Studies of multiple paternity in mammals and other animal species generally report proportion of multiple paternity among litters, mean litter sizes, and mean number of sires per litter. It is shown how these variables can be used to produce an estimate of the probability of reproductive success for a male that has mated with a female. This estimate of male success is more informative about the mating system that alternative measures, like the proportion of litters with multiple paternity or the (...) mean number of sires per litter. The probability of success for a mated male can be measured both theoretically and empirically, and gives an estimate of the intensity of sperm competition and of a male's “confidence of paternity” upon mating. The probability of success for mated males for ten “exemplar” species of mammals is estimated and they are compared for insights into the functioning of their mating systems. (shrink)

Parentage analyses via microsatellite markers have revealed multiple paternity within the broods of polytocous species of mammals, reptiles, amphibians, fishes and invertebrates. The widespread phenomenon of multiple paternity may have attending relationships with such evolutionary processes as sexual selection and kin selection. However, just how much multiple paternity should a species exhibit? We developed Bayesian null models of how multiple paternity relates to brood sizes. For each of 114 species with published data on brood sizes and numbers of sires, we (...) compared our null model estimates to published frequencies of multiple paternity. The majority of species fell close to our null model, especially among fish and invertebrate species. Some species, however, had low probabilities of multiple paternity, far from the predictions of the null model, likely due to sexual selection and environmental constraints. We suggest a major division among species’ mating systems between those with close to random mating and high levels of multiple paternity, and those with constraints that produce low levels of multiple paternity. (shrink)

This work is the latest contribution to the Clarendon Later Ancient Philosophers series edited by Jonathan Barnes and A. A. Long. As with the earlier volumes (John Dillon's Alcinous, The Handbook of Platonism , R. J. Hankinson's Galen, On the Therapeutic Method Books I and II, Richard Bett's Sextus Empiricus, Against the Ethicists, and D. L. Blank's Sextus Empiricus, Against the Grammarians), D(obbin) provides an introduction, an English translation, and a critical commentary predominantly focused on the philosophical content of the (...) text of an author from the period ranging from the first century BC to the fifth century AD. A bibliography of a dozen earlier editions of E(pictetus), a painstaking bibliography of secondary literature, an index nominum, a generous index locorum, and a brief subject index are also included. Overall this edition maintains the high standards characteristic of the CLAP series. (shrink)

Translation theory has faced criticism from professional translators for adopting an ivory tower stance to the ‘real world’ challenges of translation. This article argues that a case can be made for considering the challenges of translation as it takes place in the school classroom. In support of such an argument the pedagogue as translator is seen to occupy a pivotal position, such that the insights from translation theory, understanding translation as an inter-linguistic act, can be combined and bridged with the (...) burgeoning field of translation pedagogy, focusing on how the practice of (inter-linguistic) translation might be taught and learned in the school classroom. Extending the sphere of influence of translation, it is argued that the pedagogue as translator is concerned with teaching pupils in the classroom how to engage in making meaning in their respective subjects. This requires acts of translation from and with something heard or seen with respect to the subject concerned, in order to make into personal knowledge. After an initial presentation of a particular understanding of translation theory inspired by Walter Benjamin's famous essay on ‘The Task of the Translator’, examples of bridging are presented in the teaching of translation skills in two classroom subjects: teaching English as a foreign language and teaching natural science. (shrink)

This book makes the case for a revival in interest in the viva. As an oral assessment of a treatise or dissertation or of a student's performance in art or dance the viva has a long history dating back to the time of the Greeks. It can be found today in the form of professional, vocational and academic vivas, where a judgment of oral performance is required to gain entry into a profession or community of scholars. In a time when (...) there are scandals about students selling essays to other students, the viva provides a fertile ground for probing the student to see whether they are in fact the authors of the work being assessed and know its content and how to think cognitively or otherwise. Given that we actually know so little about the viva, the book theorises the viva based on a unique sample of vivas that have been filmed or in which the author himself has been participant, and discusses why its format is so different in Anglo-Saxon languages and Latin and other languages. The book offers educational policy-makers and examiners a trade-off between arguments in support of the viva and the demand for other, ever more cost-effective forms of assessment as the numbers of both undergraduate and postgraduate students threaten to increase. It also argues that with demand in the labour market for qualified graduates who are better equipped with transferable skills, such as the ability to communicate complex ideas verbally in a competent, well-argued fashion and not merely through the use of rhetoric, what appear to be cost-effective forms of assessment in the short run (e.g. written exams with standardised questions or multiple choice) may actually in the long run be of less value if we are investing in a future workforce with so-called 21st century communication skills. If the viva were abandoned, the student would be robbed of the opportunity to stage a defence. (shrink)

