Simulating the Social Processes of Science

Science is the result of a substantially social process. That is, science relies on many inter-personal processes, including: selection and communication of research findings, discussion of method, checking and judgement of others' research, development of norms of scientific behaviour, organisation of the application of specialist skills/tools, and the organisation of each field (e.g. allocation of funding). An isolated individual, however clever and well resourced, would not produce science as we know it today. Furthermore, science is full of the social phenomena that are observed elsewhere: fashions, concern with status and reputation, group-identification, collective judgements, social norms, competitive and defensive actions, to name a few. Science is centrally important to most societies in the world, not only in technical, military and economic ways, but also in the cultural impacts it has, providing ways of thinking about ourselves, our society and our environment. If we believe the following: simulation is a useful tool for understanding social phenomena, science is substantially a social phenomenon, and it is important to understand how science operates, then it follows that we should be attempting to build simulation models of the social aspects of science. This Special Section of <i>JASSS</i> presents a collection of position papers by philosophers, sociologists and others describing the features and issues the authors would like to see in social simulations of the many processes and aspects that we lump together as "science". It is intended that this collection will inform and motivate substantial simulation work as described in the last section of this introduction.Simulation, Science, Science and Technology Studies, Philosophy, Sociology, Social Processes

Pre-translational regulation of luteinizing hormone receptor in follicular somatic cells of cattle

AbstractDifferential regulation of LHR in theca cells (TC) and granulosa cells (GC) is important for normal follicular development. Unlike TC, GC only acquire LH-responsiveness during the later stages of antral follicle development. This study tested the hypothesis that differential LH-responsiveness in these two cell types may be due, in part, to shifts in cellular patterns of alternatively spliced LHR mRNA transcripts which may not be obvious from analysis of total LHR gene expression. It also further explored the role of translation inhibition by an LHR binding protein (LHBP), normally associated with the production of endogenous cholesterol. LHR mRNA variation arises as a result of the alternative splicing of two variable deletion sites (VDS) designated 5′ VDS and 3′ VDS, and it was proposed that differences in cell sensitivity to LH may be due in part to variations in the pattern of the mRNA expression of the receptor variants. The outcomes of the present study support a dynamic multi-facetted regulation of LHR during pre-translation. Not only did the ratio between variants change during antral follicle growth and in vitro cell differentiation but also between TC and GC. Regulation could also be linked to LH concentration feedback mechanisms as the absence of LH caused cultured TC to markedly up-regulate amounts of LHR mRNA. In both TC and GC, LHR mRNA was greatly reduced after treatment to block mevalonate production in the de novo cholesterol pathway, adding further support for a regulatory mechanism linked to enriched cellular amounts of mevalonate kinase

Classification and hierarchy in the discourse of wine: Émile Peynaud’s The Taste of Wine

Le présent article s’intéresse à la relation entre savoir et discours, à la façon dont la communauté savante du vin fonctionne comme “territoire de savoir” générant des discours de classification, de hiérarchisation et d’autorité. L’auteur s’attache aux discours spécifiques du bouquet et du goût du vin, ainsi qu’à la manière dont ces derniers tendent à se construire comme objet et à présenter des corrélations linguistiques caractéristiques. Il examine en particulier la stratification sociale et la construction du goût, voire celle des dégustateurs, par Émile Peynaud, autorité reconnue en matière d’élevage et de chimie du vin dans son ouvrage Le Goût du vin (1983).This paper is concerned with knowledge and discourse, and how the wine community operates as a “knowledge territory”, developing discourses of classification, hierarchy, and authority. The author focuses on the discourse of smell and taste in wine, and the extent to which these tend to be constructed as objective and as having precise linguistic correlates. He looks in particular at the social stratification and construction of wine tastes – and tasters – by Émile Peynaud, an “authority” on wine making and wine chemistry, in his book, The Taste of Wine (1987) [the translation of the 1983 original, Le Goût du vin]

An examination of the literary quality of two reading schemes

Learning to read is one of the most crucial life tasks that the young child must acquire whilst in primary school. In modern society, much of what one does is dependant on having the ability to read. While a great deal of research has focused on how children learn to read, relatively little attention has been paid to the literary quality of the material the children are exposed to whilst learning to read. In the past few years I have become increasingly concerned with the number of teachers who use material designed for teaching children to read without being aware of the literary quality of the material. While numerous teachers are aware of the issues surrounding the learning to read debate and use up to date materials to teach reading, far too many accept the material supplied by the school without questioning its literary merit and its impact upon the young reader. This piece of research is an attempt to evaluate the literary quality of two reading schemes currently in use in Cape Education Department schools. The chief conclusion of the research is that the schemes examined fall far short of the standards required for them to be considered good literature. Although the research is limited to two reading schemes, it is hoped that a teacher using other schemes could use the framework supplied in this study to examine the literary quality of the material she is using. Furthermore, the final chapter offers suggestions as to how to replace material of poor literary quality with books of a higher literary standard. On the basis of the above findings it is suggested that there is a need for individual teachers, schools, teacher training institutions and the Cape Education Department to examine the literary quality of reading schemes and books that are used in the process of teaching children to read. It is hoped that this piece of research will create a greater awareness amongst teachers of the literary quality of reading materials and prompt further research into such materials that will be of benefit to the central character in this study; the young child learning to rea