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Called “Talking Animals” Taught Us About Human Language?
Linguistic Frontiers • 1(1) • 14-38 • 2018 DOI: 10.2478/lf-2018-0005 Linguistic Frontiers Representational Systems in Zoosemiotics and Anthroposemiotics Part I: What Have the So- Called “Talking Animals” Taught Us about Human Language? Research Article Vilém Uhlíř* Theoretical and Evolutionary Biology, Department of Philosophy and History of Sciences. Charles University. Viničná 7, 12843 Praha 2, Czech Republic Received ???, 2018; Accepted ???, 2018 Abstract: This paper offers a brief critical review of some of the so-called “Talking Animals” projects. The findings from the projects are compared with linguistic data from Homo sapiens and with newer evidence gleaned from experiments on animal syntactic skills. The question concerning what had the so-called “Talking Animals” really done is broken down into two categories – words and (recursive) syntax. The (relative) failure of the animal projects in both categories points mainly to the fact that the core feature of language – hierarchical recursive syntax – is missing in the pseudo-linguistic feats of the animals. Keywords: language • syntax • representation • meta-representation • zoosemiotics • anthroposemiotics • talking animals • general cognition • representational systems • evolutionary discontinuity • biosemiotics © Sciendo 1. The “Talking Animals” Projects For the sake of brevity, I offer a greatly selective review of some of the more important “Talking Animals” projects. Please note that many omissions were necessary for reasons of space. The “thought climate” of the 1960s and 1970s was formed largely by the Skinnerian zeitgeist, in which it seemed possible to teach any animal to master any, or almost any, skill, including language. Perhaps riding on an ideological wave, following the surprising claims of Fossey [1] and Goodall [2] concerning primates, as well as the claims of Lilly [3] and Batteau and Markey [4] concerning dolphins, many scientists and researchers focussed on the continuities between humans and other species, while largely ignoring the discontinuities and differences. -
Do Apes and Monkeys Rely Upon Conceptual Reversibility? a Review of Studies Using Seriated Nesting Cups in Children and Nonhuman Primates
Anim Cogn (2001) 4:315–324 DOI 10.1007/s10071-001-0117-4 ORIGINAL ARTICLE Julie Johnson-Pynn · Dorothy M. Fragaszy Do apes and monkeys rely upon conceptual reversibility? A review of studies using seriated nesting cups in children and nonhuman primates Received: 2 October 2000 / Accepted after revision: 10 September 2001 / Published online: 26 October 2001 © Springer-Verlag 2001 Abstract The ability to seriate nesting cups as a sensori- Keywords Seriation · Skill development · Nonhuman motor task has posed interesting questions for cognitive primates · Perceptual-motor learning scientists. Greenfield et al. [(1972) Cognit Psychol 3:291– 310] found parallels between children’s combinatorial ac- tivity with nesting cups and patterns of phonological and Introduction grammatical constructions. The parallels suggested the possibility of a neurally based developmental homology A sizeable body of literature documents both variety and between language and instrumental action [Greenfield complexity in children’s manipulation of objects in free (1991) Behav Brain Sci 14:531–595]. Children who pre- play and in goal-oriented tasks (e.g., Bruner 1973; McCall dominantly used subassembly, a hierarchical method of 1974; Fenson et al. 1976; Wood et al. 1976). In children, combining cups, succeeded at seriating nesting cups more the ability to seriate, or order a set of objects by size from often than those who did not. Greenfield and others [e.g., smallest to largest, has been interpreted as a form of logi- Piaget and Inhelder (1969) The psychology of the child. cal cognition that stems from actions such as putting ob- Basic Books, New York; DeLoache et al. (1985) Child jects in piles, aligning objects, and arranging objects in an Dev 56:928–939] argued that success in seriation reflects array (Inhelder and Piaget 1964; Woodward 1972; Langer the child’s growing recognition of a reversible relation- 1980). -
Return of Private Foundation CT' 10 201Z '