This book presents a detailed economic analysis of professional football at club level, using a combination of economic reasoning and statistical and econometric analysis. Most of the original empirical research reported in the book is based on English club football. A wide range of international comparisons help emphasize both the broader relevance as well as the unique characteristics of the English experience. Specific topics include: the links between football clubs' financial strength and competitive balance and uncertainty of outcome; the determinants (...) of professional footballers' compensation; measuring the football manager's contribution to team performance, the determinants of managerial change, and its effects on team performance; patterns of spectator demand for attendance; predicting match results, betting on football, and the market in football clubs' company shares. The book concludes with an extended discussion of the major economic policy issues currently facing football's legislators and administrators worldwide. (shrink)

Nick Peim has recently revisited the work of Walter Benjamin; specifically his famous essay on art and mechanical reproduction. In this reply, I too draw upon the inspiration of Benjamin to extend the argument to the question of experience and what might count as knowledge, both in a philosophical sense and also in terms of the curriculum. To exemplify my argument I draw upon the topics of prostitution, gambling and the urban. They were all central to Benjamin's unfinished work 'The (...) Arcades Project'. (shrink)

Posidonivs was fortunate to be born in an age when the Romans had begun to recognize their own intellectual limitations, and had turned for guidance to a hitherto despised nation, admitted by themselves to be as much their superior in originality as it was inferior to them in practical matters. He was, moreover, the official exponent of a philosophical system which, destined as it was to exercise for hundreds of years the strongest moral influence over the world, had already taken (...) a firm hold on the more thoughtful minds at Rome. Probably any Greek teacher of ability had, in the time of Cicero, a good chance to make a name; Posidonius, who was a man of considerable intellectual gifts, great learning, and some originality, and who was, moreover, the accredited successor to Zeno and Chrysippus, obtained a reputation which lasted for some centuries. (shrink)

One can disagree with Müller that it is neurobiologically questionable to suppose that human language is innate, specialized, and species-specific, yet agree that the precise brain mechanisms controlling language in any individual will be influenced by epigenesis and genetic variability, and that the interplay between inherited and acquired aspects of linguistic capacity deserves to be investigated.

I do not disagree with the argument that human-population right-handedness may in some way be a consequence of the population-level left-lateralization of language. But I suggest that the human functional lateralization is not dependent on the structural left-right brain asymmetries to which Corballis refers.

Heyes is right that behavioural tests able to distinguish mentalistic from nonmentalistic alternatives should be sought, but the theoretical issue is less about the passing of behavioural tests than it is about the internal mechanisms which allow the passing of the tests. It may be helpful to try to assess the internal mechanisms directly by measuring brain activities.

For the purposes of the new text of Livy which Professor Conway and Professor C. F. Walters are preparing for the Oxford Series of Classical Texts, I undertook in 1908 to examine the Codex Leidensis, which contains Livy's first decade.

