The Use and Misuse of Science: Refining the Theoretical Framework of Science Policy

This poster examines the use and misuse of science information in the federal government. Scientific information is a vital component of policy making in the U.S. today. Stine notes that science research is ???intricately linked to societal needs and the nation???s economy in areas such as transportation, communication, agriculture, education, environment, health, defense, and jobs??? [7, p. i]. In the past, the relationship between science and policy was seen as a linear process: science conducted research, collected data, and presented its findings to federal agencies, which then use that evidence to determine the best policy action [2, 5]. However, the reality of science policy is far more complex; while science is a valuable source of information, it is also problematic, since scientific data may conflict with political, moral, and economic values [5, 6, 7]. For example, if endangered fish reside in a lake, politicians may face choices between preserving the ecosystem, irrigating nearby farms, and allowing recreational use of the lake. Each choice has economic, environmental, and political ramifications. Doremus explains that ???esthetic, ecological, educational, historical, recreational, or scientific??? values can all be considered relevant foundations for agency decisions [3, p. 1136]. Because of this complexity, ???the political community and the scientific community??? collaborate at the boundary of politics and science over the integrity and productivity of research??? [5, p. 143]. In this conceptualization, ???government cannot make good policy decisions unless the decision makers have access to, and appropriately use, the best available understanding of the facts??? [4, p. 1639]. Federal agencies, like individuals, have information behaviors???they create, access, review, share, evaluate, and act upon information in order to formulate and assess public policy. Agencies could accept scientific conclusions and use them as the basis of policy formation. Agencies could accept the science, yet determine that it is not the best or sole basis of effective policy. Of course, agencies could reject or partially reject the science, thus creating more opportunities to basis policy on other considerations. Typical agency behavior with respect to science falls across a spectrum, with science being neither unreservedly endorsed nor discarded. While ???a scientist views science as a way of learning, a policy maker???may see science as the justification for a decision, a requirement of the law, a tool or impediment, or something that opposes or supports their viewpoint??? [1, p. 1005]. Furthermore, agency information behavior with respect to science does not exist in isolation. There is recurring interaction between science and policy. For instance, scientists who study the toxic effects of chemicals and report their conclusions to the Environmental Protection Agency, to guide agency behavior, will likely continue studying the same chemicals and providing additional information to further influence policy. How the EPA behaves with respect to the scientific information may shape future research, communication efforts, or the information behaviors of the scientists themselves. Principal-agent theory is frequently used to explain how science and policy interact. Under this approach, federal agencies, as principals, contract with science to provide needed information. Science then acts as an agent, supplying data and conclusions in exchange for funding, prestige, and other rewards [5, 6]. Principal-agent theory captures a significant portion of the interaction between science and policy, but does not reflect the entire relationship. Specifically, principal-agent theory has little to say about how agencies use science???the information behaviors in which they engage???or how these information behaviors affect subsequent interaction with scientists. The theory currently does not address the problem of under-utilized or under-appreciated agents. If the agents perceive their work is not incorporated into policy, perhaps they will refuse to do further work, will begin doing shoddy work, or will attempt to subtly integrate policy advice into their work. Since these information behaviors are, in fact, a crucial part of formulating policy, they ought not be overlooked. The nature of the recurring interactions, and how they are affected by agencies??? information behavior, has not been explicitly examined in the previous literature. This poster illuminates these aspects of the relationships between science and policy. Specific examples of agencies using and misusing scientific information will be drawn from the literature to illustrate the complex interactions. The full, cyclical relationship between science and policy will be portrayed, demonstrating how agencies??? information behaviors may affect subsequent research and communication behaviors. This will necessarily entail a refinement of principal-agent theory as it has been applied to science policy. This research will be a valuable contribution in several ways. It brings science policy???how scientific information is used or misused???to the explicit attention of iSchools and their cognate fields of study. As we create technological tools and engage in policy-relevant research, we need to pay attention to how our data and conclusions may or may not be utilized. In addition, science policy can benefit from the theoretical and conceptual rigor of the trans-disciplinary research of the iSchools. Finally, the research will also test and strengthen the use of principal-agent theory as it applies to science policy. Overall, this theory has great utility, but can be refined to address more of the interaction between science and policy

