31 results
Contributors
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- By Mitchell Aboulafia, Frederick Adams, Marilyn McCord Adams, Robert M. Adams, Laird Addis, James W. Allard, David Allison, William P. Alston, Karl Ameriks, C. Anthony Anderson, David Leech Anderson, Lanier Anderson, Roger Ariew, David Armstrong, Denis G. Arnold, E. J. Ashworth, Margaret Atherton, Robin Attfield, Bruce Aune, Edward Wilson Averill, Jody Azzouni, Kent Bach, Andrew Bailey, Lynne Rudder Baker, Thomas R. Baldwin, Jon Barwise, George Bealer, William Bechtel, Lawrence C. Becker, Mark A. Bedau, Ernst Behler, José A. Benardete, Ermanno Bencivenga, Jan Berg, Michael Bergmann, Robert L. Bernasconi, Sven Bernecker, Bernard Berofsky, Rod Bertolet, Charles J. Beyer, Christian Beyer, Joseph Bien, Joseph Bien, Peg Birmingham, Ivan Boh, James Bohman, Daniel Bonevac, Laurence BonJour, William J. Bouwsma, Raymond D. Bradley, Myles Brand, Richard B. Brandt, Michael E. Bratman, Stephen E. Braude, Daniel Breazeale, Angela Breitenbach, Jason Bridges, David O. Brink, Gordon G. Brittan, Justin Broackes, Dan W. Brock, Aaron Bronfman, Jeffrey E. Brower, Bartosz Brozek, Anthony Brueckner, Jeffrey Bub, Lara Buchak, Otavio Bueno, Ann E. Bumpus, Robert W. Burch, John Burgess, Arthur W. Burks, Panayot Butchvarov, Robert E. Butts, Marina Bykova, Patrick Byrne, David Carr, Noël Carroll, Edward S. Casey, Victor Caston, Victor Caston, Albert Casullo, Robert L. Causey, Alan K. L. Chan, Ruth Chang, Deen K. Chatterjee, Andrew Chignell, Roderick M. Chisholm, Kelly J. Clark, E. J. Coffman, Robin Collins, Brian P. Copenhaver, John Corcoran, John Cottingham, Roger Crisp, Frederick J. Crosson, Antonio S. Cua, Phillip D. Cummins, Martin Curd, Adam Cureton, Andrew Cutrofello, Stephen Darwall, Paul Sheldon Davies, Wayne A. Davis, Timothy Joseph Day, Claudio de Almeida, Mario De Caro, Mario De Caro, John Deigh, C. F. Delaney, Daniel C. Dennett, Michael R. DePaul, Michael Detlefsen, Daniel Trent Devereux, Philip E. Devine, John M. Dillon, Martin C. Dillon, Robert DiSalle, Mary Domski, Alan Donagan, Paul Draper, Fred Dretske, Mircea Dumitru, Wilhelm Dupré, Gerald Dworkin, John Earman, Ellery Eells, Catherine Z. Elgin, Berent Enç, Ronald P. Endicott, Edward Erwin, John Etchemendy, C. Stephen Evans, Susan L. Feagin, Solomon Feferman, Richard Feldman, Arthur Fine, Maurice A. Finocchiaro, William FitzPatrick, Richard E. Flathman, Gvozden Flego, Richard Foley, Graeme Forbes, Rainer Forst, Malcolm R. Forster, Daniel Fouke, Patrick Francken, Samuel Freeman, Elizabeth Fricker, Miranda Fricker, Michael Friedman, Michael Fuerstein, Richard A. Fumerton, Alan Gabbey, Pieranna Garavaso, Daniel Garber, Jorge L. A. Garcia, Robert K. Garcia, Don Garrett, Philip Gasper, Gerald Gaus, Berys Gaut, Bernard Gert, Roger F. Gibson, Cody Gilmore, Carl Ginet, Alan H. Goldman, Alvin I. Goldman, Alfonso Gömez-Lobo, Lenn E. Goodman, Robert M. Gordon, Stefan Gosepath, Jorge J. E. Gracia, Daniel W. Graham, George A. Graham, Peter J. Graham, Richard E. Grandy, I. Grattan-Guinness, John Greco, Philip T. Grier, Nicholas Griffin, Nicholas Griffin, David A. Griffiths, Paul J. Griffiths, Stephen R. Grimm, Charles L. Griswold, Charles B. Guignon, Pete A. Y. Gunter, Dimitri Gutas, Gary Gutting, Paul Guyer, Kwame Gyekye, Oscar A. Haac, Raul Hakli, Raul Hakli, Michael Hallett, Edward