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Textbook Writers (textbook + writer)
Selected AbstractsGeorge J. Stigler (1911,1991): Scholar, Father, Dissertation Advisor, Referee, Textbook Writer and Policy AnalystAMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 3 2002Claire Friedland [source] DRIFT PROMOTES SPECIATION BY SEXUAL SELECTIONEVOLUTION, Issue 3 2009Josef C. Uyeda Quantitative genetic models of sexual selection have generally failed to provide a direct connection to speciation and to explore the consequences of finite population size. The connection to speciation has been indirect because the models have treated only the evolution of male and female traits and have stopped short of modeling the evolution of sexual isolation. In this article we extend Lande's (1981) model of sexual selection to quantify predictions about the evolution of sexual isolation and speciation. Our results, based on computer simulations, support and extend Lande's claim that drift along a line of equilibria can rapidly lead to sexual isolation and speciation. Furthermore, we show that rapid speciation can occur by drift in populations of appreciable size (Ne, 1000). These results are in sharp contrast to the opinion of many researchers and textbook writers who have argued that drift does not play an important role in speciation. We argue that drift may be a powerful amplifier of speciation under a wide variety of modeling assumptions, even when selection acts directly on female mating preferences. [source] The Concept that Came Out of the Cold: the Progressive Historicization of Generic Fascism and its New Relevance to Teaching Twentieth-century HistoryHISTORY COMPASS (ELECTRONIC), Issue 1 2003Roger Griffin This article first surveys the confusion that prevailed in fascist studies for decades, and which makes it quite understandable if the term ,fascism' has been generally avoided both by historians and by lecturers and others teaching inter-war European history to students in non-specialist ,survey' courses. It then outlines the main features of the ,new consensus' that is emerging among scholars on the heuristic value of seeing fascism as a form of revolutionary ideology, bent on purging society of decadence and inaugurating the rebirth of the nation. Next, it focuses on how this approach enables Fascism and Nazism to be located within the supranational forces shaping modern history, and on the light it throws on their profound relationship to totalitarianism, political religion and modernity. It closes with brief examples of how this approach can be applied to structuring answers to essays and exam questions on inter-war Europe, and welcomes the prospect opened up by the new consensus for greater collaboration between specialists in fascist studies, empirical historians, university lecturers, textbook writers and students , and even, one day, students in secondary education, and their teachers and examiners , in this fascinating, and rapidly evolving, field of teaching and research. [source] LEARNING TO SOLVE PROBLEMS FROM EXERCISESCOMPUTATIONAL INTELLIGENCE, Issue 4 2008Prasad Tadepalli It is a common observation that learning easier skills makes it possible to learn the more difficult skills. This fact is routinely exploited by parents, teachers, textbook writers, and coaches. From driving, to music, to science, there hardly exists a complex skill that is not learned by gradations. Natarajan's model of "learning from exercises" captures this kind of learning of efficient problem solving skills using practice problems or exercises (Natarajan 1989). The exercises are intermediate subproblems that occur in solving the main problems and span all levels of difficulty. The learner iteratively bootstraps what is learned from simpler exercises to generalize techniques for solving more complex exercises. In this paper, we extend Natarajan's framework to the problem reduction setting where problems are solved by reducing them to simpler problems. We theoretically characterize the conditions under which efficient learning from exercises is possible. We demonstrate the generality of our framework with successful implementations in the Eight Puzzle, symbolic integration, and simulated robot planning domains illustrating three different representations of control knowledge, namely, macro-operators, control rules, and decision lists. The results show that the learning rates for the exercises framework are competitive with those for learning from problems solved by the teacher. [source] |