Function and flexibility of object exploration in kea and New Caledonian crows

A range of non-human animals frequently manipulate and explore objects in their environment, which may enable them to learn about physical properties and potentially form more abstract concepts of properties such as weight and rigidity. Whether animals can apply the information learned during their exploration to solve novel problems, however, and whether they actually change their exploratory behaviour to seek functional information about objects have not been fully explored. We allowed kea ( Nestor notabilis ) and New Caledonian crows ( Corvus moneduloides ) to explore sets of novel objects both before and after encountering a task in which some of the objects could function as tools. Following this, subjects were given test trials in which they could choose among the objects they had explored to solve a tool-use task. Several individuals from both species performed above chance on these test trials, and only did so after exploring the objects, compared with a control experiment with no prior exploration phase. These results suggest that selection of functional tools may be guided by information acquired during exploration. Neither kea nor crows changed the duration or quality of their exploration after learning that the objects had a functional relevance, suggesting that birds do not adjust their behaviour to explicitly seek this information.

HUMAN RESOURCE DEVELOPMENT IN LEARNING ORGANIZATION

This paper draws on prior exploration on human resource development in a learning organization, including theories about a learning organization, its features, human resource development and learning styles in organizations. The main aim of this paper is to explore human resource development and learning styles in organizations. The author introduces results of the survey covering 37 Lithuanian organizations selected from various industries ranging from a newspaper and transportation, insurance and radio station, to those in trade and manure production. The research shows that mostly explored organizations have a formalized approach to learning and has only a few features of a learning organization.

Circles of Reason: Some Feminist Reflections on Reason and Rationality

Rationality and reason are topics so fraught for feminists that any useful reflection on them requires some prior exploration of the difficulties they have caused. One of those difficulties for feminists and, I suspect, for others in the margins of modernity, is the rhetoric of reason – the ways reason is bandied about as a qualification differentially bestowed on different types of person. Rhetorically, it functions in different ways depending on whether it is being denied or affirmed. In this paper, I want to explore these rhetorics of reason as they are considered in the work of two feminist philosophers. I shall draw on their work for some suggestions about how to think about rationality, and begin to use those suggestions to develop a constructive account that withstands the rhetorical temptations.