C. Halper, Jean Hampton, R. James Hankinson, K. R. Hanley, Russell Hardin, Robert M. Harnish, William Harper, David Harrah, Kevin Hart, Ali Hasan, William Hasker, John Haugeland, Roger Hausheer, William Heald, Peter Heath, Richard Heck, John F. Heil, Vincent F. Hendricks, Stephen Hetherington, Francis Heylighen, Kathleen Marie Higgins, Risto Hilpinen, Harold T. Hodes, Joshua Hoffman, Alan Holland, Robert L. Holmes, Richard Holton, Brad W. Hooker, Terence E. Horgan, Tamara Horowitz, Paul Horwich, Vittorio Hösle, Paul Hoβfeld, Daniel Howard-Snyder, Frances Howard-Snyder, Anne Hudson, Deal W. Hudson, Carl A. Huffman, David L. Hull, Patricia Huntington, Thomas Hurka, Paul Hurley, Rosalind Hursthouse, Guillermo Hurtado, Ronald E. Hustwit, Sarah Hutton, Jonathan Jenkins Ichikawa, Harry A. Ide, David Ingram, Philip J. Ivanhoe, Alfred L. Ivry, Frank Jackson, Dale Jacquette, Joseph Jedwab, Richard Jeffrey, David Alan Johnson, Edward Johnson, Mark D. Jordan, Richard Joyce, Hwa Yol Jung, Robert Hillary Kane, Tomis Kapitan, Jacquelyn Ann K. Kegley, James A. Keller, Ralph Kennedy, Sergei Khoruzhii, Jaegwon Kim, Yersu Kim, Nathan L. King, Patricia Kitcher, Peter D. Klein, E. D. Klemke, Virginia Klenk, George L. Kline, Christian Klotz, Simo Knuuttila, Joseph J. Kockelmans, Konstantin Kolenda, Sebastian Tomasz Kołodziejczyk, Isaac Kramnick, Richard Kraut, Fred Kroon, Manfred Kuehn, Steven T. Kuhn, Henry E. Kyburg, John Lachs, Jennifer Lackey, Stephen E. Lahey, Andrea Lavazza, Thomas H. Leahey, Joo Heung Lee, Keith Lehrer, Dorothy Leland, Noah M. Lemos, Ernest LePore, Sarah-Jane Leslie, Isaac Levi, Andrew Levine, Alan E. Lewis, Daniel E. Little, Shu-hsien Liu, Shu-hsien Liu, Alan K. L. Chan, Brian Loar, Lawrence B. Lombard, John Longeway, Dominic McIver Lopes, Michael J. Loux, E. J. Lowe, Steven Luper, Eugene C. Luschei, William G. Lycan, David Lyons, David Macarthur, Danielle Macbeth, Scott MacDonald, Jacob L. Mackey, Louis H. Mackey, Penelope Mackie, Edward H. Madden, Penelope Maddy, G. B. Madison, Bernd Magnus, Pekka Mäkelä, Rudolf A. Makkreel, David Manley, William E. Mann (W.E.M.), Vladimir Marchenkov, Peter Markie, Jean-Pierre Marquis, Ausonio Marras, Mike W. Martin, A. P. Martinich, William L. McBride, David McCabe, Storrs McCall, Hugh J. McCann, Robert N. McCauley, John J. McDermott, Sarah McGrath, Ralph McInerny, Daniel J. McKaughan, Thomas McKay, Michael McKinsey, Brian P. McLaughlin, Ernan McMullin, Anthonie Meijers, Jack W. Meiland, William Jason Melanson, Alfred R. Mele, Joseph R. Mendola, Christopher Menzel, Michael J. Meyer, Christian B. Miller, David W. Miller, Peter Millican, Robert N. Minor, Phillip Mitsis, James A. Montmarquet, Michael S. Moore, Tim Moore, Benjamin Morison, Donald R. Morrison, Stephen J. Morse, Paul K. Moser, Alexander P. D. Mourelatos, Ian Mueller, James Bernard Murphy, Mark C. Murphy, Steven Nadler, Jan Narveson, Alan Nelson, Jerome Neu, Samuel Newlands, Kai Nielsen, Ilkka Niiniluoto, Carlos G. Noreña, Calvin G. Normore, David Fate Norton, Nikolaj Nottelmann, Donald Nute, David S. Oderberg, Steve Odin, Michael O’Rourke, Willard G. Oxtoby, Heinz Paetzold, George S. Pappas, Anthony J. Parel, Lydia Patton, R. P. Peerenboom, Francis Jeffry Pelletier, Adriaan T. Peperzak, Derk Pereboom, Jaroslav Peregrin, Glen Pettigrove, Philip Pettit, Edmund L. Pincoffs, Andrew Pinsent, Robert