DOCSLIB.ORG

Conceptual Frameworks As Narratives, 1945-2005

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Conceptual Frameworks As Narratives, 1945-2005 THE MAKING OF SCIENCE, TECHNOLOGY AND INNOVATION POLICY: CONCEPTUAL FRAMEWORKS AS NARRATIVES, 1945-2005 Benoît GODIN 2009 Centre Urbanisation Culture Société Institut national de la recherche scientifique 385, rue Sherbrooke Est Montréal (Québec) H2X 1E3 Telephone : 514-499-4074 Facsimile : 514-499-4065 www.ucs.inrs.ca TABLE OF CONTENTS INTRODUCTION ........................................................................... 1 Frameworks as Narratives ............................................................................... 4 The Logic (Rhetoric?) of Narratives .............................................................. 14 The Policy (Political?) Process ...................................................................... 21 PART I ............................................................................................ 25 CHAPTER ONE ............................................................................ 25 The Linear Model of Innovation: The Historical Construction of an Analytical Framework ........................ 25 A Political Rhetoric ....................................................................................... 28 An Industrial Perspective .............................................................................. 36 A Statistical Classification ............................................................................ 40 Economists Appropriate the Model ............................................................... 52 Conclusion .................................................................................................... 61 CHAPTER TWO ........................................................................... 67 The Making of Statistical Standards: The OECD Frascati Manual and the Accounting Framework ........................... 67 National Accounting ..................................................................................... 69 The Frascati Manual ...................................................................................... 80 Accounting for Science ....................................................................... 81 What Accounting Measures? .............................................................. 91 Accounting and Science Policy ................................................................... 103 The Efficiency of Research ......................................................................... 113 Conclusion .................................................................................................. 116 CHAPTER THREE ..................................................................... 123 Science and Efficiency: the Input-Output Framework ............. 123 The Production Function ............................................................................. 127 The Economics of Science .......................................................................... 138 An Accounting Framework ......................................................................... 144 Conclusion .................................................................................................. 148 CHAPTER FOUR ....................................................................... 155 Economic Growth, Productivity and the New Economy .......... 155 Integrating Science and Technology into the Econometric Equation .......... 156 Studying Growth and Productivity at the OECD ......................................... 161 The New Economy ...................................................................................... 171 Synthesizing Academic Works ......................................................... 175 Internationalizing the Statistics ......................................................... 176 Developing a Visual Rhetoric ........................................................... 178 Conclusion .................................................................................................. 179 CHAPTER FIVE ......................................................................... 183 Competitiveness and Trade in High-Technology ...................... 183 A Very Basic Ratio ..................................................................................... 185 Variations on a Theme ................................................................................ 188 Research Intensity ............................................................................. 189 Technology Intensity ........................................................................ 193 High Technology ......................................................................................... 198 Conclusion .................................................................................................. 207 CHAPTER SIX ............................................................................ 213 The Political Agenda on Globalization, its Framework and Measurement ...................................................................... 213 The Globalization Framework ..................................................................... 215 The Globalization of Technology ................................................................ 221 Measuring the Internationalization of R&D ...................................... 223 Renewed Interest in the Technological Balance of Payments ........... 225 Other Impacts of Globalization on S&T Statistics ............................ 226 What Did the Numbers Say? ....................................................................... 228 Conclusion .................................................................................................. 234 PART II ........................................................................................ 237 CHAPTER SEVEN ..................................................................... 237 National Innovation System: the System Approach in Historical Perspective .................................................... 237 National Innovation System at OECD ......................................................... 239 The System Approach ................................................................................. 244 Measuring the Research System .................................................................. 256 Conclusion .................................................................................................. 259 CHAPTER EIGHT ...................................................................... 