scholarly journals The will of Congress? Permissive regulation and the strategic use of labeling for the anti-influenza drug Relenza

2019 ◽  
Vol 50 (1) ◽  
pp. 145-169
Author(s):  
Shai Mulinari ◽  
Courtney Davis

Through an analysis of the FDA’s approval of the controversial anti-influenza drug Relenza (zanamivir), we interrogate distinct social scientific theories of pharmaceutical regulation. We investigate why, despite internal negative opinions and an Advisory Committee’s non-approval recommendation, the FDA approved Relenza in the late 1990s. Based on a close reading of FDA documents, we show how agency officials guided the manufacturer’s analyses and participated in constructing a tenuous argument for approval. We show how regulators may strategically design drug labels that can justify their permissive regulation. We consider the explanatory power of official accounts and alternative, partially overlapping, theories of pharmaceutical regulation in the Relenza case, and develop new insights into the institutional dynamics of regulator-industry relations. We find little or no evidence that the FDA was primarily driven by public health concerns, pressure from disease-based patient activism, or a consumerist and neoliberal regulatory logic, although some of these explanations provided managers with convenient rhetoric to rationalize their actions. Rather, we argue that the Relenza case highlights contradictions between a scientific culture at FDA, conducive to rigorous product evaluations, and the agency’s attempts to accommodate higher-level political (i.e. Congress) and industry demands conducive of permissive regulation – consistent with some aspects of reputational and capture theories, as well as with corporate bias theory.

1978 ◽  
Vol 5 ◽  
pp. 101-120 ◽  
Author(s):  
Wyatt MacGaffey

The following exploration of social scientific thought as applied to Africa is an exercise in ethnography, not in debunking. At one level the argument, referring mainly to social change in western Zaire in the last hundred years, offers a descriptive interpretation which I assert is better than others. At another level I seek to establish what kind of phenomenon, in an ethnographic sense, historiography really is. At this level, I apply the methods of social science to a body of work in “social science” which is, in fact, myth, and which itself deals, in part, with a body of “myth” which is, in fact, social science.In “African Traditional Thought and Western Science,” Robin Horton first shows the ways in which the first is like the second in producing model-building explanatory schemes, and then argues that the difference between the two is essentially that “in traditional cultures there is no developed awareness of alternatives to the established body of theoretical tenets; whereas in scientifically oriented cultures, such an awareness is highly developed ” He elaborates this difference between “the open and closed predicaments” in terms of such factors as unreflective versus reflective thinking, mixed versus segregated motives, absence versus presence of experimental method; these factors he finds superior in explanatory power to “most of the well-worn dichotomies used to conceptualize the difference between scientific and tradition religious thought. Intellectual versus emotional; rational versus mystical; reality-oriented versus fantasy-oriented …”Only occasionally does Horton refer to social science, however; he seems to assimilate it to natural science.


2020 ◽  
Vol 54 (6) ◽  
pp. 1672-1690
Author(s):  
Janaina Ma ◽  
Diego Mota Vieira

Abstract This article aims to advance the discussion about the influence of knowledge and policy learning on policy change, taking the Advocacy Coalition Framework as reference. We propose unlinking the comprehension of learning through change in two perspectives. First, we suggest apprehending the relation between knowledge and policy learning, through the use of knowledge, assuming that different forms of learning are possible, depending on the context of decision-making. Then, relying on the contributions of the theory of gradual institutional change, we suggest using the notion of institutional dynamics, in order to capture the explanatory power of knowledge and policy learning both in stasis and change situations. We aim to contribute to diminish the skepticism presented in the literature about the influence of knowledge and policy learning in the policy process.