B. Pippin, Alvin Plantinga, Louis P. Pojman, Richard H. Popkin, John F. Post, Carl J. Posy, William J. Prior, Richard Purtill, Michael Quante, Philip L. Quinn, Philip L. Quinn, Elizabeth S. Radcliffe, Diana Raffman, Gerard Raulet, Stephen L. Read, Andrews Reath, Andrew Reisner, Nicholas Rescher, Henry S. Richardson, Robert C. Richardson, Thomas Ricketts, Wayne D. Riggs, Mark Roberts, Robert C. Roberts, Luke Robinson, Alexander Rosenberg, Gary Rosenkranz, Bernice Glatzer Rosenthal, Adina L. Roskies, William L. Rowe, T. M. Rudavsky, Michael Ruse, Bruce Russell, Lilly-Marlene Russow, Dan Ryder, R. M. Sainsbury, Joseph Salerno, Nathan Salmon, Wesley C. Salmon, Constantine Sandis, David H. Sanford, Marco Santambrogio, David Sapire, Ruth A. Saunders, Geoffrey Sayre-McCord, Charles Sayward, James P. Scanlan, Richard Schacht, Tamar Schapiro, Frederick F. Schmitt, Jerome B. Schneewind, Calvin O. Schrag, Alan D. Schrift, George F. Schumm, Jean-Loup Seban, David N. Sedley, Kenneth Seeskin, Krister Segerberg, Charlene Haddock Seigfried, Dennis M. Senchuk, James F. Sennett, William Lad Sessions, Stewart Shapiro, Tommie Shelby, Donald W. Sherburne, Christopher Shields, Roger A. Shiner, Sydney Shoemaker, Robert K. Shope, Kwong-loi Shun, Wilfried Sieg, A. John Simmons, Robert L. Simon, Marcus G. Singer, Georgette Sinkler, Walter Sinnott-Armstrong, Matti T. Sintonen, Lawrence Sklar, Brian Skyrms, Robert C. Sleigh, Michael Anthony Slote, Hans Sluga, Barry Smith, Michael Smith, Robin Smith, Robert Sokolowski, Robert C. Solomon, Marta Soniewicka, Philip Soper, Ernest Sosa, Nicholas Southwood, Paul Vincent Spade, T. L. S. Sprigge, Eric O. Springsted, George J. Stack, Rebecca Stangl, Jason Stanley, Florian Steinberger, Sören Stenlund, Christopher Stephens, James P. Sterba, Josef Stern, Matthias Steup, M. A. Stewart, Leopold Stubenberg, Edith Dudley Sulla, Frederick Suppe, Jere Paul Surber, David George Sussman, Sigrún Svavarsdóttir, Zeno G. Swijtink, Richard Swinburne, Charles C. Taliaferro, Robert B. Talisse, John Tasioulas, Paul Teller, Larry S. Temkin, Mark Textor, H. S. Thayer, Peter Thielke, Alan Thomas, Amie L. Thomasson, Katherine Thomson-Jones, Joshua C. Thurow, Vzalerie Tiberius, Terrence N. Tice, Paul Tidman, Mark C. Timmons, William Tolhurst, James E. Tomberlin, Rosemarie Tong, Lawrence Torcello, Kelly Trogdon, J. D. Trout, Robert E. Tully, Raimo Tuomela, John Turri, Martin M. Tweedale, Thomas Uebel, Jennifer Uleman, James Van Cleve, Harry van der Linden, Peter van Inwagen, Bryan W. Van Norden, René van Woudenberg, Donald Phillip Verene, Samantha Vice, Thomas Vinci, Donald Wayne Viney, Barbara Von Eckardt, Peter B. M. Vranas, Steven J. Wagner, William J. Wainwright, Paul E. Walker, Robert E. Wall, Craig Walton, Douglas Walton, Eric Watkins, Richard A. Watson, Michael V. Wedin, Rudolph H. Weingartner, Paul Weirich, Paul J. Weithman, Carl Wellman, Howard Wettstein, Samuel C. Wheeler, Stephen A. White, Jennifer Whiting, Edward R. Wierenga, Michael Williams, Fred Wilson, W. Kent Wilson, Kenneth P. Winkler, John F. Wippel, Jan Woleński, Allan B. Wolter, Nicholas P. Wolterstorff, Rega Wood, W. Jay Wood, Paul Woodruff, Alison Wylie, Gideon Yaffe, Takashi Yagisawa, Yutaka Yamamoto, Keith E. Yandell, Xiaomei Yang, Dean Zimmerman, Günter Zoller, Catherine Zuckert, Michael Zuckert, Jack A. Zupko (J.A.Z.)
