Lamarck, Evolution, and the Inheritance of Acquired Characters
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Transformations of Lamarckism Vienna Series in Theoretical Biology Gerd B
Transformations of Lamarckism Vienna Series in Theoretical Biology Gerd B. M ü ller, G ü nter P. Wagner, and Werner Callebaut, editors The Evolution of Cognition , edited by Cecilia Heyes and Ludwig Huber, 2000 Origination of Organismal Form: Beyond the Gene in Development and Evolutionary Biology , edited by Gerd B. M ü ller and Stuart A. Newman, 2003 Environment, Development, and Evolution: Toward a Synthesis , edited by Brian K. Hall, Roy D. Pearson, and Gerd B. M ü ller, 2004 Evolution of Communication Systems: A Comparative Approach , edited by D. Kimbrough Oller and Ulrike Griebel, 2004 Modularity: Understanding the Development and Evolution of Natural Complex Systems , edited by Werner Callebaut and Diego Rasskin-Gutman, 2005 Compositional Evolution: The Impact of Sex, Symbiosis, and Modularity on the Gradualist Framework of Evolution , by Richard A. Watson, 2006 Biological Emergences: Evolution by Natural Experiment , by Robert G. B. Reid, 2007 Modeling Biology: Structure, Behaviors, Evolution , edited by Manfred D. Laubichler and Gerd B. M ü ller, 2007 Evolution of Communicative Flexibility: Complexity, Creativity, and Adaptability in Human and Animal Communication , edited by Kimbrough D. Oller and Ulrike Griebel, 2008 Functions in Biological and Artifi cial Worlds: Comparative Philosophical Perspectives , edited by Ulrich Krohs and Peter Kroes, 2009 Cognitive Biology: Evolutionary and Developmental Perspectives on Mind, Brain, and Behavior , edited by Luca Tommasi, Mary A. Peterson, and Lynn Nadel, 2009 Innovation in Cultural Systems: Contributions from Evolutionary Anthropology , edited by Michael J. O ’ Brien and Stephen J. Shennan, 2010 The Major Transitions in Evolution Revisited , edited by Brett Calcott and Kim Sterelny, 2011 Transformations of Lamarckism: From Subtle Fluids to Molecular Biology , edited by Snait B. -
Towards a Management Hierarchy (Classification) for the Catalogue of Life
TOWARDS A MANAGEMENT HIERARCHY (CLASSIFICATION) FOR THE CATALOGUE OF LIFE Draft Discussion Document Rationale The Catalogue of Life partnership, comprising Species 2000 and ITIS (Integrated Taxonomic Information System), has the goal of achieving a comprehensive catalogue of all known species on Earth by the year 2011. The actual number of described species (after correction for synonyms) is not presently known but estimates suggest about 1.8 million species. The collaborative teams behind the Catalogue of Life need an agreed standard classification for these 1.8 million species, i.e. a working hierarchy for management purposes. This discussion document is intended to highlight some of the issues that need clarifying in order to achieve this goal beyond what we presently have. Concerning Classification Life’s diversity is classified into a hierarchy of categories. The best-known of these is the Kingdom. When Carl Linnaeus introduced his new “system of nature” in the 1750s ― Systema Naturae per Regna tria naturae, secundum Classes, Ordines, Genera, Species …) ― he recognised three kingdoms, viz Plantae, Animalia, and a third kingdom for minerals that has long since been abandoned. As is evident from the title of his work, he introduced lower-level taxonomic categories, each successively nested in the other, named Class, Order, Genus, and Species. The most useful and innovative aspect of his system (which gave rise to the scientific discipline of Systematics) was the use of the binominal, comprising genus and species, that uniquely identified each species of organism. Linnaeus’s system has proven to be robust for some 250 years. The starting point for botanical names is his Species Plantarum, published in 1753, and that for zoological names is the tenth edition of the Systema Naturae published in 1758. -
Invertebrate ZOOLOGY Crustacea Are Issued in Parts at Irregular Intervals As Material Becomes Available Obtainable from the South African Museum, P.O