Return of Private Foundation OMB No 1545-0052 Form 990 -PF or Section 4947(a)(1) Nonexempt Charitable Trust Department of the Treasury Treated as a Private Foundation Internal Revenue Service Note. The foundation may be able to use a copy of this return to satisfy state reporting requirem M11 For calendar year 20 11 or tax year beainnina . 2011. and ending . 20 Name of foundation A Employer Identification number THE PFIZER FOUNDATION, INC. 13-6083839 Number and street (or P 0 box number If mail is not delivered to street address ) Room/suite B Telephone number (see instructions) (212) 733-4250 235 EAST 42ND STREET City or town, state, and ZIP code q C If exemption application is ► pending, check here • • • • • . NEW YORK, NY 10017 G Check all that apply Initial return Initial return of a former public charity D q 1 . Foreign organizations , check here . ► Final return Amended return 2. Foreign organizations meeting the 85% test, check here and attach Address chang e Name change computation . 10. H Check type of organization' X Section 501( exempt private foundation E If private foundation status was terminated Section 4947 ( a)( 1 ) nonexem pt charitable trust Other taxable p rivate foundation q 19 under section 507(b )( 1)(A) , check here . ► Fair market value of all assets at end J Accounting method Cash X Accrual F If the foundation is in a60-month termination of year (from Part Il, col (c), line Other ( specify ) ---- -- ------ ---------- under section 507(b)(1)(B),check here , q 205, 8, 166. 16) ► $ 04 (Part 1, column (d) must be on cash basis) Analysis of Revenue and Expenses (The (d) Disbursements total of amounts in columns (b), (c), and (d) (a) Revenue and (b) Net investment (c) Adjusted net for charitable may not necessanly equal the amounts in expenses per income income Y books purposes C^7 column (a) (see instructions) .) (cash basis only) I Contribution s odt s, grants etc. -
BRIGANCE Readiness Activities for Emerging K Children
BRIGANCE® Readiness Activities for Emerging K Children • Reading • Mathematics • Additional Support for Emerging K ©Curriculum Associates, LLC Click on a title to go directly to that page. Contents Mathematics BRIGANCE Activity Finder Number Concepts ............................ 89 Connecting to i-Ready Next Steps: Reading ...........iii Counting ................................... 98 Connecting to i-Ready Next Steps: Mathematics ........iv Reads Numerals ............................. 104 Additional Support for Emerging K .................. v Numeral Comprehension .......................110 Numerals in Sequence .........................118 Quantitative Concepts ........................ 132 BRIGANCE Readiness Activities Shape Concepts ............................ 147 Reading Joins Sets ................................. 152 Body Parts ................................... 1 Directional/Positional Concepts .................. 155 Colors ..................................... 12 Response to and Experience with Books ............ 21 Additional Support for Emerging K Prehandwriting .............................. 33 General Social and Emotional Development ......... 169 Visual Discrimination .......................... 38 Play Skills and Behaviors ...................... 172 Print Awareness and Concepts ................... 58 Initiative and Engagement Skills and Behaviors ....... 175 Reads Uppercase and Lowercase Letters ............ 60 Self-Regulation Skills and Behaviors ...............177 Prints Uppercase and Lowercase Letters in Sequence .. 66 -
The “Tolerant Chimpanzee”—Towards the Costs and Benefits of Sociality in Female Bonobos
Behavioral The official journal of the ISBE Ecology International Society for Behavioral Ecology Behavioral Ecology (2018), 29(6), 1325–1339. doi:10.1093/beheco/ary118 Original Article The “tolerant chimpanzee”—towards the Downloaded from https://academic.oup.com/beheco/article-abstract/29/6/1325/5090310 by MPI evolutionary Anthropology user on 07 January 2019 costs and benefits of sociality in female bonobos Niina O. Nurmi,a,b, Gottfried Hohmann,b Lucas G. Goldstone,c Tobias Deschner,b and Oliver Schülkea,d aDepartment of Behavioral Ecology, JFB Institute for Zoology/Anthropology, University of Göttingen, Germany, bDepartment of Primatology, Max Planck Institute for Evolutionary Anthropology, Germany, cGraduate School of Systemic Neurosciences, Ludwig Maximilians University, Germany, and dResearch Group Social Evolution in Primates, German Primate Center, Leibniz Institute for Primate Research, Göttingen, Germany Received 7 December 2017; revised 26 July 2018; editorial decision 28 July 2018; accepted 8 August 2018; Advance Access publication 4 September 2018. Humans