- Edited by Robert Audi, University of Notre Dame, Indiana
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- The Cambridge Dictionary of Philosophy
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- 05 August 2015
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- 27 April 2015, pp ix-xxx
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Contributors
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- By Brittany L. Anderson-Montoya, Heather R. Bailey, Carryl L. Baldwin, Daphne Bavelier, Jameson D. Beach, Jeffrey S. Bedwell, Kevin B. Bennett, Richard A. Block, Deborah A. Boehm-Davis, Corey J. Bohil, David B. Boles, Avinoam Borowsky, Jessica Bramlett, Allison A. Brennan, J. Christopher Brill, Matthew S. Cain, Meredith Carroll, Roberto Champney, Kait Clark, Nancy J. Cooke, Lori M. Curtindale, Clare Davies, Patricia R. DeLucia, Andrew E. Deptula, Michael B. Dillard, Colin D. Drury, Christopher Edman, James T. Enns, Sara Irina Fabrikant, Victor S. Finomore, Arthur D. Fisk, John M. Flach, Matthew E. Funke, Andre Garcia, Adam Gazzaley, Douglas J. Gillan, Rebecca A. Grier, Simen Hagen, Kelly Hale, Diane F. Halpern, Peter A. Hancock, Deborah L. Harm, Mary Hegarty, Laurie M. Heller, Nicole D. Helton, William S. Helton, Robert R. Hoffman, Jerred Holt, Xiaogang Hu, Richard J. Jagacinski, Keith S. Jones, Astrid M. L. Kappers, Simon Kemp, Robert C. Kennedy, Robert S. Kennedy, Alan Kingstone, Ioana Koglbauer, Norman E. Lane, Robert D. Latzman, Cynthia Laurie-Rose, Patricia Lee, Richard Lowe, Valerie Lugo, Poornima Madhavan, Leonard S. Mark, Gerald Matthews, Jyoti Mishra, Stephen R. Mitroff, Tracy L. Mitzner, Alexander M. Morison, Taylor Murphy, Takamichi Nakamoto, John G. Neuhoff, Karl M. Newell, Tal Oron-Gilad, Raja Parasuraman, Tiffany A. Pempek, Robert W. Proctor, Katie A. Ragsdale, Anil K. Raj, Millard F. Reschke, Evan F. Risko, Matthew Rizzo, Wendy A. Rogers, Jesse Q. Sargent, Mark W. Scerbo, Natasha B. Schwartz, F. Jacob Seagull, Cory-Ann Smarr, L. James Smart, Kay Stanney, James Staszewski, Clayton L. Stephenson, Mary E. Stuart, Breanna E. Studenka, Joel Suss, Leedjia Svec, James L. Szalma, James Tanaka, James Thompson, Wouter M. Bergmann Tiest, Lauren A. Vassiliades, Michael A. Vidulich, Paul Ward, Joel S. Warm, David A. Washburn, Christopher D. Wickens, Scott J. Wood, David D. Woods, Motonori Yamaguchi, Lin Ye, Jeffrey M. Zacks
- Edited by Robert R. Hoffman, Peter A. Hancock, University of Central Florida, Mark W. Scerbo, Old Dominion University, Virginia, Raja Parasuraman, George Mason University, Virginia, James L. Szalma, University of Central Florida
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- The Cambridge Handbook of Applied Perception Research
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- 05 July 2015
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- 26 January 2015, pp xi-xiv
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- By Michael H. Allen, Leora Amira, Victoria Arango, David W. Ayer, Helene Bach, Christopher R. Bailey, Ross J. Baldessarini, Kelsey Ball, Alan L. Berman, Marian E. Betz, Emily A. Biggs, R. Warwick Blood, Kathleen T. Brady, David A. Brent, Jeffrey A. Bridge, Gregory K. Brown, Anat Brunstein Klomek, A. Jacqueline Buchanan, Michelle J. Chandley, Tim Coffey, Jessica Coker, Yeates Conwell, Scott J. Crow, Collin L. Davidson, Yogesh Dwivedi, Stacey Espaillat, Jan Fawcett, Steven J. Garlow, Robert D. Gibbons, Catherine R. Glenn, Deborah Goebert, Erica Goldstein, Tina R. Goldstein, Madelyn S. Gould, Kelly L. Green, Alison M. Greene, Philip D. Harvey, Robert M. A. Hirschfeld, Donna Holland Barnes, Andres M. Kanner, Gary J. Kennedy, Stephen H. Koslow, Benoit Labonté, Alison M. Lake, William B. Lawson, Steve Leifman, Adam Lesser, Timothy W. Lineberry, Amanda L. McMillan, Herbert Y. Meltzer, Michael Craig Miller, Michael J. Miller, James A. Naifeh, Katharine J. Nelson, Charles B. Nemeroff, Alexander Neumeister, Matthew K. Nock, Jennifer H. Olson-Madden, Gregory A. Ordway, Michael W. Otto, Ghanshyam N. Pandey, Giampaolo Perna, Jane Pirkis, Kelly Posner, Anne Rohs, Pedro Ruiz, Molly Ryan, Alan F. Schatzberg, S. Charles Schulz, M. Katherine Shear, Morton M. Silverman, April R. Smith, Marcus Sokolowski, Barbara Stanley, Zachary N. Stowe, Sarah A. Struthers, Leonardo Tondo, Gustavo Turecki, Robert J. Ursano, Kimberly Van Orden, Anne C. Ward, Danuta Wasserman, Jerzy Wasserman, Melinda K. Westlund, Tracy K. Witte, Kseniya Yershova, Alexandra Zagoloff, Sidney Zisook
