysis, and effort. Misusing AI puts that trust at risk.

Ethical use ensures that the work reflects the student’s understanding and voice. It also builds real skills, like critical thinking, writing fluency, and argument development, that shortcuts can’t provide.

Defining the Line: Support vs. Substitution

There’s a difference between using AI as a guide and using it as a ghostwriter. The line becomes clearer when you focus on intent and control. Did the AI help you understand, or did it produce the final version? Did you direct the process, or copy and paste without review?

Supportive use involves guidance: helping you brainstorm, outline, refine language, or review structure. Misconduct begins when the AI generates full answers or submits work that you haven’t engaged with meaningfully.

Scenario 1: Brainstorming a Topic

Using AI to explore potential angles on a prompt is ethical when it helps you think more deeply or see different perspectives. You might ask the AI to list related topics, provide questions to consider, or suggest themes based on your course material.

What crosses the line is asking AI to come up with a thesis and outline, then using that structure without changes. That removes your judgment and turns the process into automation.

Do: Ask AI to suggest topic angles or key questions.

Don’t: Use a thesis or submit an outline entirely generated by AI without review or input.

Scenario 2: Outlining Your Paper

AI can be helpful for organizing early ideas into sections or identifying logical gaps. For example, you might feed it your thesis and ask for a possible structure or see if your argument order makes sense.

The issue arises when students rely on the outline as-is without adjusting for their assignment, argument style, or required components. An outline should reflect your strategy, not just AI’s interpretation.

Do: Use AI to test structure ideas or spot missing elements.

Don’t: Rely on AI to design your paper from start to finish.

Scenario 3: Drafting and Rewriting

Drafting with AI gets tricky fast. If the AI writes full paragraphs or entire sections, and the student does not critically revise or reshape them, it becomes substitution rather than support.

Ethical use looks like inputting a rough draft and asking for suggestions, clarity edits, or tone adjustments. It involves rewriting the content yourself, guided by the feedback.

Do: Ask AI for sentence-level suggestions or clarity improvements.

Don’t: Copy entire AI-generated sections into your paper unchanged.

Scenario 4: Fixing Grammar and Flow

This is one of the safest areas for AI use. Grammar checks, sentence restructuring, and style suggestions are similar to what writing centers or grammar software already offer.

The key is to review the changes and ensure they still sound like you. Blindly applying all edits may alter the meaning or introduce errors, which makes you less accountable for the final work.

Do: Use AI for grammar and flow review.

Don’t: Apply fixes without reading or adjusting them yourself.

Scenario 5: Citing Sources

AI can help generate citations, especially when you provide source details. It can also help you understand how to cite in APA, MLA, or Chicago format.

However, if the AI invents sources or misrepresents information, and you include that in your paper, it becomes academic dishonesty. Always verify the sources and confirm accuracy.

Do: Use AI to format citations or explain style guides.

Don’t: Include sources you didn’t read or that the AI fabricated.

Guiding Questions for Ethical AI Use

To stay on the right side of academic standards, ask yourself:

  • Did I do the thinking, or did AI?
  • Am I submitting something I fully understand and can defend?
  • Have I revised, restructured, or personalized the AI’s suggestions?
  • Would I be comfortable showing how I used AI to my instructor?

If your answer to any of these is no, pause and re-evaluate your process.

Understand Your School’s Policy

Every institution has different rules about AI use. Some allow it for drafting or grammar, others prohibit it entirely. Review your course syllabus, writing center resources, or academic integrity guidelines.

If unclear, ask your professor directly. Transparency is always safer than guessing, especially in high-stakes assignments.

Use AI to Learn, Not Replace Learning

AI should enhance your skills, not bypass them. When you treat AI as a tutor or editor rather than a ghostwriter, you learn more from the writing process itself.

Try asking the AI to explain a concept in your own draft or suggest how to improve clarity. These interactions improve your understanding while keeping your ideas front and center.

Responsible Use Builds Confidence

When you use AI ethically, you can feel confident that your work is your own. You’ve used tools thoughtfully, made independent choices, and delivered something you can explain and stand behind.

This confidence is important in long-term learning. It ensures that you develop writing habits and critical thinking skills that last beyond one assignment.