DEEP SEA DECAPOD CRUSTACEA FROM WEST OF CAPE POINT, SOUTH AFRICA June 1968 Junie Volume 50 Band Part 12 Dee! iNVERTEBRATE ZOOLOGY Crustacea are issued in parts at irregular intervals as material becomes available Obtainable from the South African Museum, P.O. Box 61, Cape Town (Cash with order, post free) word uitgegee in dele op ongereelde tye na beskikbaarheid van stof Verkrygbaar van die Suid-Afrikaanse Museum, Posbus 61, Kaapstad (Kontant met bestelling, posvry) OUT OF PRINT/UIT DRUK I, 2(1, g, 5, 7-8), g(I-2, 5, t.-p.L), 5(2, 5, 7-9), 6(1, t.-p.i.), 7(1, g), 8, 9(1-2), IO(I-g), II (1-2, 7, t.-p.i.), 21, 24(2), 27, gl (I-g), g8, 44(4)· Price of this part/Prys van hierdie deel RI.75 Trustees of the South African Museum © Trustees van die Suid-Afrikaanse Museum 1968 Printed in South Africa by In Suid-Afrika gedruk deur The Rustica Press, Pty., Ltd. Die Rustica-pers, Edms.,Bpk. Court Road, Wynberg, Cape Courtweg, Wynberg, Kaap DEEP SEA DECAPOD CRUSTACEA FROM WEST OF CAPE POINT, SOUTH AFRICA By B. F. KENSLEY South 4frican Museum, Cape Town PAGF. Introduction 283 List of species and stations 284- Description and notes 286 Summary 321 Acknowledgements 321 References 322 In 1959 the research ship 4fricana II of the Division of Sea Fisheries carried out trawls at twelve stations off the west coast of the Cape Peninsula and off Cape Point, under the supervision of Dr. F. H. Talbot, then of the South Mrican Museum. -
Myths and Legends of the Baldwin Effect
Myths and Legends of the Baldwin Effect Peter Turney Institute for Information Technology National Research Council Canada Ottawa, Ontario, Canada, K1A 0R6 [email protected] Abstract ary computation when there is an evolving population of learning individuals (Ackley and Littman, 1991; Belew, This position paper argues that the Baldwin effect 1989; Belew et al., 1991; French and Messinger, 1994; is widely misunderstood by the evolutionary Hart, 1994; Hart and Belew, 1996; Hightower et al., 1996; computation community. The misunderstandings Whitley and Gruau, 1993; Whitley et al., 1994). This syn- appear to fall into two general categories. Firstly, ergetic effect is usually called the Baldwin effect. This has it is commonly believed that the Baldwin effect is produced the misleading impression that there is nothing concerned with the synergy that results when more to the Baldwin effect than synergy. A myth or legend there is an evolving population of learning indi- has arisen that the Baldwin effect is simply a special viduals. This is only half of the story. The full instance of synergy. One of the goals of this paper is to story is more complicated and more interesting. dispel this myth. The Baldwin effect is concerned with the costs Roughly speaking (we will be more precise later), the and benefits of lifetime learning by individuals in Baldwin effect has two aspects. First, lifetime learning in an evolving population. Several researchers have individuals can, in some situations, accelerate evolution. focussed exclusively on the benefits, but there is Second, learning is expensive. Therefore, in relatively sta- much to be gained from attention to the costs. -
ZOOL 4420: Invertebrate Zoology California State University Stanislaus Course Syllabus
ZOOL 4420: Invertebrate Zoology California State University Stanislaus Course Syllabus Instructor: Dr. Ritin Bhaduri Office: 263 Naraghi Hall Phone: (209) 667-3485 Email: [email protected] Office Hours: Monday & Friday 9:00 -11:00 AM, or by appointment. Lectures: MWF 8:00 - 8:50 AM in Rm. N210; Lab: W 9:00 – 11:50 AM in Rm N210 Text: Animal Diversity, 6th ed., (2012) C. P. Hickman, L. S. Roberts, et al. McGraw Hill. Announcements: We will use Moodle as our learning management system. Create a Moodle account (code: zool4420-001) and check for lecture slides, videos, etc. on a regular basis. Introduction: Invertebrates comprise at least 95% of all known animals. From their numbers and diversity alone, it is obvious that invertebrates are incredibly important. They are food for humans and other animals, they cause disease, they pollinate most of the plants we need and use, they affect global climate, some are important with respect to medicine, etc. All people, but especially biologists, need to have a good working knowledge of invertebrates Teaching Philosophy: My teaching philosophy is that I want to share as much knowledge and understanding of the subject with students as possible. To see my students excel and become empowered with the newly acquired knowledge is what I feel teaching is all about. My goal for this course is that all participants learn about and come to appreciate all invertebrate groups. In more detail, this involves learning names and classification, and biology of invertebrates. Course Description: Invertebrate Zoology is a senior-level animal diversity course. It is a 4-unit lecture and laboratory course, with 3 lectures and 1 lab period per week. -
