Cooperative Behavior - Science topic

Fine is an enigmatic word that has many facets of feelings. We went out for dinner with a friend, and our friend said "Let's go to a fine restaurant!". That means the best of its kind. After dinner, we asked "How's the food?", and he said, "It's fine!". That means the food is okay. We exited the restaurant and saw his car was towed for parking at the wrong spot. Then we were fined meaning being charged for money. And when we asked our friend, "You okay?", He replied, "I'm FINE!". That means he felt terrible about the event that just occurred.

A similar thing happened when I asked my students whether they understood what was just taught. Most of them would say "yes!" with perhaps a different level of understanding. And what does that response inform me as their teacher? It's almost nothing. I think there have to be a million better questions we can ask the students to check their understanding, intrigue them to elaborate more, and build interpersonal relationships that later foster trust between each other (student-teacher or student-student). What would be the questions you could think of? I wonder. #teacher #education #collaboration #cooperation #interpersonal #fine

My question is rather theoretical - It is possible that an incremental increase in concentration of a rate-limiting step enzyme (e.x. 1.2 fold increase) can lead to a 5-10 fold increase in concentration of the final product?

I am not an enzyme kinetics expert and I am looking for some well established example(s) in literature that may demonstrate such case (I do not count the cooperative behavior of a multimeric enzyme).

Thank you very much for any examples or explanation of what might be rather a trivial question.

Lukas

Dears,

I am working on the role of ICT in cooperative behavior of farmers in crop disease management. I just came across the term digital dualism which is mainly used in the highly techno-savvy environment. Do anyone has come across a perspective or literature that tries to bring it into the rural context?

Develop some characteristics of social-interaction networks, and discuss their role in determining learning, diffusion, decisions, and resulting behaviors. Discuss also the challenges of accounting for the networks in assessing the relationship between the patterns of interactions and behaviors.

Hill equation is used to determine the degree of cooperative behavior in ligand -enzyme interactions. If I would like to utilize this equation in DNA-DNA or protein-DNA interaction, is it convenient? Could I determine the degree of cooperativeness from the Hill equation or is there any better way to comment on the cooperativity in complementary DNA interaction?

Any of your comment or suggestion will be highly appreciable. Thank you for your attention.

I am looking into different evolutionary pathways to sociality in different species; cooperative breeding being one of them.

Sea lions are very social, but do not appear to be cooperative breeders. E.g. " Fostering has only rarely been documented in SSL [34, 38] and female SSL are commonly aggressive towards pups not their own" (Hastings et al, 2017)

Background - we played Jenga last night: you know, 54 pieces of wood stacked up on 18 levels one on another. You take the piece out and put it on top and so on. Building continues until the tower falls and the person causing it to fall loses.

Question: what is really a success? Starting with 18 levels you go up but is it better to win on level 24 or lose on level 31? It takes quite some effort and mastery to exceed level 30...

Well? What would you choose and why?

I once took the unpopular position (in Saskatchewan, Canada) that instead of putting restrictions on Hutterite housing and colony size and constantly bailing out other farmers, the levels of gov’t should just go laissez-faire and let the Hutterites take over agriculture, which was always going through economic ups and downs because of drought, hail, fluctuating prices, etc. What are some reasons for and against?

Cooperation is an important topic in all social sciences and quite a few natural ones. Some of those have taxonomies (typologies, classification schemes, whatever you want to call them) of the different types of cooperation in THEIR discipline. E.g. economists/management theorists have different types of cooperation between companies (e.g. for 'strategic alliances - ranging from consortia to M&A; or from contractual to transactional arrangements, etc.). Ecologists talk about mutualism, commensalism, etc. And I can go on and on. I've also been surprised that I have not been able to find this in the disciplines where I would have expected to find this. Game theorists have thought deeply about the nature of strategic interaction, but apparently less about the different TYPES of cooperation. To network scientists, a node seems to be 'just' a node and an 'edge' just an edge. Public choice scholars look a lot at aggregating individual choices, but again I haven't found any systematic treatment of the types of cooperative choices.

My question: has anybody ever come across an attempt to derive some taxonomic principles ACROSS these disciplines? Whereby we try to lift these discipline-specific classification schemes of types of cooperation between THEIR units to a higher level of abstraction in order to explore what a taxonomy of cooperation 'primitives' might look like. The idea would be to then explore which 'types' within this taxonomy occur more 'in the wild', what their pros and cons are. 

Any pointers to any relevant literature would be greatly appreciated. And if you are genuinely interested in this, please do drop me a note and I will then invite you to the collaborative online space where we are exploring these issues in more detail. Thanks!

My question relates to any set of independent but interacting robots (>10 say) each with non-trivial cognitive abilities. No central control. 

Although really useful in my daily practice, I have observed that TCI-R is sometimes flawed by desiderative, lack of insight or social prescription bias from the subject who answers to the inventory questions. I wonder myself if there would be any chance for having the relatives perspective when doing a personality assessment. Maybe if there would be any heteroaplicated version for the inventory? Could you offer any advise in order to ameliorate the accuracy of the measure. Thank you in advance!

A couple of frequently cited studies suggest that the presence of ‘eye images’ increase pro-social / cooperative behavior in natural and experimental settings.

According to these studies (most prominently by a group at Newcastle University around M Bateson and D Nettle), life-sized images of eyes seem to have an astonishing effect on cooperation levels.

Others (e.g. Fehr & Schneider, Raihani & Bshary 2012) found zero effect when investigating the impact of ‘eye cues’ on cooperativeness in their experimental studies. In a field study in a natural setting (forthcoming in Theory and Decision), we only find weak, statistically not significant effects of eye images on honesty (for details, please see https://www.researchgate.net/publication/264556879_Eyes_on_social_norms_A_field_study_on_an_honor_system_for_newspaper_sale or http://link.springer.com/article/10.1007/s11238-014-9460-1 )

I wonder if the effect of eye images is over-rated after all, maybe as a result of a publication bias – i.e. it is much easier to publish results than non-results in peer-reviewed journals.

I am interested in your opinions on that. I also wonder if you are aware of non-results of similar studies which have not been reported in Scopus-indexed journals.

Best regards,

Thomas

In many studies the designations in a cooperative and collaborative work appears very little explicit. There are some authors who put forward the idea that cooperative work converges to a concrete and explicit goal as collaborative work seems more focused on work context and its aim is broader and less explicit. This will only? also historically began to speak first cooperative working collaborative that. Will have do with the various pedagogical movements?