Movement Ecology Of Neotropical Forest Mammals: Focus On Social Animals

2021 ◽  
Author(s):  
Charles J Randel
2014 ◽  
Vol 1 (5) ◽  
pp. 12 ◽  
Author(s):  
Gitali Choudhury

Education is the backbone of a civilized society. Values have an important role in education system of any society. Most important thing is that, education should be based on some core values of human being like truthfulness, honesty, justice, good behavior etc. Only this can help a society to maintain a peaceful atmosphere. As all human beings are social animals, so this is the duty of every human being to obey their social responsibility. Mahamana Malaviyaji is one of those great personalities who felt his social responsibility very well and established Banaras Hindu University to bring people out from the mode of ignorance. He values our Indian culture and tradition, which is based on Bhagavat Gita and Srimad Bhagavatam. His genuine effort was to build the character of new generations, so that they can be a good citizen of the country and thus can serve the country. This paper intends to focus on Mahamana’s practical thoughts and applications to contribute to the value-based education system.


2018 ◽  
Vol 13 (6) ◽  
pp. 549-564 ◽  
Author(s):  
Alexander Krylov ◽  
Marc K. Steininger ◽  
Matthew C. Hansen ◽  
Peter V. Potapov ◽  
Stephen V. Stehman ◽  
...  

2021 ◽  
Vol 11 (7) ◽  
pp. 3264-3273
Author(s):  
Joseph D. Bailey ◽  
Andrew J. King ◽  
Edward A. Codling ◽  
Ashley M. Short ◽  
Gemma I. Johns ◽  
...  
Keyword(s):  

2021 ◽  
Author(s):  
Christoph A. Rohner ◽  
Roy Bealey ◽  
Bernerd M. Fulanda ◽  
Jason D. Everett ◽  
Anthony J. Richardson ◽  
...  

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.


Author(s):  
Steve Cooke

AbstractAnimal agriculture predominantly involves farming social animals. At the same time, the nature of agriculture requires severely disrupting, eliminating, and controlling the relationships that matter to those animals, resulting in harm and unhappiness for them. These disruptions harm animals, both physically and psychologically. Stressed animals are also bad for farmers because stressed animals are less safe to handle, produce less, get sick more, and produce poorer quality meat. As a result, considerable efforts have gone into developing stress-reduction methods. Many of these attempt to replicate behaviours or physiological responses that develop or constitute bonding between animals. In other words, humans try to mitigate or ameliorate the damage done by preventing and undermining intraspecies relationships. In doing so, the wrong of relational harms is compounded by an instrumentalisation of trust and care. The techniques used are emblematic of the welfarist approach to animal ethics. Using the example of gentle touching in the farming of cows for beef and dairy, the paper highlights two types of wrong. First, a wrong done in the form of relational harms, and second, a wrong done by instrumentalising relationships of care and trust. Relational harms are done to nonhuman animals, whilst instrumentalisation of care and trust indicates an insensitivity to morally salient features of the situation and a potential character flaw in the agents that carry it out.


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