share an extraordinary degree of sociality with other primates, calling for comparative work into the evolutionary drivers of the variation in social engagement observed between species. Of particular interest is the contrast between the chimpanzee (Pan troglodytes) and bonobo (Pan paniscus), the latter exhibiting increased female gregariousness, more tolerant relationships, and elab- orate behavioral adaptations for conflict resolution. Here, we test predictions from 3 socioecological hypotheses regarding the evo- lution of these traits using data on wild bonobos at LuiKotale, Democratic Republic of Congo. Focusing on the behavior of co-feeding females and controlling for variation in characteristics of the feeding patch, food intake rate moderately increased while feeding effort decreased with female dominance rank, indicating that females engaged in competitive exclusion from high-quality food resources. -
Pdf/133/1/29/1828756/001152604772746675.Pdf by Guest on 25 September 2021
Daniel John Povinelli Behind the ape’s appearance: escaping anthropocentrism in the study of other minds Downloaded from http://direct.mit.edu/daed/article-pdf/133/1/29/1828756/001152604772746675.pdf by guest on 25 September 2021 Look at Megan. Not just at her distinc- dedicated his life to studying these tively chimpanzee features–her accen- remarkable animals–entertain the pos- tuated brow ridge, her prognathic face, sibility that their minds are, in profound her coarse black hair–but at the totality respects, radically different from our of her being: her darting eyes, her slow, own? How can I challenge the received studied movements, the gestures she wisdom of Darwin–con½rmed by my makes as her companion, Jadine, passes own initial impressions–that the mental nearby. Can there be any doubt that be- life of a chimpanzee is best compared to hind certain obvious differences in her that of a human child? appearance resides a mind nearly identi- Actually, it’s easy: I have learned to cal to our own? Indeed, is it even possi- have more respect for them than that. ble to spend an afternoon with her and I have come to see that we distort their not come to this conclusion? Upon re- true nature by conceiving of their minds flection, you will probably acknowledge as smaller, duller, less talkative versions that her mind is not identical to ours. of our own. Casting aside these insidious “But surely it’s not qualitatively differ- assumptions has been dif½cult, but it has ent, either,” you will still insist. -
Journal of School Violence
Journal of School Violence eHAWORTH® Electronic Text is provided AS IS without warranty of any kind. The Haworth Press, Inc. further disclaims all implied warranties including, without limitation, any implied warranties of merchantability or of fitness for a particular purpose. The entire risk arising out of the use of the Electronic Text remains with you. In no event shall The Haworth Press, Inc., its authors, or anyone else involved in the creation, production, or delivery of this product be liable for any damages whatsoever (including, without limitation, damages for loss of business profits, business interruption, loss of business information, or other pecuniary loss) arising out of the use of or inability to use the Electronic Text, even if The Haworth Press, Inc. has been advised of the possibility of such damages. EDITOR EDWIN R. GERLER, Jr., Professor, Counselor Education Program, College of Education, North Carolina State University, Raleigh, NC ASSOCIATE EDITORS PAMELA L. RILEY, Executive Director, National Association of Students Against Violence Everywhere (SAVE), Raleigh, NC JOANNE McDANIEL, Director, Center for the Prevention of School Violence, Raleigh, NC COLUMN EDITOR, E-SITES FOR SAFE SCHOOLS REBECCA R. REED, Ahlgren Associates, Raleigh, NC EDITORIAL BOARD DAVID P. ADAY, Jr., Department of Sociology, College of William and Mary, Williamsburg, VA RON AVI ASTOR, School of Social Work, University of Southern California, Los Angeles, CA RAMI BENBENISHTY, Paul Baerwald School of Social Work, The Hebrew University of Jerusalem, Israel ILENE R. BERSON, Department of Child and Family Studies, Louis de la Parte Florida Mental Health Institute, University of South Florida, Tampa, FL CATHERINE BLAYA-DEBARBIEUX, Universite Victor Segalen Bordeaux 2, Bordeaux Cedex, France CHERYL L. -
The ONE and ONLY Ivan