Best Practice in Early Childhood Home Visiting

Home visiting has been in practice for some time but has gained an increased spotlight in recent years. The present study is a qualitative exploration of the best practices surrounding the specific realm of home visiting in reaching children in early childhood and their families. The research focused on ages three to five and was specific to school readiness. The researcher conducted nonscheduled-standardized interviews with professionals from eight home visiting programs in southern Minnesota and the metro. The transcripts were analyzed using a grounded theory approach and seven themes emerged to describe the work done in these early childhood home visiting programs. These themes included challenges in working with diverse communities, unstable funding, modification and lack of curriculum, importance of relationships, the need to focus on the parent, an emphasis on school readiness and a link to social work. The data also provided a broad look at the curriculum, staffing, assessments and partnerships used in home visiting work. The findings imply that home visiting has certain challenges specific to the work but there are significant benefits to this strategy in reaching children and their families as well. The research also pointed to a link to social work practice partly due to the significant work in home visiting to connect isolated families along with the school readiness focus

Best Practice in Early Childhood Home Visiting

Home visiting has been in practice for some time but has gained an increased spotlight in recent years. The present study is a qualitative exploration of the best practices surrounding the specific realm of home visiting in reaching children in early childhood and their families. The research focused on ages three to five and was specific to school readiness. The researcher conducted nonscheduled-standardized interviews with professionals from eight home visiting programs in southern Minnesota and the metro. The transcripts were analyzed using a grounded theory approach and seven themes emerged to describe the work done in these early childhood home visiting programs. These themes included challenges in working with diverse communities, unstable funding, modification and lack of curriculum, importance of relationships, the need to focus on the parent, an emphasis on school readiness and a link to social work. The data also provided a broad look at the curriculum, staffing, assessments and partnerships used in home visiting work. The findings imply that home visiting has certain challenges specific to the work but there are significant benefits to this strategy in reaching children and their families as well. The research also pointed to a link to social work practice partly due to the significant work in home visiting to connect isolated families along with the school readiness focus

The Starry Night: Jake Heggie, Vincent van Gogh, and the Consolation of the Stars

This document begins with an Introduction detailing the reception history of Jake Heggie\u27s 2002 song cycle The Starry Night. Chapter one offers biographical information on the composer, chapter two details thematic connections between La Peinture Consolante (the painting of consolation) and Heggie\u27s conception of narrative journey. Chapters three through nine offer detailed musical analysis for each of the seven songs, and the conclusion discusses the contemporary American art song recital, with specific reference to Ned Rorem\u27s 1996 Opera News article: The American Art Song: Dead or Alive

Employability in COVID-19

The impacts of the COVID-19 global pandemic on higher education could be seen in education in early 2020. Significant labour market disruptions places students among the group experiencing the heaviest burden from layoffs and work insecurity during this time. Higher education institutions also face financial uncertainty, bracing for shifts in enrolment and tuition revenue, particularly related to international student cohorts. The impacts of the COVID-19 pandemic on student employability are on the radar of policymakers, university faculty and administrators, employers, and students alike

Student Employability in COVID-19 Project Summary

The impacts of the COVID-19 global pandemic on higher education could be seen in education in early 2020. Significant labour market disruptions places students among the group experiencing the heaviest burden from layoffs and work insecurity during this time. Higher education institutions also face financial uncertainty, bracing for shifts in enrolment and tuition revenue, particularly related to international student cohorts. The impacts of the COVID-19 pandemic on student employability are on the radar of policymakers, university faculty and administrators, employers, and students alike

The Skills Gap Agenda in Canadian Higher Education Research Summary

Solving the skills gap is a difficult task due to the differing opinions on the subject. Even though these opinions may be different, they are all driven by the same assumptions that students are primarily motivated by economic reasoning in what they choose to study. We think that’s a problem, because there are many reasons that motive students and not all students have equal access to economic resources

Research Summary: The Skills Gap Agenda in Canadian Higher Education

The issue of the ‘skills gap’ is an important discussion in higher education policy both in Canada and internationally. The idea of the skills gap is that there is an inconsistency between the skills of graduates and the needs of the labour market. The problem here is that there is no agreement about the nature of the skills gap, or that a skills gap even exists. Given that there is no agreement surrounding the issue of skills, we ask: What should we make of the different representations of the skills gap, and how are post-secondary students positioned in this issue

Project Summary: Mapping International Refugee Access to Higher Education

There are approximately 25 million refugees around the world, and over half of this 25 million are under the age of 25. While many refugees hold strong aspirations to attend higher education, about 3% of refugees have access due to political, social and economic challenges. The challenge is how to understand, support, and develop successful greater access to higher education for refugees

Mapping International Refugee Access to Higher Education

There are approximately 25 million refugees around the world, and over half of this 25 million are under the age of 25. While many refugees hold strong aspirations to attend higher education, about 3% of refugees have access due to political, social and economic challenges. The challenge is how to understand, support, and develop successful greater access to higher education for refugees