Cladistic Biogeography: Interpreting Patterns of Plant and by Christopher J. Humphries, Lynne R. Parenti

By Christopher J. Humphries, Lynne R. Parenti

Cladistic biogeography makes use of the distribution styles of species to check their ancient and evolutionary relationships. Revised largely to mirror new examine, this booklet is a concise exposition of the background, equipment, and present functions during this box. the 1st variation, released in 1986, got very good experiences and used to be prevalent as a textbook. This new version may still end up both well known. It attracts on quite a lot of animals and vegetation, from marine, terrestrial, and freshwater habitats, and accommodates the most recent advances during this dynamic box.

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Additional resources for Cladistic Biogeography: Interpreting Patterns of Plant and Animal Distributions (Oxford Biogeography Series)

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2 Systematic reviews and the Campbell Collaboration Philip Davies Introduction The idea that professional policy and practice can be based on evidence generated by sound research and scientific procedures is not new, and has little, if anything, to do with evidence-based medicine. It is at least as old as the Enlightenment, and its emphasis on replacing theology and metaphysics with le concept positiv as the grounding for knowledge and social action. Social and political science has spent the two centuries or so since the work of Comte and les philosophes arguing whether the positivist programme has any part to play in explaining the social world.

A similar analysis can be applied to educational practitioners. Teachers have traditionally worked in isolation. Like civil servants, an admission of a mistake is regarded as weakness. Hargreaves (1996, drawing on the work of William Taylor 1993) noted that teachers who cite research in a staffroom discussion would be assumed to be studying for a higher degree, rehearsing for an Ofsted inspection or more generally ‘showing off’. The lack of an expectation to use research evidence in teaching or the civil service is deeply embedded in the culture, and despite the rhetoric of developing evidence-informed policy and practice and ‘modernizing government’, many will continue to be resistant to change.

Teachers have traditionally worked in isolation. Like civil servants, an admission of a mistake is regarded as weakness. Hargreaves (1996, drawing on the work of William Taylor 1993) noted that teachers who cite research in a staffroom discussion would be assumed to be studying for a higher degree, rehearsing for an Ofsted inspection or more generally ‘showing off’. The lack of an expectation to use research evidence in teaching or the civil service is deeply embedded in the culture, and despite the rhetoric of developing evidence-informed policy and practice and ‘modernizing government’, many will continue to be resistant to change.

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