KATHERINE APPLEGATE The ONE AND ONLY Ivan illustrations by Patricia Castelao Dedication for Julia Epigraph It is never too late to be what you might have been. —George Eliot Glossary chest beat: repeated slapping of the chest with one or both hands in order to generate a loud sound (sometimes used by gorillas as a threat display to intimidate an opponent) domain: territory the Grunt: snorting, piglike noise made by gorilla parents to express annoyance me-ball: dried excrement thrown at observers 9,855 days (example): While gorillas in the wild typically gauge the passing of time based on seasons or food availability, Ivan has adopted a tally of days. (9,855 days is equal to twenty-seven years.) Not-Tag: stuffed toy gorilla silverback (also, less frequently, grayboss): an adult male over twelve years old with an area of silver hair on his back. The silverback is a figure of authority, responsible for protecting his family. slimy chimp (slang; offensive): a human (refers to sweat on hairless skin) vining: casual play (a reference to vine swinging) Contents Cover Title Page Dedication Epigraph Glossary hello names patience how I look the exit 8 big top mall and video arcade the littlest big top on earth gone artists shapes in clouds imagination the loneliest gorilla in the world tv the nature show stella stella’s trunk a plan bob wild picasso three visitors my visitors return sorry julia drawing bob bob and julia mack not sleepy the beetle change guessing jambo lucky arrival stella helps old news tricks introductions stella and ruby home -
Unraveling the Evolutionary History of Orangutans (Genus: Pongo)- the Impact of Environmental Processes and the Genomic Basis of Adaptation
Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2015 Unraveling the evolutionary history of Orangutans (genus: Pongo)- the impact of environmental processes and the genomic basis of adaptation Mattle-Greminger, Maja Patricia Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-121397 Dissertation Published Version Originally published at: Mattle-Greminger, Maja Patricia. Unraveling the evolutionary history of Orangutans (genus: Pongo)- the impact of environmental processes and the genomic basis of adaptation. 2015, University of Zurich, Faculty of Science. Unraveling the Evolutionary History of Orangutans (genus: Pongo) — The Impact of Environmental Processes and the Genomic Basis of Adaptation Dissertation zur Erlangung der naturwissenschaftlichen Doktorwürde (Dr. sc. nat.) vorgelegt der Mathematisch‐naturwissenschaftlichen Fakultät der Universität Zürich von Maja Patricia Mattle‐Greminger von Richterswil (ZH) Promotionskomitee Prof. Dr. Carel van Schaik (Vorsitz) PD Dr. Michael Krützen (Leitung der Dissertation) Dr. Maria Anisimova Zürich, 2015 To my family Table of Contents Table of Contents ........................................................................................................ 1 Summary ..................................................................................................................... 3 Zusammenfassung ..................................................................................................... -
On This Date Daily Trivia Happy Birthday! Quote Of
THE SUNDAY, AUGUST 1, 2021 On This Date 1834 – The Emancipation Act was Quote of the Day enacted throughout the British “Study as if you were going to Dominions. Most enslaved people were live forever; live as if you re-designated as “apprentices,” and were going to die tomorrow.” their enslavement was ended in stages over the following six years. ~ Maria Mitchell 1941 – The first Jeep, the army’s little truck that could do anything, was produced. The American Bantam Happy Birthday! Car Company developed the working Maria Mitchell (1818–1889) was the prototype in just 49 days. General first professional female astronomer Dwight D. Eisenhower said that the in the United States. Born in Allies could not have won World Nantucket, Massachusetts, Mitchell War II without it. Because Bantam pursued her interest in astronomy couldn’t meet the army’s production with encouragement from her demands, other companies, including parents and the use of her father’s Ford, also started producing Jeeps. telescope. In October 1847, Mitchell discovered a comet, a feat that brought her international acclaim. The comet became known as “Miss Mitchell’s Comet.” The next year, the pioneering stargazer became the first woman admitted to the Daily Trivia American Academy of Arts and Sciences. The Jeep was probably named after Mitchell went on to Eugene the Jeep, a Popeye comic become a professor strip character known for its of astronomy at magical abilities. Vassar College. ©ActivityConnection.com – The Daily Chronicles (CAN) UNDAY UGUST S , A 1, 2021 Today is Mahjong Day. While some folks think that this Chinese matching game was invented by Confucius, most historians believe that it was not created until the late 19th century, when a popular card game was converted to tiles. -