A Model for the Generation and Transmission of Variations in Evolution
A model for the generation and transmission of PNAS PLUS variations in evolution Olivier Rivoirea,b,1 and Stanislas Leiblerc,d aLaboratoire Interdisciplinaire de Physique, Université Grenoble Alpes, F-38000 Grenoble, France; bLaboratoire Interdisciplinaire de Physique, Centre National de la Recherche Scientifique, F-38000 Grenoble, France; cLaboratory of Living Matter, The Rockefeller University, New York, NY 10065; and dThe Simons Center for Systems Biology, Institute for Advanced Study, Princeton, NJ 08540 Edited by Joshua B. Plotkin, University of Pennsylvania, Philadelphia, PA, and accepted by the Editorial Board March 24, 2014 (received for review January 8, 2014) The inheritance of characteristics induced by the environment has Concurrent views, emphasizing the role of environmentally in- often been opposed to the theory of evolution by natural selection. duced variations in evolution, have had several insightful propo- However, although evolution by natural selection requires new nents (10–13), but were also endorsed by dubious yet influential heritable traits to be produced and transmitted, it does not pre- supporters (14). Examples of inherited acquired characteristics scribe, per se, the mechanisms by which this is operated. The have, however, been long known, from the transmission of culture in mechanisms of inheritance are not, however, unconstrained, be- humans to the uptake of extracellular DNA by bacteria. However, cause they are themselves subject to natural selection. We introduce only recently have we gained a fuller -
Styles of Reasoning in Early to Mid-Victorian Life Research: Analysis:Synthesis and Palaetiology
Journal of the History of Biology (2006) Ó Springer 2006 DOI 10.1007/s10739-006-0006-4 Styles of Reasoning in Early to Mid-Victorian Life Research: Analysis:Synthesis and Palaetiology JAMES ELWICK Science and Technology Studies Faculties of Arts and Science and Engineering York University 4700 Keele St. M3J 1P3 Toronto, ON Canada E-mail: [email protected] Abstract. To better understand the work of pre-Darwinian British life researchers in their own right, this paper discusses two different styles of reasoning. On the one hand there was analysis:synthesis, where an organism was disintegrated into its constituent parts and then reintegrated into a whole; on the other hand there was palaetiology, the historicist depiction of the progressive specialization of an organism. This paper shows how each style allowed for development, but showed it as moving in opposite directions. In analysis:synthesis, development proceeded centripetally, through the fusion of parts. Meanwhile in palaetiology, development moved centrifugally, through the ramifying specialization of an initially simple substance. I first examine a com- munity of analytically oriented British life researchers, exemplified by Richard Owen, and certain technical questions they considered important. These involved the neu- rosciences, embryology, and reproduction and regeneration. The paper then looks at a new generation of British palaetiologists, exemplified by W.B. Carpenter and T.H. Huxley, who succeeded at portraying analysts’ questions as irrelevant. The link between styles of reasoning and physical sites is also explored. Analysts favored museums, which facilitated the examination and display of unchanging marine organisms while providing a power base for analysts. I suggest that palaetiologists were helped by vivaria, which included marine aquaria and Wardian cases. -
Invertebrate Zoology Course Syllabus Instructor