265 ii The Making of Science, Technology…, 2009 The Knowledge-Based Economy: Conceptual Framework or Buzzword? .......................................................................... 265 Machlup’s Construction .............................................................................. 267 Measuring Knowledge ...................................................................... 269 The Message ..................................................................................... 274 The Knowledge-Based Economy at the OECD ........................................... 276 Defining the Knowledge-Based Economy ........................................ 279 Measuring the Knowledge-Based Economy ..................................... 281 An Umbrella-Concept ................................................................................. 285 Conclusion .................................................................................................. 290 CHAPTER NINE ......................................................................... 295 The Information Economy: The History of a Framework Through its Measurement ................................................. 295 The Economics of Information .................................................................... 299 The Ad Hoc Group on Scientific and Technical Information (1962) ................................................................. 301 The Ad Hoc Group on Information Policy (1965) ............................ 303 The Economics of Information Panel (1965) .................................... 305 The Information Economy .......................................................................... 319 The Working Party on Information, Computer, and Communications Policy (1976) ....................................... 322 The Group of Experts on ICC Statistics (1982) ................................ 329 The Information Society .............................................................................. 342 The Working Party on Economic Implications of Information Technologies (1988) .............................................................. 348 The Working Party on Indicators for the Information Society (1999)355 Conclusion .................................................................................................. 363 CONCLUSION ............................................................................ 367 Appendix 1.................................................................................... 375 Labels Used for Modern Societal Transformations, 1950-1984 ............................................................................ 375 Appendix 2.................................................................................... 379 Methodological Documents from the Directorate for Science, Technology and Industry (OECD) ................................... 379 Appendix 3.................................................................................... 380 Appendix 4.................................................................................... 381 The Making of Science, Technology…, 2009 iii
Load more

Recommended publications
  • L5 News, April 1976
    In an effort to appease the budget (space stations housing up to two L-5 NEWS watchdogs, both within Congress and hundred people) and, possibly, to space OMB, however, the Committee kept the colonies. A Newsletter from the L-5 Society overall NASA budget within the $3.69 Several Soviet scientists have stated Number 8 * April * 1976 billion figure by dropping some other that many of the experiments being programs that OMB had allowed. carried out within the Salyut space MSFC SYMPOSIUM ON Most significant is a cut of $8 million station program are aimed at developing SPACE INDUSTRIALIZATION from Development Test and Mission new techniques for large permanent Operation (DTMO). These funds are part orbital bases. A two-day symposium on “Space of the Shuttle R&D budget. The Shuttle In an interview with the Soviet news- Industrialization” will be held at the is essential for the construction of the paper, Izvestia, August 1975, NASA-Marshall Space Flight Center, 200-person orbiting facility, planned to Academician V. Glushko stated that Alabama, May 26-27. be completed in 1983-85 (given “There can be no doubt that in the future To be sponsored jointly by the appropriate funding), at which solar the crews of orbital stations will be Alabama Section of the American power satellite construction techniques international and space exploration will Institute of Aeronautics and Astronautics will be developed. A strong case could be become a matter involving that whole (AIAA) and the Marshall Center, the 1 made that funding power satellite planet.“ symposium will cover four primary research by diverting Shuttle funds is Another statement by Academician topics: Space Habitation, Space counterproductive.
    [Show full text]
  • Nobel Prize for Physics 1970
    Nobel Prize for Physics 1970 The Royal Swedish Academy of Sciences has awarded the 1970 Nobel Prize jointly to two European physicists: to H. Alfvén for his establishment of the fundamental principles of magnetohydrodynamics which decisively influenced the development of plasma physics, and to L. Néel for his research and funda­ mental discoveries regarding antiferromagnetism and ferrimagnetism, which have important applications in the physics of solids. An assessment of these men and their work is given below. the predicted magnetic decomposition that there could exist, below the Curie of the solid into two sublattices. point, a compensation temperature at In 1936 Néel also showed theore­ which the magnetizations on the two tically that antiferromagnetism must sublattices are equal in magnitude be characterized by the existence of but opposite in sign, so that the net a critical external magnetic field. macroscopic moment becomes zero. Passing through this critical value the The moment of such a permanent magnetic susceptibility exhibits a magnet would change its sign at that discontinuity. Sixteen years later this temperature. A few years later, E.W. curious phenomenon was detected Gorter in Eindhoven found that a experimentally by C.J. Gorter and N.J. mixed ferrite of lithium and chromium Poulis in CUCI2.2 H2O. has this property. In 1948, Néel succeeded in inter­ The theory of ferrimagnetism en­ preting for the first time the magnetic abled Néel and Bertaut to elucidate properties of spinel structures of the the properties of pyrrhotine, Fe7S8, a Louis Néel ferrites, which had remained a mys­ mysterious substance on which Weiss Louis Néel received the award in tery to physicists for fifty years.
