e-Social Science and Evidence-Based Policy Assessment : Challenges and Solutions

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Local Flood Risk Management Strategies in England: Patterns of Application

In England, the Flood and Water Management Act 2010 provides specific roles for Lead Local Flood Authorities in flood and coastal erosion risk management. Under Section 9 of the Act, authorities are responsible for preparing, applying and monitoring a local flood risk management strategy that balances community input into flood management with national policy objectives. Authorities are legally obliged to consider specified requirements in strategy production, including consultation with the public. Using an evaluative framework based on legal requirements and local government guidelines, this article assesses the extent to which these requirements have been met in a sample of 43 strategies. Our findings suggest that strategies generally meet minimal legal requirements, although variance exists in approaches adopted, particularly in respect of consultation and links to other environmental management aspects. Recommendations for enhancing future practice are provided

Population Objects: Interpassive Subjects

While Foucault described population as the object of biopower he did not investigate the practices that make it possible to know population. Rather, he tended to naturalise it as an object on which power can act. However, population is not an object awaiting discovery, but is represented and enacted by specific devices such as censuses and what I call population metrics. The latter enact populations by assembling different categories and measurements of subjects (biographical, biometric and transactional) in myriad ways to identify and measure the performance of populations. I account for both the object and subject by thinking about how devices consist of agencements, that is, specific arrangements of humans and technologies whose mediations and interactions not only enact populations but also produce subjects. I suggest that population metrics render subjects interpassive whereby other beings or objects take up the role and act in place of the subject

Collaboration and interconnectivity: Nottinghamshire Fire and Rescue Services and higher education institutions in Nottingham

This paper will describe the developing relationship between Nottinghamshire Fire and Rescue Services and the two Higher Education Institutions in Nottingham. It will chronicle how a very traditional relationship has been transformed, initially by a simple consultancy project, into a much closer working relationship characterised by a much richer variety of collaborative projects. It demonstrates the potential mutual benefits that greater trust and reciprocity between the institutions can bring to both academia and to practice and the impact it has already had on curriculum development, teaching and learning in Nottingham

Rich pictures for stakeholder dialogue:A polyphonic picture book

We describe the design and use of a ‘polyphonic picture book’ for engaging stakeholders and research participants with findings from an interdisciplinary project investigating how UK citizens create and manage online identities at three significant life transitions. The project delivered socio-cultural and technical findings to inform policy-making and service innovation for enhancing digital literacy in online self-representation. The picture book presented findings through multi-perspectival, fictional scenarios about experiences of life transition. We describe our use of the book with our stakeholders in five workshop settings and our evaluation of the visual format for fostering stakeholder dialogue around the findings and their transferability. This paper contributes methodological insights about using visual storytelling to scaffold interpretative, dialogical contexts of research engagement

Factors holding back small third sector organizations' engagement with the local public sector

In many developed countries there has been a shift from grants to contracts as a source of local public sector funding of the third sector. Smaller third sector organizations may struggle to compete for this funding due to the complex process of accessing and maintaining this funding and conveying their capabilities to funding providers. This study utilizes data from the UK to determine what factors increase these administrative and communication barriers for smaller organizations. Resources in terms of income and volunteers affect perceptions of the process of obtaining funding. A solution may be standardization of evaluation and monitoring, but this may lead to isomorphism and loss of variety of provision. Better two way communication may allow local authorities retain variety in public service provision through improved knowledge of their partners

SUPPORT Tools for evidence-informed health Policymaking (STP) 17: Dealing with insufficient research evidence

This article is part of a series written for people responsible for making decisions about health policies and programmes and for those who support these decision makers

The limits of higher education institutions as sites of work skill development, the cases of software engineers, laboratory scientists, financial analysts and press officers

Where do workers with Higher Education (HE) degrees develop their work skills? Although few would expect these to be developed in HE exclusively, there exists an assumption that the core skills of those working in graduate occupations are predominantly formed at HE. This article examines how within four graduate occupations, employers and workers assess the extent HE is thought to develop the skills and knowledge used within the work process. It draws on occupational case studies on the work of laboratory-based scientists, software engineers, financial analysts and press officers, using interview data with workers, employers and stakeholders. The study shows that structural barriers prevent HE to take a significant part in work-skill and knowledge development, but also that HE is not necessarily heavily relied upon for skill formation. More precaution is required for those who would like to directly link the skills demands for graduate work with the skills that are developed or associated at university