A Quick Comparison

TaskEthical UseMisconduct Example
BrainstormingGetting topic suggestionsSubmitting a thesis created by AI
OutliningTesting structure for your own argumentUsing a full AI outline without editing
DraftingRevising AI suggestions in your own wordsCopying full paragraphs from AI
EditingFixing grammar and transitionsApplying edits without review
CitationsFormatting and checking sourcesUsing fake or unchecked citations from AI

Use this table as a quick reference to guide your choices when using AI tools.

Practice Makes Ethical Use Easier

The more you use AI tools responsibly, the easier it becomes to set your own boundaries. You’ll know when to ask for help, when to take control, and how to keep the writing process your own.

Start by using AI for low-stakes assignments or early-stage drafts. Build habits that support your authorship instead of replacing it. With time, ethical use becomes second nature, helping you develop confidence, sharpen your critical thinking, and approach future tasks with a clearer understanding of how to use AI constructively.

Conclusion

AI can be a powerful academic tool when used with intention and care. It offers feedback, structure, clarity, and even learning support, but not ideas or originality. That part must come from you.

By treating AI as an assistant, not a substitute, you protect your integrity, grow your skills, and meet the standards of academic honesty. The more confidently you understand the line, the more effectively you can use AI without crossing it, and the more meaningful your academic work will become.

Larry Ellison Institute gives Oxford £118 million for AI vaccine research

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The Ellison Institute of Technology (EIT) is funding an Oxford vaccine research project that will tackle pathogenic diseases using AI.

Ellison, who recently overtook Elon Musk as the world’s richest man, is giving Oxford £118 million for the programme, which will be led by the Oxford Vaccine Group. 

Professor Sir Andrew Pollard, director of the group that led COVID-19 trials, described the programme as a “new frontier in vaccine science”. Scientists will use “human challenge models”, where volunteers are safely exposed to bacteria under controlled conditions and AI tools to identify immune responses that predict protection.

Oxford’s Vice-Chancellor, Irene Tracey, described the project as a “major step forward” in the strategic alliance with the Ellison Institute. She explained that her vision is to draw “more talent and capacity to the Oxford ecosystem to turn scientific challenges into real solutions for the world”.

EIT is designed to host 7,000 scientists, including an oncology clinic, auditorium, laboratories, library, classrooms, and park space. Oxford University, by comparison, has 5,000 research staff.

The Institute has already faced leadership turbulence, with the President, John Bell, resigning days before the vaccine project was announced. Bell was pictured signing the contracts with Irene Tracey when the “strategic alliance” was first announced in December 2024. Bell publicly endorsed Lord Hague in the Chancellor election last year.

The Wall Street Journal reported that Bell clashed with Ellison over operations and staffing, and that tensions flared over the mix of people being brought into the Institute, as well as Ellison’s decisions to fire senior staff without involving him.

Bell, who was Regius Professor of Medicine at Oxford until March last year, also serves as chair of Our Future Health, a government-funded project to genetically test millions of patients. He holds over £700,000 of shares in Roche, a pharmaceutical company where he sat on the board for 20 years, which has drawn criticism from genomics-monitoring groups for the “conflict of interest”.

Despite these controversies surrounding Bell’s various roles, a University spokesperson told Cherwell: “We recognise his pivotal contribution in helping to establish the Institute and in attracting outstanding researchers to its mission.” 

Bell belonged to the Institute’s Faculty of Fellows alongside former Prime Minister, Tony Blair. Tony Blair’s own Institute for Global Change (TBI) is bankrolled by Ellison. As well as sharing their source of funding, the Ellison-funded institutes work in collaboration on an “AI for Governments” project.

Larry Ellison amassed his billions as boss of tech-giant Oracle, where he has made headlines for suggesting that Oracle would pioneer “AI mass surveillance”, as well as for his friendship with Israeli Prime Minister Benjamin Netanyahu, whom he offered a job at Oracle. Ellison donated to the Israeli military through Friends of the Israel Defense Forces, giving the organisation $16.6 million in 2017.

Ellison also reportedly has a close relationship with Trump, attending meetings in the Oval Office. Trump has questioned the effectiveness of COVID-19 vaccines, which were pioneered by the same Oxford Vaccine Group that are partnering with Ellison’s institute on this project. 