BIOL 308 -- Invertebrate Zoology Course Syllabus Instructor: Dr. David Allard Office: 219A SCIT Schedule: Office Hours MTW 8-10:30; 1-4 Phone/Fax: (903) 334-6672 Personal http://www.tamut.edu/~allard/index.html Webpage: Email: [email protected] Instant Message: Go to Dr. Allard's Communication Page Catalog BIOL 308 Invertebrate Zoology. This course will explore the diversity Description: of invertebrate types, morphologically, embryologically, and physiologically. The ecological role of invertebrates will be emphasized. Prerequisite: 2 semesters of biology. Required Text: Pechenik, Jan A. 2004. Biology of the Invertebrates. 6th Edition. McGraw-Hill. ISBN: 0073028266 Course Objectives: The general objective of this course is to familiarize the student with the basic concepts of invertebrate zoology. After taking this course the student should have an understanding of the following concepts: (1) Familiarity with the invertebrate phyla; (2) Invertebrate anatomy; (3) Invertebrate natural history; (3) Collection methods; (4) Invertebrate behavior; (5) Evolution of invertebrates. Tentative Course Outline Introduction -- Invertebrate Zoology Basics -- Read Chapters 1 and 2 Protozoa Lab Protozoa Lecture -- Read Chapter 3 Porifera Lab Field Collection on your own Porifera Lecture -- Read Chapter 4 Cnidaria Lab Cnidaria & Ctenophora Lecture -- Read Chapters 5, 6 & 7 Lab Exam I Lecture Exam I Platyhelminthes Lab Platyhelminthes Lecture -- Read Chapter 8 Nematode Lab Nematodes & Friends Lecture -- Read Chapters 16 & 17 Classification Activity -
Molecular Lamarckism: on the Evolution of Human Intelligence
World Futures The Journal of New Paradigm Research ISSN: 0260-4027 (Print) 1556-1844 (Online) Journal homepage: https://www.tandfonline.com/loi/gwof20 Molecular Lamarckism: On the Evolution of Human Intelligence Fredric M. Menger To cite this article: Fredric M. Menger (2017) Molecular Lamarckism: On the Evolution of Human Intelligence, World Futures, 73:2, 89-103, DOI: 10.1080/02604027.2017.1319669 To link to this article: https://doi.org/10.1080/02604027.2017.1319669 © 2017 The Author(s). Published with license by Taylor & Francis Group, LLC© Fredric M. Menger Published online: 26 May 2017. Submit your article to this journal Article views: 3145 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=gwof20 World Futures, 73: 89–103, 2017 Copyright © Fredric M. Menger ISSN: 0260-4027 print / 1556-1844 online DOI: 10.1080/02604027.2017.1319669 MOLECULAR LAMARCKISM: ON THE EVOLUTION OF HUMAN INTELLIGENCE Fredric M. Menger Emory University, Atlanta, Georgia, USA In modern times, Lamarck’s view of evolution, based on inheritance of acquired traits has been superseded by neo-Darwinism, based on random DNA mutations. This article begins with a series of observations suggesting that Lamarckian inheritance is in fact operative throughout Nature. I then launch into a discussion of human intelligence that is the most important feature of human evolution that cannot be easily explained by mutational -
Invertebrate Paleontology Earth Sciences Division Natural History
Invertebrate Paleontology 19^ Earth Sciences Division Natural History Mu 3311m A NEW SPECIES OF CHIMNEY-BUILDING PENITELLA FROM THE GULF OF ALASKA (BIVALVIA: PHOLADIDAE) * LIBRARY 'Ol ANGBIES GOIJNTV \i: A>., , -APOsrr.'ON GEORGE L. KENNEDY AND JOHN M. ARMENTROUT 1 Made in United States of America Reprinted from THE VELIGER Vol. 32, No. 3, July 1989 © California Malacozoological Society, Inc., 1989 THE VELIGER © CMS, Inc., 1989 The Veliger 32(3):320-325 (July 3, 1989) A New Species of Chimney-Building Penitella from the Gulf of Alaska (Bivalvia: Pholadidae) by GEORGE L. KENNEDY Invertebrate Paleontology Section, Natural History Museum of Los Angeles County, 900 Exposition Boulevard, Los Angeles, California 90007, USA AND JOHN M. ARMENTROUT Mobil Oil Corporation, New Exploration Ventures, P.O. Box 650232, Dallas, Texas 75265, USA Abstract. Penitella hopkinsi sp. nov., from the Gulf of Alaska, differs from other species in the genus by its blunt and thickened posterior margin that inserts against the base of a chimney of agglutinated sediment (unique in the genus), by the shape of the mesoplax, and by details of the umbonal reflection and dorsal extension of the callum. Anatomy is unknown. Late Pleistocene records of the species range