Beyond Technocratic Governance: The Case of Biotechnology

Decision-making processes within the European Union are often held to be technocratic in nature. This article challenges this assumption upon conceptual and empirical grounds. Whilst in the European regulatory field of biotechnology, politicians often seek to define political issues as technical questions and so may successfully evade necessary but time-consuming legislative processes through the means of Comitology; the diverse mixture of national, supranational, technocratic and political interests within the Commission, Council, Parliament and committees, determines that social and ethical criteria do play a role in European regulation. Relating such specific findings to the broader question of European governance, it might thus be argued that the European Union is more than a technocratic regime, and does more than promote negative integration. However, the 'political' within European decision-making needs nonetheless to be strengthened to ensure the necessary and continued inclusion within such regulatory processes of social and ethical rationalities to complement the economic rationality of the internal market.     

The effects of assertive training on the performance self-esteem of adolescent girls

Journal of Youth and Adolescence - Assertiveness training was provided for 148 girls in 10 high school business and homemaking classes in six senior high schools. Training sessions were co-led by...     

Social learning and adolescent deviance abstention: Toward understanding the reasons for initiating,quitting, and avoiding drugs

Tests of theories that attempt to explain why individuals currently use drugs are widespread; however, the theoretical examinations of abstention from drugs and the cessation of their use are rare. For its part, social learning theory has been supported consistently in its delineation of the process by which substance use is learned. We propose that cessation and abstention are also learned behavior. Using logistic regression analysis, we examine the ability of social learning variables to distinguish among abstainers, current users, and former users of illicit drugs within a sample of 1688 middle- and high-school students in two widely separated nonurban communities. Results indicate that social learning variables clearly distinguish abstainers from current users but are less able to distinguish former users and current users or former users from abstainers. The theoretical, research, and policy implications of these findings are examined in detail.