- Edited by Stephen H. Koslow, University of Miami, Pedro Ruiz, University of Miami, Charles B. Nemeroff, University of Miami
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- A Concise Guide to Understanding Suicide
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- 05 October 2014
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- 18 September 2014, pp vii-x
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- By Lassi Alvesalo, Alberto Anta, Juan Luis Arsuaga, Shara E. Bailey, Priscilla Bayle, José María Bermúdez de Castro, Tracy K. Betsinger, Luca Bondioli, Scott E. Burnett, Concepcion de la Rúa, William N. Duncan, Ryan M. Durner, Heather J.H. Edgar, Scott M. Fitzpatrick, Michael R. Fong, Ana Gracia-Téllez, Theresa M. Grieco, Debbie Guatelli-Steinberg, Tsunehiko Hanihara, Brian E. Hemphill, Leslea J. Hlusko, Michael W. Holmes, Jean-Jacques Hublin, Toby E. Hughes, John P. Hunter, Joel D. Irish, Kent M. Johnson, Sri Kuswandari, Christine Lee, John R. Lukacs, Roberto Macchiarelli, Laura Martín-Francés, Ignacio Martínez, María Martinón-Torres, Arnaud Mazurier, Yuji Mizoguchi, Stephanie Moormann, Greg C. Nelson, Stephen D. Ousley, Oliver T. Rizk, G. Richard Scott, Roman Schomberg, Kes Schroer, Christopher M. Stojanowski, Grant C. Townsend, Christy G. Turner, Theresia C. Weston, Bernard Wood, Clément Zanolli, Linhu Zhang
- Edited by G. Richard Scott, University of Alaska, Fairbanks, Joel D. Irish, Liverpool John Moores University
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- Anthropological Perspectives on Tooth Morphology
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- 05 March 2013
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- 21 February 2013, pp viii-xi
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Chapter Sixteen - Perspective
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- By Gerard J. Allan, Department of Biological Sciences, Northern Arizona University, Stephen M. Shuster, Department of Biological Sciences, Northern Arizona University, Scott Woolbright, The Institute for Genomic Biology, University of Illinois, Faith Walker, Department of Biological Sciences, Northern Arizona University, Nashelly Meneses, Department of Biological Sciences, Northern Arizona University, Arthur Keith, Department of Biological Sciences, Northern Arizona University, Joseph K. Bailey, Department of Ecology and Evolutionary Biology, University of Tennessee, Thomas G. Whitham, Department of Biological Sciences, Northern Arizona University
- Edited by Takayuki Ohgushi, Kyoto University, Japan, Oswald Schmitz, Yale University, Connecticut, Robert D. Holt, University of Florida
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- Trait-Mediated Indirect Interactions
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- 05 February 2013
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- 06 December 2012, pp 295-323
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Summary
Introduction
Trait-mediated indirect interactions (TMIIs) are important mediators of community diversity and structure and associated ecosystem processes. Elucidating the genetic basis of ecologically important phenotypic traits is the first step toward understanding the complex interactions that occur among community members. Molecular markers routinely used in quantitative trait loci (QTL) analyses (e.g., amplified fragment length polymorphisms (AFLPs), simple sequence repeats (SSRs)) have provided researchers with a toolbox for investigating the genetic basis of heritable traits. A goal of this research is to link genetically based traits to community interactions and ecosystem function. Ultimately, this insight can open a window onto the evolutionary dynamics that shape community structure and associated ecosystem processes (e.g., nutrient cycling). Such an approach is important as it bears on the continued development of the field of community genetics, which seeks to understand the genetic interactions that occur between species and their abiotic environment in complex communities (e.g., Whitham et al. 2003, 2006; Johnson and Agrawal 2005; LeRoy et al. 2006; Bangert et al. 2006a, b; Schweitzer et al. 2008; Crutsinger et al. 2009; Bailey et al. 2009).