Final Report on the Project
BP Conservation Programme (CLP) 2005 PROJECT NO. 101405 - BRONZE AWARD WINNER ECOLOGY, DISTRIBUTION, STATUS AND PROTECTION OF THREE CONGOLESE FRUIT BATS FINAL REPORT Patrick KIPALU Team Leader Observatoire Congolais pour la Protection de l’Environnement OCPE – ong Kinshasa – Democratic Republic of the Congo E-mail: [email protected] APRIL 2009 1 Table of Content Acknowledgements…………………………………………………………………. p3 I. Project Summary……………………………………………………………….. p4 II. Introduction…………………………………………………………………… p4-p7 III. Materials and Methods ……………………………………………………….. p7-p10 IV. Results per Study Site…………………………………………………………. p10-p15 1. Pointe-Noire ………………………………………………………….. p10-p12 2. Mayumbe Forest /Luki Reserve……………………………………….. p12-p13 3. Zongo Forest…………………………………………………………... p14 4. Mbanza-Ngungu ………………………………………………………. P15 V. General Results ………………………………………………………………p15-p16 VI. Discussions……………………………………………………………………p17-18 VII. Conclusion and Recommendations……………………………………….p 18-p19 VIII. Bibliography………………………………………………………………p20-p21 Acknowledgements 2 The OCPE (Observatoire Congolais pour la Protection de l’Environnement) project team would like to start by expressing our gratefulness and saying thank you to the BP Conservation Program, which has funded the execution of this project. The OCPE also thanks the Van Tienhoven Foundation which provided a further financial support. Without these organisations, execution of the project would not have been possible. We would like to thank specially the BPCP “dream team”: Marianne D. Carter, Robyn Dalzen and our regretted Kate Stoke for their time, advices, expertise and care, which helped us to complete this work, Our special gratitude goes to Dr. Wim Bergmans, who was the hero behind the scene from the conception to the execution of the research work. Without his expertise, advices and network it would had been difficult for the project team to produce any result from this project. -
Directory of Public Elementary and Secondary Education Agencies, 2000-2001
DOCUMENT RESUME ED 472 649 EA 032 306 AUTHOR McDowell, Lena M.; Sietsema, John P. TITLE Directory of Public Elementary and Secondary Education Agencies, 2000-2001. INSTITUTION National Center for Education Statistics (ED), Washington, DC. REPORT NO NCES-2003-310 PUB DATE 2002-11-00 NOTE 410p.; For the 1999-2000 Directory, see ED 464 396. AVAILABLE FROM ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877 -433- 7827 (Toll Free). For full text: http://nces.ed.gov/pubs2003/2003310.pdf. PUB TYPE Numerical/Quantitative Data (110) Reference Materials Directories /Catalogs (132) EDRS PRICE EDRS Price MF01/PC17 Plus Postage. DESCRIPTORS Elementary Secondary Education; Enrollment; Government Publications; *Public Agencies; *Public Schools; *School Districts; School Personnel; School Statistics; State Departments of Education IDENTIFIERS Grade Span Configuration ABSTRACT This directory lists all public elementary and secondary education agencies in the 50 states, the District of Columbia, five outlying areas, the Bureau of Indian Affairs, and the Department of Defense, as reported from the National Center for Education Statistics (NCES) Common Core of Data (CCD) Local Education Agency Universe data collection of spring 2001. In the introduction, several tables summarizing the file contents are provided. The seven types of agencies listed include regular school districts, supervisory union components, supervisory union administrative centers, regional educational service agencies, state-operated agencies, federally operated agencies, and other agencies that cannot be appropriately classified using another CCD designation. The directory provides up to 12 items of information for each public elementary and secondary agency listed: state, name of agency, mailing address, telephone number, name of county, metropolitan status code, grade span, total student membership, number of regular high school graduates for the 1999-2000 school year, number of students with an individualized education program (IEP), number of teachers, and number of schools.