from the Seward Peninsula, Alaska, to Point Arena, California. INTRODUCTION acology]); MCZ, Museum of Comparative Zoology, Cam- bridge; NMC, National Museum of Natural Sciences, Recent efforts to identify several enigmatic species of Peni- Ottawa; NSMT, National Science Museum, Tokyo; tella Valenciennes, 1846, from both the northeastern and SBMNH, Santa Barbara Museum of Natural History, northwestern Pacific revealed that a number of nomencla- Santa Barbara; UCLA, University of California, Los An- tural and taxonomic problems in the genus still need to geles (collections at LACM); UCMP, University of Cal- be resolved (KENNEDY, 1985). -
IB 103LF: Invertebrate Zoology
IB 103LF: Invertebrate Zoology Course Instructor TBD Graduate Student Instructors TBD COURSE DESCRIPTION AND GOALS Invertebrate zoology includes the biology of all animal organisms that do not have vertebrae, which means more than 95% of all described species of animals. This 5-credit course includes 3h of lecture and 6h of laboratory section per week. Lectures will concentrate on organizing and interpreting information about invertebrates to illustrate (1) evolutionary relationships within and among taxa, (2) morphology, reproduction, development and physiology of major phyla, and (3) adaptations that permit species to inhabit particular environments. Laboratories will be a hands-on opportunity for you to learn about the structure and function of the major invertebrate body plans; and field trips will bring all information together, with living examples. My primary objective in this course is to present the invertebrate diversity that has evolved on Earth (at least of the ones we are aware of); not in depth, but with an overview and selected highlights. By the end of the course you should be able to (1) identify major invertebrate phyla and the morphological characters that define them; (2) apply basic concepts of zoological classification and interpret phylogenetic trees; and (3) discuss current hypotheses for the origin of major invertebrate groups and the relationships among them. Along with introducing you to the diversity and evolution of animal body plans, my goal is also (4) to develop your written and oral communication skills. I also hope you will teach and learn from one another, especially when studying course materials and completing laboratory exercises. ASSIGNMENTS AND GRADING The final grade will be scaled according to course units: 60% for lecture (3 units) and 40% for laboratory (2 units) assignments. -
Zoology (Zoo & Zool)
ZOOLOGY (ZOO & ZOOL) 241. Human Physiology. Credit 4 hours. Prerequisite: GBIO 151 and BIOL 152 or equivalent. A general study of functions in organ systems of the human. Three hours of lecture and two hours of laboratory per week. Persons majoring in Biology may not use this course to fulfill their major requirements; however, it may be used to fulfill an elective requirement. 242. Principles of Human Biology. Credit 4 hours. Prerequisite: GBIO 151 and BIOL 152 or equivalent. Principles of Human Biology has been primarily designed for students pursing careers with curricula that require a single semester of human biology such as Kinesiology. The major areas of subject concentration are the muscular, cardiovascular, respiratory, nervous, and sensory systems. Biology majors may not use this course to fulfill their major requirements. However, it may be used to fulfill an elective requirement and in calculating cumulative and major averages. Three hours of lecture and two hours of laboratory per week. 250. Human Anatomy and Physiology Lecture I. Credit 3 hours. Prerequisites: GBIO 151 and BIOL 152 and registration in or prior credit for Zoology 252 or permission of the Department Head. Topics covered include: anatomical terminology and the structure and function of molecules, cells, tissues, and the integumentary, skeletal, muscular, nervous, and endocrine systems. Three hours of lecture per week. This course can not be used as a concentration elective for Biology majors; however, it may be used as a general elective. 251. Human Anatomy and Physiology Lecture II. Credit 3 hours. Prerequisites: ZOO 250 and registration in or prior credit for Zoology 253 or permission of the Department Head.