    [Show full text]
  • Physical Science Methods for Elementary Teachers. an Experimental Course
    DOCUMENT RESUME ED 296 885 SE 049 411 AUTHOR Orlich, Donald C. TITLE Physical Science Methods for Elementary Teachers. An Experimental Course. A Model to Improve Preservice Elementary Science Teacher Development. Volume V. INSTITUTION Washington State Univ., Pullman. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 15 Jun 88 GRANT TEI-8470609 NOTE 452p.; For other volumes in this series, see SE 049 407-412. PUB TYPE Guides Classroom Use Materials (For Learner) (051) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS *College Science; *Course Content; Course Descriptions; Curriculum Dew opment; Elementary Education; Elementary School Science; Experiential Learning; Higher Education; *Preservice Teacher Education; Science Education; *Science Experiments; Science Teachers; Science Tests; *Teacher Education Curriculum; *Teaching Methods ABSTRACT A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document is a comprehensive guide to be provided to students in a physical science teaching methods course. Chapters include: (1) "Science as a Focus" (rationales, teacher as decision maker, trends and progress); (2) "Determining What Will Be Taught" (planning and objectives); (3) "Taxonomics and Teaching Science"; (4) "Questions and Teaching Science"; (:) "Using Science-Related Discussions"; (6) "Using the Real Stuff of Science: Inquiry"; (7) "Classroom Management"; (8) "Simulations and Games in Science Teaching"; (9) "Science Safety"; and (10) "Evaluating Students and Elementary Science Programs." Each chapter concludes with a list of references. An outline of the methods course content is appended. (CW) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.
    [Show full text]
  • Science and the Evolution of Public Policy
    SCIENCE AND THE EVOLUTION OF PUBLIC POLICY JAMES A. SHANNON Editm P u a L I s HE D BY ?lie RocKefelIcllcr Uniwmsi&Press NEW YORK CITY 1973 SCIENCE AND THE EVOLUTION OF PUBLIC POLICY SCIENCE AND THE EVOLUTION OF PUBLIC POLICY JAMES A. SHANNON Editm P u a L I s HE D BY ?lie RocKefelIcllcr Uniwmsi&Press NEW YORK CITY 1973 COPYRIGHT© 197 3 BY THE ROCKEFELLER UNIVERSITY PRESS L I B R A R Y 0 F C 0 N G R E S S C A T A L 0 G U E C A R D N 0. 7 3 · 7 6 3 9 8 S T A N D A R D B 0 0 K N 0. 8 7 4 7 0 - 0 1 7 · 5 PRINTED IN THE UNITED STATES OF AMERICA SEC 0 N D PRINTING 1975 CONTENTS INTRODUCTION JAMES A. SHANNON vii THE PURPOSE AND UTILITY OF SCIENCE I. Science and Social Purpose CARYL P. HASKINS 1 II. The Utility of Science WILLIAM D. McELROY 19 DEVELOPMENT AND GOALS III. Organization and the Growth of Scientific Knowledge HAROLD HIMSWORTH 31 IV. Problems of Science, Goals and Priorities RoBERTS. MoRISON 47 THE UNIVERSITY V. Science, Technology, and The University WALTER A. RosENBLITH 67 VI. Support of Research and Graduate Education in the United States IvAN L. BENNETT, JR. 87 THE FEDERAL SUPPORT OF SCIENCE VII. The Physical Sciences: Bellwether of Science Policy HARVEY BROOKS I 05 VIII. Social Change and Social Science HENRY w. RIECKEN 135 IX. Biomedical Sciences JosEPHS. MuRTAUGH 157 X.