Chapter Nineteen - Functional and heritable consequences of plant genotype on community composition and ecosystem processes
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- By Jennifer A. Schweitzer, Department of Ecology and Evolutionary Biology, University of Tennessee, Joseph K. Bailey, Department of Ecology and Evolutionary Biology, University of Tennessee, Dylan G. Fischer, Environmental Studies Program, The Evergreen State College, Carri J. LeRoy, Environmental Studies Program, The Evergreen State College, Thomas G. Whitham, Department of Biological Sciences, Northern Arizona University, Stephen C. Hart, School of Natural Sciences and Sierra Nevada Research Institute, University of California – Merced
- Edited by Takayuki Ohgushi, Kyoto University, Japan, Oswald Schmitz, Yale University, Connecticut, Robert D. Holt, University of Florida
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- Trait-Mediated Indirect Interactions
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- 05 February 2013
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- 06 December 2012, pp 371-390
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Introduction
Foundation species represent excellent model systems for understanding the broad consequences of variation on community and ecosystem processes as they provide a focal resource upon which associated interacting species depend. As foundation species (Dayton 1972; Ellison et al. 2005), trees and other dominant plants often create stable conditions via plant traits that allow dependent communities to assemble regularly and influence ecosystem processes such as net primary productivity (NPP) and soil fertility (i.e., nutrient cycling, via accumulations of leaf or root organic matter or root exudates; Zinke 1962; Zak et al. 1986; Binkley and Giardina 1998; Bartelt-Ryser et al. 2005; Wardle 2006). Recent studies in both terrestrial and aquatic habitats have shown that intraspecific genetic variation (defined at multiple genetic scales, including introgression [movement of genes from one species to another], genotypic diversity [studies manipulating the number of genotypes in a population] and genotypic variation [variation among genotypes]) in foundation plants can have community-wide consequences. Intraspecific variation affects associated vertebrate, arthropod and microbial community composition or activity and ecosystem level processes (recently reviewed in Johnson and Stinchcombe 2007; Hughes et al. 2008; Whitham et al. 2008; Bailey et al. 2009). For example, genetic variation resulting from the introgression of genes from one species to another through the process of hybridization has been shown to have important consequences for associated species, communities and ecosystem processes in multiple hybridizing plant species, including Salix spp., Eucalyptus spp., Quercus spp. and Populus spp. (Fritz et al. 1994; Dungey et al. 2000; Hochwender and Fritz 2004; Ito and Ozaki 2005; Wimp et al. 2005; Tovar-Sanchez and Oyama 2006; Bangert et al. 2008). In the Populus system specifically, recent field and common garden studies have shown that genetic variation across a hybridizing system (P. fremontii, P. angustifolia and their natural F1 and backcross hybrids) results in shifts in plant traits, including secondary chemistry, plant water use and above- and belowground productivity (Fischer et al. 2004; Rehill et al. 2006; Schweitzer et al. 2008a; Lojewski et al. 2009). Whether due directly or indirectly to these plant traits, rates of leaf litter decomposition, total belowground carbon (C) allocation and pools of soil nitrogen (N) and rates of net N mineralization also shift along this genetic gradient (Schweitzer et al. 2004, 2008, b; LeRoy et al. 2006; Whitham et al. 2006; Lojewski et al. 2009; Fischer et al. 2007, 2010).
