"By combining recent advances in the physical sciences with some of the novel ideas, techniques, and data of modern biology, this book attempts to achieve a new and different kind of evolutionary synthesis. I found it to be challenging, fascinating, infuriating, and provocative, but certainly not dull."--James H, Brown, University of New Mexico "This book is unquestionably mandatory reading not only for every living biologist but for generations of biologists to come."--Jack P. Hailman, Animal Behaviour , review of the first (...) edition "An important contribution to modern evolutionary thinking. It fortifies the place of Evolutionary Theory among the other well-established natural laws."--R.Gessink, TAXON. (shrink)

We use a reverse Easton forcing iteration to obtain a universe with a definable well-order, while preserving the GCH and proper classes of a variety of very large cardinals. This is achieved by coding using the principle ◊ $_{k^ - }^* $ at a proper class of cardinals k. By choosing the cardinals at which coding occurs sufficiently sparsely, we are able to lift the embeddings witnessing the large cardinal properties without having to meet any non-trivial master conditions.

Vopěnka’s Principle is a natural large cardinal axiom that has recently found applications in category theory and algebraic topology. We show that Vopěnka’s Principle and Vopěnka cardinals are relatively consistent with a broad range of other principles known to be independent of standard (ZFC) set theory, such as the Generalised Continuum Hypothesis, and the existence of a definable well-order on the universe of all sets. We achieve this by showing that they are indestructible under a broad class of forcing constructions, (...) specifically, reverse Easton iterations of increasingly directed closed partial orders. (shrink)

Integrating concepts of maintenance and of origins is essential to explaining biological diversity. The unified theory of evolution attempts to find a common theme linking production rules inherent in biological systems, explaining the origin of biological order as a manifestation of the flow of energy and the flow of information on various spatial and temporal scales, with the recognition that natural selection is an evolutionarily relevant process. Biological systems persist in space and time by transfor ming energy from one state (...) to another in a manner that generates structures which allows the system to continue to persist. Two classes of energetic transformations allow this; heat-generating transformations, resulting in a net loss of energy from the system, and conservative transformations, changing unusable energy into states that can be stored and used subsequently. All conservative transformations in biological systems are coupled with heat-generating transformations; hence, inherent biological production, or genealogical proesses, is positively entropic. There is a self-organizing phenomenology common to genealogical phenomena, which imparts an arrow of time to biological systems. Natural selection, which by itself is time-reversible, contributes to the organization of the self-organized genealogical trajectories. The interplay of genealogical (diversity-promoting) and selective (diversity-limiting) processes produces biological order to which the primary contribution is genealogical history. Dynamic changes occuring on times scales shorter than speciation rates are microevolutionary; those occuring on time scales longer than speciation rates are macroevolutionary. Macroevolutionary processes are neither redicible to, nor autonomous from, microevolutionary processes. (shrink)

We present a new partial order for directly forcing morasses to exist that enjoys a significant homogeneity property. We then use this forcing in a reverse Easton iteration to obtain an extension universe with morasses at every regular uncountable cardinal, while preserving all n-superstrong , hyperstrong and 1-extendible cardinals. In the latter case, a preliminary forcing to make the GCH hold is required. Our forcing yields morasses that satisfy an extra property related to the homogeneity of the partial order; we (...) refer to them as mangroves and prove that their existence is equivalent to the existence of morasses. Finally, we exhibit a partial order that forces universal morasses to exist at every regular uncountable cardinal, and use this to show that universal morasses are consistent with n-superstrong, hyperstrong, and 1-extendible cardinals. This all contributes to the second author’s outer model programme, the aim of which is to show that L-like principles can hold in outer models which nevertheless contain large cardinals. (shrink)

Children's comprehension of the universal quantifiers all and each was explored in a series of experiments using a picture selection task. The first experiment examined children's ability to restrict a quantifier to the noun phrase it modifies. The second and third experiments examined children's ability to associate collective, distributive, and exhaustive representations with sentences containing universal quantifiers. The collective representation corresponds to the "group" meaning (for All the flowers are in a vase all of the flowers are in the same (...) vase). The distributive representation implies a pairing (e.g., each flower paired with a vase for Each flower is in a vase). The exhaustive representation exhausts both sets (e.g., for The flowers are in the vases all the flowers are in vases and all the vases have flowers in them). Four- to 10-year-olds children had little difficulty restricting the quantifier all to the noun it modified in a task which required them to attend to the group feature of all. In contrast, only 9- and 10-year-olds were able to solve the task when the quantifier was each and the pictures showed entities in partial one-to-one correspondence. Children showed a preference for associating collective pictures with sentences containing all and distributive pictures with sentences containing each. The results suggest that between the ages of 5 and 10 years, children's semantic representations undergo less radical changes than others have proposed. Instead, developmental change may occur gradually as children acquire linguistic cues which map onto existing semantic representations. (shrink)

This paper examines an issue that is becoming increasingly relevant as the pressures of a warming planet, changing climate and changing ecosystems ramp up. The broad context for the paper is the intragenerational, intergenerational, and interspecies equity implications of changing the climate and the value orientations of adapting to such change. In addition, the need to stabilize the planetary climate by urgent mitigation of change factors is a foundational ethical assumption. In order to avoid further animal and plant extinctions, or (...) at the very least, their increased vulnerability to becoming rare and endangered; the systematic assisted colonization of “at risk” species is being seriously considered by scientists and managers of biodiversity. The more practical aspects of assisted colonization have been covered in the conservation biology literature; however, the ethical implications of such actions have not been extensively examined. Our discussion of the value issues, using a novel case study approach, will rectify the limited ethical analysis of the issue of assisted colonization of species in the face of climate change pressures. Beyond sustainability ethics, both animal and environmental ethical approaches will be used and intrinsic versus instrumental value orientations in the literature shall form the basis of our discussion. After the application of all the ethical approaches to the case studies, we conclude that without mitigation and the prospect of a future stable climate, assisted colonization will be involved in an inherently unethical process and a “move and lose it” outcome. With mitigation, there is wide-ranging ethical support for assisted colonization. (shrink)

An account of a language in terms of the sense and reference of its sentences is inadequate and must be supplemented by indicating the point of uttering different sentences. Assuming that a sense and reference account will be given in terms of 'truth' conditions, The article shows that such an account is framed in terms of the notion: member of the class of sentences a language user attempts to utter, Rather than the notion of truth, And that one such account (...) can suffice for two languages. To specify a language completely, We must, In addition to a sense-Reference account, Specify which class of sentences language users attempt to utter. (shrink)

Secondary qualities have peculiarities which are thought to threaten physicalism. It is argued that these peculiarities are only to be expected in a physicalist universe in virtue of the essential characteristics of a representing device. Any device representing the world such as a camera will have depictional qualities. Secondary qualities are a subset of these.

How can we distinguish one mind from another? How are we to determine what unifies the mind? Given radical mental disunity, these questions need to be answered.

D. H. M. Brooks; III*—Dogs and Slaves: Genetics, Exploitation and Morality, Proceedings of the Aristotelian Society, Volume 88, Issue 1, 1 June 1988, Pages 31–6.

We agree that treating rules and similarity as dichotomous opposites is unproductive. However, describing all categorization operations as a continuum of varied similarity process obscures a multidimensional contrast. We describe two processes, instantiated rules and abstract analogy, both of which have aspects of rules and similarity, and question whether they can be compared informatively as points on a continuum.

This book presents a theory about the kind of thing a mind is and, on the basis of this theory, a view about how minds are individuated and when two mental states belong to the same mind.

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.