    [Show full text]
  • Exploring Exemplary Physics Teachers' Instructional Practices In
    Exploring exemplary physics teachers’ instructional practices in supporting learner access to school physics content Student Name: Rorisang Agnes Rammiki Student Number: 576390 Supervisor: Prof. Samuel Ouma Oyoo Thesis submitted to the School of Education, Faculty of Humanities, University of Witwatersrand, Johannesburg, South Africa, in fulfilment of the requirements for the degree of Doctor of Philosophy November 2015 i Abstract This study explored exemplary physics teachers’ instructional practices which place learners at the centre of activities in terms of their abilities and competencies. It was carried out at two senior secondary schools in Botswana at a period when enrolment of learners had been increased. The increase in learner enrolment brought in new groups of learners whose performance in science subject was generally low as evidenced by national examination results. The low national examination results indicated a need for making school science content more accessible for these learners which is a direct responsibility of teachers (Mullis, Martin, & Foy, 2005; Shulman, 1987). Teachers’ instructional practices had been characterised by excessive use of chalkboard and teacher-talk which is considered less effective in making school science content accessible for learners of wide ability range (Botswana, 1993; Prophet, 1990b). Science education research on instructional practices put emphasis on active participation of learners as a way of improving learner access to school science content (Tiberghein, 2000). Learner participation in instructional practices draws largely from Vygotsky’s social constructivist perspective (Vygotsky, 2012) which assumes that knowledge must first appear at the social level between people before it can be constructed at an individual level (Minick, 2005). Ideas presented at a social level must be in a form that can be understood by learners in order to construct them as their own (Driver & Oldham, 1986).
    [Show full text]
  • Response to the Task Force on School Governance
    DOCUMENT RESUME ED 349 686 EA 024 298 AUTHOR Denoyer, Richard A. TITLE Response to the Task Force on School Governance. PUB DATE 26 Jul 92 NOTE 8p.; Presentation at a Meeting of the National Conference of State Legislat.ires (Cincinnati, OH, July 26, 1992). PUB TYPE Reports Evaluative/Feasibility (142) Statistical Data (110) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; *Boards of Education; Child Welfare; Dropout Rate; Educational Attainment; Elementary Secondary Education; Futures (of Society); Governance; *School Demography; *Scores; *Social Problems; *State School District Relationship IDENTIFIERS National Assessment of Educational Progress; *National Conference on School Governance ABSTRACT Although the Task Force on School Governance report claims that restructuring of school boards is essential to save the nation's failing schools, the real failure is society itself. Societal problems such as the nation's $4 trillion debt, air and water pollution, crime, drug abuse, and special interest lobbies abound, and legislators' unwillingness to face these problems has negatively affected American adults, children, families, and society. Demographic statistics pertaining to divorce, single and working mothers, teenage suicide, early parenthood, and poverty show a drastic change in family structure caused by worsening social conditions. However, a comparison of past and present standardized test scores, dropout and high school graduation rates, college completion, and other indicators shows improvements in student performance and educational attainment. Societal problems should be targeted, not school governance, which should remain the responsibility of locally elected school board members. In turn, boards should adopt policy, hire and fire the superintendent, and work with administrators to develop strategic plans for achieving educational goals.
    [Show full text]
  • Alfven-Lecture.Pdf
    H ANNES A L F V É N Plasma physics, space research and the origin of the solar system Nobel Lecture, December 11, 1970 1. Science and instruments The center of gravity of the physical sciences is always moving. Every new discovery displaces the interest and the emphasis. Equally important is that new technological developments open new fields for scientific investigation. To a considerable extent the way science takes depends on the construction of new instruments as is evident from the history of science. For example after the development of classical mechanics and electromagnetism during the 19th century, a new era was started by the construction of highly developed spec- trographs in the beginning of this century. For its time those were very com- plicated and expensive instruments. They made possible the exploration of the outer regions of the atom. Similarly, in the thirties the cyclotron - for its time a very complicated and expensive instrument - was of major importance in the exploration of the nucleus. Finally, the last decade has witnessed the construction of still more complicated and expensive instruments, the space vehicles, which are launched by a highly developed rocket technology and instrumented with the most sophisticated electronic devices. We may then ask the question: What new fields of research - if any - do these open for scien- tific investigation ? Is it true, also in this case, that the center of gravity of physics moves with the big instruments? 2. Scientific aims of space research The first decade of space research mainly concentrated on the exploration of space near the Earth: the magnetosphere and interplanetary space.
