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92 Citi GPS: Global Perspectives & Solutions February 2015 About the Oxford Martin School The Oxford Martin School at the University of Oxford is a world-leading centre of pioneering interdisciplinary research on the major challenges facing humanity. No other university or institution hosts a research body like the Oxford Martin School. Our community of more than 300 researchers, from Oxford and beyond, is working to address the most pressing global challenges and opportunities of the 21st century. The great challenges of our time share one feature. They cannot be understood and tackled by any one academic field alone. This common factor makes these challenges difficult for individuals, businesses, governments and societies to address. Each Oxford Martin School research programme brings together academics from different disciplines to provide fresh perspectives on complex global issues. These include the future of the global financial system, cybersecurity, demographic change, the future of food and farming, the implications and mitigation of climate change, and the applications of innovation in healthcare. The unifying criteria for membership of the School are that, to qualify for its support, research must be of the highest academic calibre; must tackle issues of a global scale; could not have been undertaken without the School’s support; and must have a real impact beyond academia. The School was founded in 2005. It was made possible through the vision and generosity of Dr James Martin (1933-2013). Dr Martin believed that this century, and specifically the next two decades, will be a crucial turning point for humanity. He understood that we now have the power to destroy possibilities for future generations but, equally, we have the potential to improve dramatically the wellbeing of people across the planet. It is this combination of urgency and optimism that characterises all the work at the Oxford Martin School. Oxford Martin School faculty have demonstrated a strong record in informing thinking on significant global policy issues, focusing on critical gaps where the School’s innovative research and interdisciplinary ethos are uniquely placed to influence decision making. At the global level, the School’s experts are engaged with numerous international agencies and activities, advise multinational businesses and are involved in policy formulation in over twenty countries. They have helped develop alternatives to tackling climate change beyond the Kyoto Protocol; provided advice to the World Health Organization on understanding and combating dangerous global pandemics; and contributed to new rules to improve global financial stability. In the United Kingdom, Oxford Martin School academics regularly provide expert testimony to parliamentary hearings and have been advising the Prime Minister and cabinet members on strategic science and technology policy issues. The Oxford Martin School regularly works in partnership with governments, the private sector, think tanks and inter-governmental and non-governmental organisations. For further information, please visit the Oxford Martin School website: www.oxfordmartin.ox.ac.uk © 2015 Citigroup
February 2015 Citi GPS: Global Perspectives & Solutions 93 References Acemoglu, D. and Robinson, J. (2012). Why nations fail: the origins of power, prosperity, and poverty. Random House Digital, Inc. Ackerman, E. and Guizzo, E. (2011). 5 technologies that will shape the web. Spectrum, IEEE, 48(6), pp. 40–45. Aguiar, M. and Hurst, E. (2007). Measuring Trends in Leisure: The Allocation of Time over Five Decades, The Quarterly Journal of Economics, 122(3), pp. 969- 1006, 08. Alvaredo, F., Atkinson, A.B., Piketty, T. and Saez, E. (2013). The Top 1 Percent in International and Historical Perspective, Journal of Economic Perspectives, 27(3), pp. 3-20, Summer. Andersson, F., Haltiwanger, J.C. Kutzbach, M.J, Pollakowski, H.O., and Weinberg, D.H. (2014). Job Displacement and the Duration of Joblessness: The Role of Spatial Mismatch, NBER Working Papers 20066, National Bureau of Economic Research, Inc. Armstrong, Stuart, Kaj Sotala, and Seán S. Ó hÉigeartaigh. “The Errors, Insights and Lessons of Famous AI Predictions – and What They Mean for the Future”. Journal of Experimental & Theoretical Artificial Intelligence 26 (3) pp. 317-42 (3 July 2014). Doi: 10.1080/0952813X.2014.895105. Atack, J., Bateman, F. and Margo, R.A. (2008a). Steam power, establishment size, and labor productivity growth in nineteenth century American manufacturing. Explorations in Economic History, 45(2), pp. 185–198. Atack, J., Haines, M.R. and Margo, R.A. (2008b). Railroads and the rise of the factory: Evidence for the United States, 1850-70. Tech. Rep. Autor, D. (2014). Skills, Education, and the Rise of Earnings Inequality Among the ‘Other 99 Percent’, Science, 344 (6186) pp. 843-851. Autor, D. (2014a). “Polanyi’s Paradox and the Shape of Employment Growth”, Paper prepared for the Federal Reserve Bank of Kansas, Jackson Hole Conferences, 22 August 2014. Autor, D. (2010). “The Polarization of Job Opportunities in the U.S. Labor Market: Implications for Employment and Earnings”, Center for American Progress and the Hamilton Project. Autor, D and Dorn, D. (2013). The growth of low skill service jobs and the polarisation of the US labor market. American Economic Review. vol. 103(5), pp. 1553-97. Autor, D., Levy, F. and Murnane, R.J. (2003). The skill content of recent technological change: An empirical exploration. The Quarterly Journal of Economics, 118 (4), pp. 1279–1333. Bassett, J. (2014). Memorial Sloan Kettering Trains IBM Watson to Help Doctors Make Better Cancer Treatment Choices. 11 April 2014. http://www.mskcc.org/blog/msk-trains-ibm-watson-help-doctors-make-bettertreatment-choices © 2015 Citigroup
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