02.05.2013 Views

Evolution__3rd_Edition

Evolution__3rd_Edition

Evolution__3rd_Edition

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

xxiv Preface<br />

evolve resistance to drugs, pests evolve resistance to pesticides, and fish evolve back<br />

against our fishing procedures. Palumbi’s estimate is approximate and preliminary,<br />

and probably an underestimate. But whatever the exact number is, the economic consequences<br />

of evolution must be huge. The economic benefits of understanding evolution<br />

could be proportionally huge. In this edition I have added a number of special<br />

boxes within chapters, on “<strong>Evolution</strong> and human affairs.” The examples I discuss are<br />

only a sample, which happen to fit in with themes in the text. Bull & Wichman (2001)<br />

discuss many further examples of “applied evolution,” from directed evolution of<br />

enzymes to evolutionary computation.<br />

The book is intended as an introductory text, and I have subordinated all other aims<br />

to that end. I have aimed to explain concepts, wherever possible by example, and with<br />

a minimum of professional clutter. The principal interest, I believe, of the theory of<br />

evolution is as a set of ideas to think about, and I have therefore tried in every case to<br />

move on to the ideas as soon as possible. The book is not a factual encyclopedia, nor<br />

(primarily) a reference work for research biologists. I do not provide many references<br />

in the main text, though in this edition I have referred to the sources for the examples in<br />

formal “scientific” reference format. For readers who are unfamiliar with this format,<br />

I should say that references are given in the way I wrote “Palumbi (2001a)” and “Bull<br />

& Wichman (2001)” in the previous paragraph. The reference has the author’s (or<br />

authors’) name and a date. In the reference list at the end you will find the full<br />

bibliographic details, listing the authors alphabetically. There is also a convention for<br />

papers with multiple authors. When a paper has more than two (or three, with some<br />

publishers), it is referred to by the name of the first author with an “et al.” and the date:<br />

Losos et al. (1998), for example. The “et al.” means “and others.” It is a space-saving<br />

device, and is abbreviated to avoid problems with Latin declension. For instance, if the<br />

reference is the subject of the sentence the full version would be “Losos et alii (1998)<br />

studied lizards. . . .” But other phases require other full versions: “the work of Losos<br />

et aliorum (1998) . . .” or “the work by Losos et aliis (1998).” In all, “al.” could stand<br />

for 12–18 full versions. Anyhow, all the authors are usually listed in the main reference<br />

list a I say “usually” because some authorial teams have grown so huge that they are<br />

not all given. Blackwell house style is that for papers with more than seven authors, the<br />

reference list has the first three and then an “et al.”<br />

Although I have referred to the specific papers under discussion in the text, I do not<br />

give general references there. The reason is that I do not want to spoil the most powerful<br />

textual positions, such as the end of a paragraph or a section, with a list of further<br />

reading. The way I have things, those textual positions can be occupied by summary<br />

sentences and other more useful matter. The “further reading” section at the end of<br />

each chapter is the main vehicle for general references, and for references to other<br />

studies like those in the text. I have referred to recent reviews when they exist, and the<br />

historic bibliography of each topic can be traced through them.<br />

In summary, this new edition contains:<br />

• two types of box a one featuring practical applications and the other related information,<br />

which supply added depth without interrupting the flow of the text<br />

• margin comments that paraphrase and highlight key concepts<br />

• study and review questions to help students review their understanding at the end<br />

of each chapter, while new challenge questions prompt students to synthesize the<br />

chapter concepts to reinforce the learning at a deeper level<br />

..

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!