    [Show full text]
  • Axelrod, Julius
    Axelrod, Julius Julius "Julie" Axelrod (1912–2004) Biography Julius Axelrod, Ph.D., was best known for his work on brain chemistry in the early 1960s that led to modern-day treatments for depression and anxiety disorders, for which he shared one-third of the 1970 Nobel Prize for Physiology or Medicine. Prior to this, he developed the use of acetaminophen (Tylenol) for pain management, with Bernard Brodie at Goldwater Memorial Hospital. His storied career at the NIH began in 1949 when he arrived at what was then known as the National Heart Institute (now National Heart, Lung, and Blood Institute). He did not pursue and earn his Ph.D. for many years after this, when he was in his 40s. Aside from the Nobel, Dr. Axelrod's research was recognized by the 1967 Canada Gairdner Award and election to the National Academy of Sciences in 1971 and the National Academy of Medicine in 1980. Julius Axelrod National Institutes of Health Resources Dr. Axelrod's Own Reflections Interview with Marshall Nirenberg and Bernhard Witkop for National Institute of Health Oral History Project, 2003 (PDF, 89 kB) More reflections on a career in science in Journal of Biological Chemistry, 2003 First Interview with Martin Flavin for NIH Oral History Project, 1996 (PDF, 61 kB) Second Interview with Martin Flavin for NIH Oral History Project, 1996 (PDF, 82 kB) Reflections on research at NIH in Perspectives in Biology and Medicine, 1986 (PDF, 638 kB) Reflections on the research scientist’s career in Annual Review of Pharmacology and Toxicology, 1988 Banquet speech at Nobel Prize ceremony, 1970 NIH Publications Brief biographical introduction to Axelrod papers at National Library of Medicine, 2006 Obituary in NIH Record, 2005 (PDF, 202 kB) Announcement of Nobel Prize Award in NIH Record, 1970 (PDF, 16 mB) Journal Publications Tribute obituary by Solomon H.
    [Show full text]
  • Rocks and Reactors: an Atomic Interpretation of Human Rights, 1941-1979
    AN ABSTRACT OF THE DISSERTATION OF Linda Marie Richards for the degree of Doctor of Philosophy in History of Science presented on May 1, 2014. Title: Rocks and Reactors: An Atomic Interpretation of Human Rights, 1941-1979. Abstract approved: ______________________________________________________ Jacob Darwin Hamblin The atomic age was enacted by many scientists as a way to realize health and human rights. Human rights were conceived in this context as rights to economic development, science education, and nuclear medicine. The United States Atomic Energy Commission (AEC) acted hand in hand with UN agencies and educators to spread nuclear knowledge and technology as a tool to advance health and human rights for peace and prosperity. UN agencies such as UNESCO, IAEA, and WHO standardized AEC interpretations of radiation exposure. Academics served as the glue to promote nuclear and health physics, research reactors and uranium prospecting. Technical experts traveled the globe to build nuclear infrastructure and institute ideas of radiation exposure that originated from the AEC. Trust in the ability of scientific experts to provide radiation health safety was central to the expansion and acceptance of nuclear technology worldwide. Willard E. Libby of the US Atomic Energy Agency, while admitting uncertainty, believed that under a certain threshold, radiation would not be dangerous. The international field of health physics, dominated by the AEC trained scientists, interpreted radiation danger with one particular and lasting trope: artificial radiation below natural background radiation levels was safe and acceptable. The construction of background radiation as “safe” by American and international agencies was a speculative and exclusive process. Radioactive accidents were interpreted by agencies and nuclear scientists as experiments to improve technology.
    [Show full text]
  • The Story of Julius Axelrod (1912-2004): a Testament to Commitment
    Review Article American Journal of Pharmacology Published: 15 Dec, 2019 The Story of Julius Axelrod (1912-2004): A Testament to Commitment Ronald PR* Department of Pharmacology and Toxicology, University at Buffalo, USA Abstract The key research of Julius Axelrod focused on the release, reuptake and storage of the neurotransmitters norepinephrine and epinephrine. These discoveries provided a new model for understanding the metabolism and regulation of neurotransmitters. In elucidating how neurotransmitters transmit their specific messages, Axelrod not only revolutionized research in catecholamine metabolism, but ultimately fostered the development of therapies for mental illness and pain relief. In 1970 Julius Axelrod was awarded the Nobel Prize in Physiology or Medicine for discoveries related to the mechanisms involved in the storage, release, and inactivation of neurotransmitters. Introduction Early years and education By possessing the best attributes in the broad area of science, Julius Axelrod was a compelling figure in biomedical research (Figure 1). As a former laboratory technician who became a pioneer in neurobiological research, his determination stands out as an example of anyone who is committed to realizing his/her ambitions. Raised by parents who were Jewish immigrants from Poland, his father was a basket maker who sold his wares from a horse-drawn wagon on the streets of lower Manhattan [1,2]. Despite his modest background, young Julius became interested in science, particularly in medicine, at an early age. However, these early years were met with a number of impediments and frustrations. He enrolled in New York University (NYU) in 1929; but had to transfer to the tuition- free College of the City of New York after one year, when he could no longer pay his tuition.