The study of post-Aristotelian philosophy is constantly confused by the perplexing way in which the names of philosophers recur. Zeno, the founder of Stoicism, is sufficiently well known not be confused with either Zeno the Eleatic or the later Stoic, Zeno of Tarsus, a disciple of Chrysippus; but when we come to less distinguished names the opportunity of error is greater. If two philosophers of the same name are prominent members of different schools, there ought to be no obscurity, but (...) in an age of eclecticism one school will sometimes adopt doctrines from another, and so make classification difficult. (shrink)

The text of Fronto is in a very corrupt state, and the startling discrepancies which exist between different collations, as well as the unintelligibility of many of the readings deciphered, seem to justify a good deal of conjectural emendation. I append some attempts to complete or restore the sense in some passages of the Greek letters which seem hitherto to have been left in an unsatisfactory state. Not having had access to the MS, I have relied on the collations of (...) Naber and others for a statement of what is to be found in the palimpsest. (shrink)

Value and reasons for action are often cited by rationalists and moral realists as providing a desire-independent foundation for normativity. Those maintaining instead that normativity is dependent upon motivation often deny that anything called "value" or "reasons" exists. According to the interest-relational theory, something has value relative to some perspective of desire just in case it satisfies those desires, and a consideration is a reason for some action just in case it indicates that something of value will be accomplished by (...) that action. Value judgements therefore describe real properties of objects and actions, but have no normative significance independent of desires. ;It is argued that only the interest-relational theory accounts for the practical significance of value and reasons. Against the Kantian hypothesis of prescriptive rational norms, I attack the alleged instrumental norm or hypothetical imperative, showing that the normative force for taking the means to our ends is explicable in terms of our desire for the end, and not as a command of reason. This analysis also provides a solution to the puzzle concerning the connection between value judgement and motivation. While it is possible to hold value judgements without motivation, the connection is more than accidental. This is because value judgements are usually but not always made from the perspective of desires that actually motivate the speaker. In the normal case judgement entails motivation. But often we conversationally borrow external perspectives of desire, and subsequent judgements do not entail motivation. ;This analysis drives a critique of a common practice as a misuse of normative language. The "absolutist" attempts to use and, as philosopher, analyze normative language in such a way as to justify the imposition of certain interests over others. But these uses and analyses are incoherent---in denying relativity to particular desires they conflict with the actual meaning of these utterances, which is always indexed to some particular set of desires. (shrink)

:The most basic question one can ask of a model is ‘What is the effect on variable y2 of variable y1?’ Causation is ‘implementation neutral’ when all interventions on external variables that lead to a given change in y1 have the same effect on y2, so that the effect of y1 on y2 is defined unambiguously. Familiar ideas of causal analysis do not apply when causation is implementation neutral. For example, a cause variable cannot be linked to an effect variable (...) by both a direct path and a distinct indirect path. Discussion of empirical aspects of implementation neutrality leads to further unexpected results, such as that if one variable causes another the coefficient representing that causal link is always identified. (shrink)

In this paper we review the factors alleged to be responsible for the creation of inaccurate reports among preschool-aged children, focusing on so-called "source misattribution errors." We present the first round of results from an ongoing program of research that suggests that source misattributions could be a powerful mechanism underlying children′s false beliefs about having experienced fictitious events. Preliminary findings from this program of research indicate that all children of all ages are equally susceptible to making source misattributions. Data from (...) a follow-up wave of data indicate that very young children may be disproportionately vulnerable to these kinds of errors when the procedure is changed slightly to create mental images more easily. This vulnerability leads younger preschoolers, on occasion, to claim that they actually experienced events that they only thought about. These preliminary findings are discussed in the context of the ongoing debate over the veracity and durability of delayed reports of early memories, repressed memories, dissociative states, and the validity risks posed by therapeutic techniques that entail repeated visually guided imagery inductions. (shrink)

I support the application of the “evolution as tinkering” idea to vocalization and emphasize that some of the subcortical parts of the brain circuits used for speech organs retain features common to nonprimate mammals, and in some cases to lower vertebrates, pointing up the importance of cortical evolution as suggested by MacNeilage.

Wilkins & Wakefield are clearly right to separate linguistic capacity from communicative ability, if only because other animal species have one without the other. But I question the abruptness of the demarcation they make between a period when hominids evolved enriched conceptual representation for other reasons entirely, and a subsequent later stage when language use became an adaptation.