1986 ◽  
Vol 34 (4) ◽  
pp. 737-772 ◽  
Author(s):  
Jonathan Gabe ◽  
Nicki Thorogood

Social scientific studies of prescribed drug use have played an important part in heightening awareness that their use can best be understood when considered within a social context. From a sociological point of view, however, these studies often suffer from limitations which restrict their descriptive and explanatory power. This paper discusses these limitations before attempting to develop an alternative approach which focuses on the meanings attached to prescribed drug use, and relates these meanings to the ways in whch the users of these drugs manage their everyday lives as members of particular collectivities. In order to bridge the gap between structure and experience prescribed drugs are conceptualised as resources which, along with other material and socio-cultural resources, are both differentially available and variously experienced. Taking minor tranquillisers/hypnotics (e.g. Valium, Mogadon) as a test case attention is focused first on these drugs' availability to samples of black and white working-class women and the meanings which they attribute to these drugs. The different patterns of drug use which are found are then related to these women's varying access to and experience of a range of other resources (including paid work, social supports, leisure, cigarettes and religion). This provides a basis for explaining different patterns of drug use and hopefully illustrates the usefulness of ‘resource’ as a bridging concept between social structure and everyday life.


2019 ◽  
Vol 15 (1) ◽  
pp. 267-288
Author(s):  
Robert van Krieken

The German sociologist Norbert Elias developed a wide-ranging sociological analysis of the interconnections between processes of state formation, institutional dynamics, and individual subjectivity, or habitus, and the logic of their processes of transformation over time. His work has had significant impact on social scientific thought in a wide variety of fields, including the historical sociology of the self, violence, crime and punishment, organizations, emotions, sexuality, social control, and sport. His influence in legal scholarship, however, has concentrated in criminology, with only sporadic use of his ideas in relation to other topics in law and social science research. This review highlights the ways in which Elias can be read as a theorist of regulation by outlining ( a) the core elements of Elias's “process-figurational” sociology and his analysis of processes of civilization and decivilization; ( b) Elias's observations on law and state formation; ( c) a selection of the sociolegal research related to his sociological approach, in fields such as crime and punishment, evolving modes of regulation, and international relations; and ( d) the potential future directions in which Elias's process-figurational approach might move in sociolegal research and scholarship. These include the emotional dimensions of family law, human rights and humanitarianism, the intersections of legal evolution and broader processes of social change, legal pluralism and legal culture, tort law, constitutionalism, and the rule of law.


2020 ◽  
Vol 54 (6) ◽  
pp. 1672-1690
Author(s):  
Janaina Ma ◽  
Diego Mota Vieira

Abstract This article aims to advance the discussion about the influence of knowledge and policy learning on policy change, taking the Advocacy Coalition Framework as reference. We propose unlinking the comprehension of learning through change in two perspectives. First, we suggest apprehending the relation between knowledge and policy learning, through the use of knowledge, assuming that different forms of learning are possible, depending on the context of decision-making. Then, relying on the contributions of the theory of gradual institutional change, we suggest using the notion of institutional dynamics, in order to capture the explanatory power of knowledge and policy learning both in stasis and change situations. We aim to contribute to diminish the skepticism presented in the literature about the influence of knowledge and policy learning in the policy process.


2014 ◽  
Vol 24 (1) ◽  
pp. 70-99
Author(s):  
Jodie Boyer

AbstractThis article explores arguments among medico-legal experts (including Amariah Brigham, Isaac Ray, John P. Gray, and W. A. Hammond) about the social and moral ramifications of expanding the definition of insanity to include moral insanity. This is an important corrective to a standard view that sees the movement to transform the insanity defense in nineteenth-century America as a rejection of the explanatory power of human depravity in the face of an optimistic understanding of human nature as found in Scottish common sense philosophy. The debate, especially between Ray and Brigham, on the one hand, and Gray, on the other, finally led to a situation in which religious discussions of sin, the will, grace, and the shape of the human self were legally sidelined.


2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.


1980 ◽  
Vol 25 (7) ◽  
pp. 573-574
Author(s):  
JAMES LULL
Keyword(s):  

1979 ◽  
Vol 24 (10) ◽  
pp. 748-750
Author(s):  
K. T. STRONGMAN
Keyword(s):  

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