    [Show full text]
  • Julius Axelrod (1912–2004) Tissues Enriched in Sympathetic-Nerve Endings
    news and views Obituary [3H]noradrenaline was injected into rats and cats, the radiolabel concentrated in Julius Axelrod (1912–2004) tissues enriched in sympathetic-nerve endings. But lesions of the sympathetic Julius Axelrod, known to friends and nerves abolished the accumulation. So colleagues affectionately as ‘Julie’,died on Axelrod postulated that noradrenaline, NIH 29 December 2004, following a career that the neurotransmitter used by sympathetic was highlighted by so many extraordinary nerves, is inactivated by a ‘re-uptake’ discoveries about how drugs act that his system that involves the transmitter being place among the twentieth century’s pumped back into the nerve ending that greatest biochemical pharmacologists is had released it. Adrenaline, released from secure. The research for which he shared the adrenal gland, is also taken up into the Nobel Prize in Physiology or Medicine sympathetic nerves. in 1970 was only a small, and perhaps not Neurotransmitter inactivation had even the most important, part of his opus. previously been thought to be primarily Axelrod’s life story is an inspiration enzymatic, because the first known to those who care about science but lack transmitter, acetylcholine, is inactivated elaborate academic credentials. The son by an enzyme. But it soon became evident of a poor basket-maker in New York City, that re-uptake inactivation is the rule he graduated from the City College of rather than the exception for most New York and applied to numerous medical neurotransmitters. Axelrod also found schools but was rejected by all of them. For From pharmacologist major drugs that inhibit re-uptake, and his 11 years he worked as a technician in a New to neuroscientist discovery that antidepressants work in this York City health laboratory, where he was way spawned the modern generation of assigned the task of monitoring the vitamin molecular oxygen.
    [Show full text]
  • UCSD Nobel Laureate Hannes Alfvén Dies
    UCSD Nobel Laureate Hannes Alfvén dies April 4, 1995 Media Contact: Warren R. Froelich, (619) 534-8564 Hannes Alfvén, distinguished professor and winner of the 1970 Nobel Prize in physics, died Sunday night at his home in Sweden. He was 86. Alfvén is regarded as the father of the modern discipline of classical physics known as magnetohydrodynamics for which he won the Nobel Prize. The field has a wide range of applications in geophysics, planetary sciences, astrophysics and plasma physics. The implications for the field of plasma physics are particularly important, since plasma--the fourth state of matter along with solids, liquids and gases--is the most common state of matter in the Universe. Magnetohydrodynamics, the study of magnetized fluids, also is important in astrophysics and is essential for the study of cosmic explosions and the collapse of protostars--magnetic regions of gas from which stars are formed. Born May 30, 1908 in Norrkoping, Sweden, Alfvén was awarded his Ph.D. at the University of Uppsala. He was named professor of electronics at the Royal Institute of Technology in Stockholm in 1940 and professor of plasma physics at the institute in 1964. Alfvén served as Senior Lecturer in UCSD's Department of Applied Physics and Information Science from 1967 to 1970, when he became professor-in-residence of the department. Alfvén spent six months of the year at UCSD and the balance of the year at the Royal Institute of Technology in Stockholm. In 1971, Alfvén was granted the highest honor of the Soviet Academy of Sciences, the Lomonosov Gold Medal, for "outstanding achievement in plasma physics and astrophysics." Alfvén also was awarded the Franklin Gold Medal by the Franklin Institute in Philadelphia, one year after receiving the Nobel Prize.
    [Show full text]