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Evolution Evolving: The Developmental Origins Of Adaptation And Biodiversity
No full textA new scientific view of evolution is emerging—one that challenges and expands our understanding of how evolution works. Recent research demonstrates that organisms differ greatly in how effective they are at evolving. Whether and how each organism adapts and diversifies depends critically on the mechanistic details of how that organism operates—its development, physiology, and behavior. That is because the evolutionary process itself has evolved over time, and continues to evolve. The scientific understanding of evolution is evolving too, with groundbreaking new ways of explaining evolutionary change. In this book, a group of leading biologists draw on the latest findings in evolutionary genetics and evo-devo, as well as novel insights from studies of epigenetics, symbiosis, and inheritance, to examine the central role that developmental processes play in evolution
Minimal wordlist size for a phonological profile: New evidence from Kra-Dai languages
No full textThis study replicates, and extends to Kra-Dai languages, earlier work on minimal wordlist size needed to make a phonological profile of a language. Previous work on Australian languages recommended approximately 400 randomly sampled words to comprise a minimally complete profile in terms of reliably capturing every phoneme, and with accurate distribution. We survey 55 Kra-Dai languages to show that a longer minimal list is necessary, which we attribute to typological differences like larger consonant/vowel inventories. Given the widespread use of short wordlists in fieldwork, these results hold significance for designing language documentation surveys as well as projects that use legacy wordlist data
Barbed-Wire Boundaries : Hidden Curriculum, First-Generation And Low-Income Engineering Students, And Internship Acquisition
No full textEngineering industry internships provide significant benefits for undergraduate engineering students\u27 careers. First-generation and low-income students (FGLI) are one group of marginalized students who access internships at lower rates compared to their non-FGLI peers; however, the reasons for this gap have not yet been explored in the literature. In this article, we investigate the internship acquisition experiences of FGLI engineering undergraduate students at a mid-sized private university in the western United States. We conducted ten semi-structured interviews to capture FGLI engineering students\u27 experiences encountering and navigating the process of obtaining an internship. Our findings highlight the ways in which much of the knowledges surrounding the internship search and recruitment process are implicit and how this implicit hidden curriculum and technocratic culture create structural barriers to internship access for FGLI engineering students. We present a structural critique of internship recruitment through the framework of hidden curriculum and propose that companies and engineering education institutions work together toward transparent modes of evaluation for internship recruitment
Mouth Art Of The Bald-Faced Hornet
No full textMouth Art of the Bald-faced Hornet explores the interwoven human and natural histories of a local creek and woodland through the process of colonial settlement to the present day. Juxtaposing lyrics of the present with historical accounting, these poems engage the human stories shaping natural history while riffing on what it might mean to read a local landscape over time. Botany, reproductive strategies, fairy tales, forgotten atrocities, and deep history all suggest different possibilities for human relationships with one another and with the extra-human world. While engaging with embedded violence, abuse, and loss, these poems still insist on beauty, yearning, and the potential for transformation
A Functional Approach To \u3cem\u3e-aku\u3c/em\u3e Nominalization In Old Japanese Discourse Account
No full textThe suffix -aku was a productive predicate nominalizer in Old Japanese but has lost productivity by Early Middle Japanese and is now limited to a generally unparsed segment of fewer than fifteen lexemes found in dictionaries today. While some studies have included investigations of the structure and semantics of the morpheme -aku at the lexical or sentential level, particularly in poetry, this study takes the discourse context into consideration in its investigation of the functions of -aku nominalization. In examining the functions of -aku nominalization throughout all genres of extant Old Japanese texts, it finds that these nominalizations were strongly tied to epistemic modality and most often used by speakers to create discourse referents for evaluation, particularly in highly emotive contexts
Labyrinthine Routes To Meditation: Contemplative Pedagogy And Instructor Self-Care
No full textIn the pandemic- and post-pandemic era, new as well as exacerbated work-life stressors have led academia to recognize the vital role wellness plays in teaching and learning. While most institutional and pedagogical response has understandably focused on students’ holistic health, this essay promotes increased instructor self-care as a necessary complement to supporting learners in higher education. By practicing meditative exercises drawn from contemplative pedagogy, faculty and instructional staff can create synergy between mindfulness strategies that we might invite students to try and our own attention to the whole self outside class. As the essay’s case study shows, labyrinth walking in particular embodies a flexible way to find stability and harmony within constraints, offering a form of mindful meditation that resonates with the complex, demanding embeddedness instructors experience on and off campus. Such meditative self-care can also generate greater care for educators as a community, while helping sustain our collective efforts to support students and others in professional, domestic, and civic spheres. Expanding the discourse on academic well-being to focus on instructors too thus shifts academic culture toward more fully realizing its emphasis on transformative holism in teaching as well as in learning