The role of science in policy making

This thesis aims to consider the role played by science in policy making. Firstly, two decision models are considered, synoptic rationality which depends heavily on formal information and comprehensive planning, and disjointed incrementalism, under which decisions are made in a fragmented and remedial manner via the interaction of interested partisans and with little necessity for formal information. Secondly, different descriptions of scientific activity are discussed and a broadly Kuhnian view of science is supported, with what is regarded as a `fact' being heavily influenced by social factors. It is suggested that scientific controversies are more likely to occur in policy related science but for reasons that are intrinsic to science rather than due to some correctable aberration. A number of case studies, including two `in-depth' studies into maternal deprivation and the relationship between hyperactivity and food additives, support this contention and also show that whilst scientific findings can raise issues they cannot aid in the resolution of these as the synoptic model suggests that they should. Instead information supports and legitimates value based policy views, with actual policy decisions arrived at via negotiation and aiming at a balancing of partisan pressures, as suggested by the incremental model. Not only does information not aid the resolution of policy disputes, it cannot do so. When policy is disputed, scientific findings are also likely to be disputed and further research merely attracts more highly destructive criticism. This is termed the over critical model. When policy is decided then there is reduced impetus to critically test scientific ideas; this is termed the under critical model. Both of these situations act to the detriment of science. The main conclusion drawn is that the belief that science is essential to decision making is misleading and may serve to mask rather than illuminate areas of dispute.

Corporate legitimacy and advertising:British companies and the rhetoric of development in West Africa, 1950-1970

Development, modernity, and industrialization became dominant themes in corporate advertising in Africa in the 1950s and remained prevalent through the following two decades while many African nations were gaining independence. British business operating there created a publicity strategy that couched their presence in less developed countries in terms of a commitment and a positive contribution to the progress of the new states. Eventually, British companies tried to "Africanize" their corporate image through these campaigns.

The association between the use of IP by UK SMEs in 2001 and subsequent performance in 2002 to 2004

This report analyses the 2001 cohort of UK SMEs. The specific focus is on the link between IP activity in 2001 and subsequent performance (to 2004). The 2001 cohort contains 130,082 SMEs of which 3,123 were IP active (2.4%). Specifically, 1,872 SMEs had at least one UK trade mark publication; 697 had one or more Community trade mark registrations; 646 SMEs had one or more UK patents; and 443 had one or more EPO patent publications. The outcome and financial performance of the SMEs is analysed in various ways. Initially, we look at the determinants of survival to 2004. We then look at growth of assets and turnover for the period 2001 to 2004.

The politics of knowledge in central Asia:science between Marx and the market

Through careful historical and ethnographic research and extensive use of local scholarly works, this book provides a persuasive and careful analysis of the production of knowledge in Central Asia. The author demonstrates that classical theories of science and society are inadequate for understanding the science project in Central Asia. Instead, a critical understanding of local science is more appropriate. In the region, the professional and political ethos of Marxism-Leninism was incorporated into the logic of science on the periphery of the Soviet empire. This book reveals that science, organizes and constructed by Soviet rule, was also defined by individual efforts of local scientists. Their work to establish themselves 'between Marx and the market' is therefore creating new political economies of knowledge at the edge of the scientific world system.

An investigation into the nature and consequences of teachers' implicit philosophies of science

The aims of this study were to investigate the beliefs concerning the philosophy of science held by practising science teachers and to relate those beliefs to their pupils' understanding of the philosophy of science. Three philosophies of science, differing in the way they relate experimental work to other parts of the scientific enterprise, are described. By the use of questionnaire techniques, teachers of four extreme types were identified. These are: the H type or hypothetico-deductivist teacher, who sees experiments as potential falsifiers of hypotheses or of logical deductions from them; the I type or inductivist teacher, who regards experiments mainly as a way of increasing the range of observations available for recording before patterns are noted and inductive generalisation is carried out; the V type or verificationist teacher, who expects experiments to provide proof and to demonstrate the truth or accuracy of scientific statements; and the 0 type, who has no discernible philosophical beliefs about the nature of science or its methodology. Following interviews of selected teachers to check their responses to the questionnaire and to determine their normal teaching methods, an experiment was organised in which parallel groups were given H, I and V type teaching in the normal school situation during most of one academic year. Using pre-test and post-test scores on a specially developed test of pupil understanding of the philosophy of science, it was shown that pupils were positively affected by their teacher's implied philosophy of science. There was also some indication that V type teaching improved marks obtained in school science examinations, but appeared to discourage the more able from continuing the study of science. Effects were also noted on vocabulary used by pupils to describe scientists and their activities.