Levels

Does natural selection act primarily on individual organisms, on groups, on genes, or on whole species? Samir Okasha provides a comprehensive analysis of the debate in evolutionary biology over the levels of selection, focusing on conceptual, philosophical and foundational questions. A systematic framework is developed for thinking about natural selection acting at multiple levels of the biological hierarchy; the framework is then used to help resolve outstanding issues. Considerable attention is paid to the concept of causality as it relates to the levels of selection, in particular the idea that natural selection at one hierarchical level can have effects that 'filter' up or down to other levels. Unlike previous work in this area by philosophers of science, full account is taken of the recent biological literature on 'major evolutionary transitions' and the recent resurgence of interest in multi-level selection theory among biologists. Other biological topics discussed include Price's equation, kin and group selection, the gene's eye view, evolutionary game theory, outlaws and selfish genetic elements, species and clade selection, and the evolution of individuality. Philosophical topics discussed include reductionism and holism, causation and correlation, the nature of hierarchical organization, and realism and pluralism.

This book has been designed to provide guidance for special and mainstream schools in the assessment of pupils' learning from Level P1 up to and including National Curriculum Level 1A. It contains exemplification of the descriptions of attainment for reading, writing and the three strands of mathematics identified in Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties produced by the QCA. The book provides clarification of the performance criteria, through illustrative examples, and supports accurate and consistent teacher assessment of pupils working at these levels. It enables effective monitoring of attainment and progression, which will support the target setting process, and demonstrates how assessments can be used to inform next steps in learning. The authors include examples from special and mainstream schools on reading, writing and mathematics. The book also contains photocopiable proformas for your own use. SENCOs and teachers in special and mainstream schools should find this book helps them to chart the progress of their pupils' learning very effectively.

Vols. 19 and 22 contain a Catalogue of institute library, separately paged.