This study provides a comparative analysis of students' self-reported beliefs and behaviors related to six analogous pairs of conventional and digital forms of academic cheating. Results from an online survey of undergraduates at two universities (N = 1,305) suggest that students use conventional means more often than digital means to copy homework, collaborate when it is not permitted, and copy from others during an exam. However, engagement in digital plagiarism (cutting and pasting from the Internet) has surpassed conventional plagiarism. Students (...) also reported using digital "cheat sheets" (i.e., notes stored in a digital device) to cheat on tests more often than conventional "cheat sheets." Overall, 32% of students reported no cheating of any kind, 18.2% reported using only conventional methods, 4.2% reported using only digital methods, and 45.6% reported using both conventional and digital methods to cheat. "Digital only" cheaters were less likely than "conventional only" cheaters to report assignment cheating, but the former was more likely than the latter to report engagement in plagiarism. Students who cheated both conventionally and digitally were significantly different from the other three groups in terms of their self-reported engagement in all three types of cheating behavior. Students in this "both" group also had the lowest sense of moral responsibility to refrain from cheating and the greatest tendency to neutralize that responsibility. The scientific and educational implications of these findings are discussed in this study. (shrink)

Beyond Formalism is Jay Rosenberg’s attempt to articulate his dissatisfactions with the Kripkean “revolution” in the philosophy of language and to propose an alternative to it. According to Rosenberg, even though a “surprisingly large number of philosophers simply adopted the Kripkean ideas, images, and idioms root and branch”, he has been “inarticulately irritated by Kripke’s views for almost twenty years”. Rosenberg claims that Kripke’s semantics for proper names and natural kind terms is a misguided attempt to apply results in formal (...) logic, in particular the semantics of modal logic, to natural language. In order to get “beyond formalism,” Rosenberg offers his own theory of nominal reference that is “for human beings.” Rosenberg’s “human” theory should be able to take account of the functioning of referring expressions in “contexts of individual understanding and interpersonal communication” —something Kripke’s theory cannot do, according to Rosenberg. Rosenberg’s book divides into criticism of Kripke’s ideas on naming and necessity, on the one hand, and adumbration of Rosenberg’s own theory for “human beings” on the other, supplemented by discussions of such topics as Kripke’s puzzle about belief and the role of formal logic in the philosophy of language. (shrink)

This collection of essays delineates the history of the rather disparate intellectual tradition usually labeled as "Platonic" or "Neoplatonic". In chronological order, the book covers the most eminent philosophic schools of thought within that tradition. The most important terms of the Platonic tradition are studied together with a discussion of their semantic implications, the philosophical and theological claims associated with the terms, the sources that furnish the terms, and the intellectual traditions aligned with or opposed to them. The contributors thereby (...) provide a vivid intellectual map of the Middle Ages and the Early Modern period. Contributions are written in English or German. (shrink)

Behavioral and physiological synchronization have important implications for work teams with regard to workload management, coordinated behavior and overall functioning. This study extended previous work on the nonlinear statistical structure of GSR series in dyads to larger teams and included subjective ratings of workload and contributions to problem solving. Eleven teams of 3 or 4 people played a series of six emergency response (ER) games against a single opponent. Seven of the groups worked under a time pressure instruction at the (...) beginning of the first game. The other four groups were not given that instruction until the beginning of the fourth game. The optimal lag length for the teams, which appeared to be phase-locked, was substantially shorter than that obtained previously for loosely-coupled dyads. There was a complex nonlinear effect from the time pressure manipulation on the autocorrelation over time that reflected workload and fatigue dynamics that were operating. The R2 values for linear and nonlinear statistical models differed by less than.01. The average amount of influence from one ER team member to another was 4.5-4.7% of the variance in GSR readings. ER team members were classified as drivers and empaths, based on the autocorrelations and transfer influences to and from other players in the GSR time series. Empaths were rated by their peers as making more types of positive contributions to the problem solving discussions than others, and drivers received the lowest ratings. Larger Lyapunov exponents that were calculated from the GSR time series were positively correlated with individuals’ ratings of subjective workload and were negatively correlated with leadership indicators. Several directions for further research are outlined. (shrink)