Suchergebnisse

Contents: Needs, problems, opportunities; Administration of government science; Government science and the universities.

In the 1980s, driven by economic hardships, the decline in basic industries, & Reagan administration cutbacks in domestic programs, many state governors sought to assert political leadership through technology-based economic development programs. By 1988, at least 38 states had government agencies or offices specifically designed for science & technology (S&T) missions. Most of the other states had S&T programs & activities run by existing government departments or agencies. S&T policies in 13 states are examined, with a focus on: (1) the role of the new S&T agencies & offices that embody the S&T-based economic development drive of states; (2) the function of more traditional state government agencies & their roles in this emerging function of S&T-based economic development; & (3) state competition for major, national high technology facilities. 15 References. Modified AA

Looks at the growing role of the states and the legacy they have inherited from earlier state science and technology activities. Unfortunately, much of what states have done is not guided by any sense of coordinated strategy. Argues that they need to get their individual and collective acts together. (SJK)

"Biology and politics have converged today across much of the industrialized world. Debates about genetically modified organisms, cloning, stem cells, animal patenting, and new reproductive technologies crowd media headlines and policy agendas. Less noticed, but no less important, are the rifts that have appeared among leading Western nations about the right way to govern innovation in genetics and biotechnology. These significant differences in law and policy, and in ethical analysis, may in a globalizing world act as obstacles to free trade, scientific inquiry, and shared understandings of human dignity. In this magisterial look at some twenty-five years of scientific and social development, Sheila Jasanoff compares the politics and policy of the life sciences in Britain, Germany, the United States, and in the European Union as a whole. She shows how public and private actors in each setting evaluated new manifestations of biotechnology and tried to reassure themselves about their safety. Three main themes emerge. First, core concepts of democratic theory, such as citizenship, deliberation, and accountability, cannot be understood satisfactorily without taking on board the politics of science and technology. Second, in all three countries, policies for the life sciences have been incorporated into "nation-building" projects that seek to reimagine what the nation stands for. Third, political culture influences democratic politics, and it works through the institutionalized ways in which citizens understand and evaluate public knowledge. These three aspects of contemporary politics, Jasanoff argues, help account not only for policy divergences but also for the perceived legitimacy of state actions."--Publisher.

This report provides details of Science and Technology expenditure by 9 Government Departments and 33 separate agencies

This report provides details of Science and Technology expenditure by 10 Government Departments and 34 separate agencies.

Intro -- Half Title -- Title Page -- Copyright page -- Table of Contents -- List of illustrations -- Acknowledgements -- Introduction -- 1 Historical background and the theoretical model -- From the Middle Ages until industrialisation -- The theoretical model -- 2 The role of education and science in the state-building process -- Education and state-processes: political ideas and social theories -- The history of state education systems: from reformation to modernity -- Reformation: State versus Church -- The establishment of state bureaucracy -- Professionalisation -- Education and the citizen -- Examples of the use of education and science in state-building processes -- Great Britain – a success that became a burden -- France – the pros and cons of centralism -- Poland – integrating the state through education -- Conclusion -- 3 Human capital and knowledge in economic theory -- Human capital, technological advancement, and economic growth -- Controversies over state policy recommendations for education and science: the market and the state -- National innovation systems and competitive advantages -- The concept of competitive advantages in education and science -- National innovation systems -- Knowledge in the era of the Third Industrial Revolution -- Education, knowledge, and the global value chains -- The impact of education and science on economic development in market economies -- Germany – efficiency that astounded and frightened -- Japan – from avoiding colonisation to challenging the greatest superpower -- Critiques of the commodification of knowledge and abilities -- Conclusion -- 4 International distribution of power and state strategies -- International distribution of power in education and science -- Primary and secondary education -- Higher education -- Scientific research -- Research, development, and applications