Simultaneous UBVRIJK Photometric and Polarimetric Observations of PQ Gem
- Stephen Potter, K. O. Mason, M. S. Cropper, J. A. Bailey, J. H. Hough
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- Journal:
- International Astronomical Union Colloquium / Volume 158 / 1996
- Published online by Cambridge University Press:
- 12 April 2016, pp. 181-182
- Print publication:
- 1996
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We present simultaneous multiwavelength observations of the intermediate polar PQ Gem (Mason et al. 1992) obtained on 1993 February 18 and 19 using the Hatfield Polarimeter on UKIRT.
The data are folded on the 13.9 m spin period in Fig. 1. The light curves are double peaked at long wavelengths, with dips at phase ~ 0.15 and phase ~0.65, but almost sinusoidal in the U and B bands where the phase ~0.65 dip is absent. The percentage of circular polarisation also varies with the spin cycle, most notably in the I band, with both positive and negative excursions. The peaks in the positive and negative polarisation occur at phase ~ 0.15 and phase ~ 0.65 respectively, approximately coincident with the two intensity dips.
Chapter 3 - Equality and inequality
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- Book:
- An Education of Value
- Published online:
- 05 June 2012
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- 26 April 1985, pp 49-62
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Summary
The challenge to American education is to be both equal and excellent. Unless we seek equality, we undermine the possibility of achieving the excellence that comes when all students fulfill their learning capacities. Unless we seek excellence, our notion of equality will be barren, for it will lack a commitment to quality. Achieving equality and excellence involves providing opportunities so that each student can do his or her best, succeed at something worthwhile, and take pride in that accomplishment. This is probably as close as we can get to an educational “right.”
In the twentieth century, we have tended to focus on either equality or excellence. The period of curricular reform of the 1950s and 1960s, when the predominant concern was for excellence in education, was followed by a period of emphasis on equality of educational opportunity. Blacks, whites, and Hispanics formed coalitions to fight for the equalization of school financing, the integration of schools, the provision of compensatory education, and the introduction of English as a second language (ESL) and other special-need programs. They sought equality of access and treatment for those groups of students previously denied the full benefits of the American educational system.
In the 1980s, the call once again is for excellence in education. Many Americans now believe that the efforts to create a more egalitarian educational system were made at the expense of quality. Some believe that liberalizing the curriculum to serve a plurality of interests resulted in a permissiveness that converted learning into playing and “doing one's own thing.”
Part II - The purposes of schooling
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp 47-48
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Part I - Recurring priorities, recurring tensions
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp 1-2
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Index
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp 133-139
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Part III - Learning and teaching
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp 81-82
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Chapter 7 - Thinking about reform
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp 111-122
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Summary
History rarely tells us anything specific about the present. It offers no programs. Its lessons are seldom clear, always subject to interpretations. In this sense, historian Carl Becker's aphorism, “Each man his own historian,” is persuasive. We have argued in this book that the past can give us insight into present dilemmas about education. History can help us understand how and why we face the issues we do, and can suggest ways to frame questions about the present that make more sense than those that ignore the historical record. Where we have been and where we are likely to go form a continuous dialogue, involving our intellects and our passions.
On some issues, the history of American education is especially revealing. The first is that there was never a golden age of the past. The tendency in recent years has been to point to some earlier period in American history, usually vaguely defined, during which the schools functioned well, when teachers taught, students learned, academic knowledge was prized, and families were supportive of what teachers did. When public criticism, in short, hardly existed.
The historical record reveals quite the contrary. The range of criticism, the persistent efforts to reform education from the early nineteenth century on, suggest that Americans have never been satisfied with their schools. How could they have been? In the nineteenth century, Americans were often caught up in religious and ethnic controversies, in the divisions over slavery, in the place of women as citizens, in the fragmenting effects of a people constantly on the move, a people caught between competing beliefs in individualism and community.
Acknowledgments
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp xvii-xviii
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Chapter 2 - New curriculum, old issues
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- An Education of Value
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- 05 June 2012
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- 26 April 1985, pp 23-46
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Summary
Americans are both historically oriented and ahistorical. l i Nowhere is this more apparent than in debates over school curriculum. We lament low academic standards in the schools, call for a return to a lost rigor, and insist on going back to basics. Yet, even as we hold up the past as a standard, we lack understanding of what actually happened in the past. State departments of education rewrite curriculum guides in attempts to strengthen the commitment to learning. School districts trim their curricular offerings and stiffen graduation requirements. In the U.S. Congress and state legislatures, laws are passed to improve science, mathematics, technology, and foreign language instruction. And teachers are being warned to take the academic content of their work more seriously.