Responding to Ellison’s ties to vaccine-sceptic politicians, as well as questions over the ownership of intellectual property (IP) stemming from the strategic alliance, the University spokesperson told Cherwell that it ensures any external partnerships “align with the University’s public mission, including by realising impact from our academic research”. 

Further details on the ownership or management of intellectual property arising from the programme have not been made public.

Union President-Elect faces criticism after comments about Charlie Kirk’s shooting

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President-Elect of the Oxford Union George Abaraonye is receiving backlash for his positive comments on Charlie Kirk’s shooting. Abaraonye posted on his Instagram yesterday the statement: “Charlie Kirk got shot loool [sic.].” The post has since been deleted.

George Abaraonye told Cherwell: “Last night I received the shocking news about a shooting at Charlie Kirk’s event. In that moment of shock, I reacted impulsively and made comments prior to Charlie being pronounced dead that I quickly deleted upon learning of his passing. Those words did not reflect my values.”

The Telegraph has also reported that Abaraonye wrote in messages to a WhatsApp group for the Oxford freshers: “Charlie Kirk got shot, let’s f—ing go.”

The backlash has led to doxxing of other people exposed from the screenshot of the WhatsApp groupchat and racist comments directed at Abaraonye.

The Union has condemned Abaraonye’s comments in a public statement, saying “his reported views do not represent the Oxford Union’s current leadership or committee’s views”. They have emphasised that the Union “opposes all forms of political violence and strongly stands by our commitment to free speech and considerate debate”. 

The comments have sparked a backlash. Josh Wolfe, co-founder of Venture Capital firm Lux Capital, posted on X that he will decline his invitation to speak at the Union until “cultural leadership from the top celebrates peace + coexistence + civil discourse + denounces violence [sic.]”.

StopAntisemitism also posted on X: “Our Executive Director was recently invited to debate at [Oxford Union]. Until George Abraraonye steps down/is removed, StopAntisemitism employees will not be engaging with your debate society due to safety concerns and your President elect’s pro violent stance.” 

Shadow Minister for Women and Equalities Claire Coutinho criticised the comments, posting on X: “Where is the belief in free speech, the tolerance for opinions, the empathy?” The Telegraph article was also reposted by Dan Crenshaw, Republican Congressman. 

A spokesperson of the University of Oxford told Cherwell: “The Oxford Union is independent of the University. We deplore comments appearing to endorse violence – they are unacceptable and entirely contrary to the values of our community.”

Charlie Kirk, 31 was shot dead yesterday while speaking at Utah Valley University. He was attending the University as part of his ‘American Comeback Tour’. Kirk is known for his right-wing activism and public debating in support of second amendment rights and pro-life stance on abortion. 

Kirk visited the Oxford Union earlier this year on 20th May as a speaker in opposition at the debate ‘This house believes Trump has gone too far’. George Abaraonye was one of the students debating Kirk that day.

In response to the backlash, George Abaraonye further told Cherwell: “To be clear: nobody deserves to be the victim of political violence. Nobody should be harmed or killed for the views they hold. I may have disagreed strongly with Mr. Kirk’s politics, but in death we all deserve respect, and I extend my condolences to his family and loved ones.

“At the same time, my reaction was shaped by the context of Mr. Kirk’s own rhetoric – words that often dismissed or mocked the suffering of others. He described the deaths of American children from school shootings as an acceptable “cost” of protecting gun rights. He justified the killing of civilians in Gaza, including women and children, by blaming them collectively for Hamas. He called for the retraction of the Civil Rights Act, and repeatedly spread harmful stereotypes about LGBTQ and trans communities. These were horrific and dehumanising statements.

“My reaction was not a call for violence, but a raw, unprocessed response to what felt like a painful irony. I retracted those words almost immediately, yet I’ve been troubled to see some in the media ignore my retraction while amplifying my deleted comments. A standard of behaviour that is now leading to racist comments and a myriad of threats and discrimination made towards me. It is right to call out my insensitivity, but the same scrutiny must be applied to rhetoric that has caused real harm and continues to do so.”