As serious as the criticisms are, there is nevertheless a déja vu quality to these concerns. They are reminiscent of criticisms raised some twenty-five to thirty years ago. The 1950s and 1960s were the most intense period of curricular reform in American educational history, when the curricula of virtually every academic discipline were under examination. “New mathematics” was substituted for the “old” arithmetic; new physics, chemistry, and biology captured science education; “new social studies” and transformational grammar competed with the familiar history, civics, and grammar courses. The curriculum reformers were determined to change the course offerings of an educational system they believed to be uninspiring, unintellectual, and insufficiently challenging for its most gifted students.
An Education of Value
- The Purposes and Practices of Schools
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- Published online:
- 05 June 2012
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- 26 April 1985
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An Education of Value is about the problems involved in reforming American schools - in the past and in the decades to come. The authors consider the historical, political, and philosophical tensions between the perennial twin goals of American education: equality and excellence. They discuss the necessary preconditions for enduring progress: enhancing the conditions of teaching, improving the education and re-education of teachers, rethinking the curriculum, developing learning through the use of computers, and strengthening the leadership of schools. The issues raised in this book concern every modern society, and the authors' ideas will challenge a wide audience.
Frontmatter
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- Book:
- An Education of Value
- Published online:
- 05 June 2012
- Print publication:
- 26 April 1985, pp i-vi
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Chapter 4 - Learning and excellence
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- Book:
- An Education of Value
- Published online:
- 05 June 2012
- Print publication:
- 26 April 1985, pp 63-80
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Summary
Discussions of education are filled with beguiling simplicities. There are, after all, things to be learned; there are the givens of a discipline or a subject: the curriculum. Tests can be created to measure what is learned and how well it is learned. And once we know what should be learned and can measure the amount of learning, then surely we can determine the best way to teach it.
Such simplicities underlie many of the current complaints about the schools. Academic standards have deteriorated, students are not working hard enough, teachers are insufficiently accountable. The remedies then follow: Increase academic requirements for graduation, test students more frequently, lengthen the school day and the school year. The complaints and the remedies are not necessarily invalid, but they are oversimplifications.
Consider the following, drawn from polls that ask Americans what they want from their schools.
(1) Discipline is the most serious problem facing the schools. By discipline, the public seems to mean that students obey the rules and show respect for authority.
(2) The curriculum should emphasize the basics, particularly mathematics, English grammar and writing, civics/government, U.S. history, science, and geography, and should contain more practical instruction and more vocational education. These should be taught so that academic standards are raised, more work done in school, and more homework required.
(3) Teachers should be well qualified. This seems to mean that they should be required to pass state board examinations before they are hired and should be regularly tested thereafter.
[…]
Notes
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- Book:
- An Education of Value
- Published online:
- 05 June 2012
- Print publication:
- 26 April 1985, pp 123-132
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Chapter 5 - Computers and learning
- Marvin Lazerson, Judith Block McLaughlin, Bruce McPherson, Stephen K. Bailey
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- Book:
- An Education of Value
- Published online:
- 05 June 2012
- Print publication:
- 26 April 1985, pp 83-94
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Summary
No innovation holds as much promise for achieving equality and excellence in education as microcomputers. In terms of sheer growth, the promise is enormous. In the mid-1980s, more than half of the schools in the United States had at least one computer available for student use. Despite the financial exigencies of school systems and widespread disagreement over actual costs, the trend toward increased use of computers in learning is accelerating. Textbook publishers estimate that within the decade, more than a third of their business will be in computer software. In the Congress and state legislatures, advocates of computer-assisted learning have been calling for “Apple” bills – tax breaks to companies that contribute computers to schools. Major companies like IBM, Digital, and Apple are giving school systems computers and training. A number of colleges and universities such as Carnegie-Mellon University now treat computers as they do books, as a requirement for every student. Harvard University, among others, has signed agreements with companies to make computers available to students at reduced costs. Today it is almost impossible to discuss learning without reference to computers. Computer literacy is the single most talked about item on the educational agenda.
The growth of computer technology is part of Americans' longstanding belief that machines will change their lives. Nineteenth-century Americans approached technology with a mixture of fascination and fear. The machine would transform and improve their world, but it would also wreck and unsettle the natural order of things.