Organismal duplication, inclusive fitness theory, and altruism: understanding the evolution of endosperm and the angiosperm reproductive syndrome.

For almost a century, events relating to the evolutionary origin of endosperm, a unique embryo-nourishing tissue that is essential to the reproductive process in flowering plants, have remained a mystery. Integration of recent advances in phylogenetic reconstruction, comparative reproductive biology, and genetic theory can be used to elucidate the evolutionary events and forces associated with the establishment of endosperm. Endosperm is shown to be derived from one of two embryos formed during a rudimentary process of "double fertilization" that evolved in the ancestors of angiosperms. Acquisition of embryo-nourishing behavior (with accompanying loss of individual fitness) by this supernumerary fertilization product was dependent upon compensatory gains in the inclusive fitness of related embryos. The result of the loss of individual fitness by one of the two original products of double fertilization was the establishment of endosperm, a highly modified embryo/organism that reproduces cryptically through behavior that enhances the fitness of its associated embryo within a seed. Finally, although triploid endosperm remains a synapomorphy of angiosperms, inclusive fitness analysis demonstrates that the embryo-nourishing properties of endosperm initially evolved in a diploid condition.

Student-Athlete Learning: How Learning Spaces Influence Athletic and Academic Success

This study will utilize case study inquiry to examine student-athlete learning opportunities in the athletic learning space and academic learning space in a higher education NCAA Division I collegiate institution. This study will assess what learning opportunities exist within the athletic and academic learning space to better understand effective learning practices. This study will utilize the sociocultural Learning Sciences literature, supported with critical pedagogy and inclusive excellence literature, to understand how different learning spaces contribute to student-athlete learning opportunities and educational success in college.

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.

College commons records, 1765-1829 (inclusive)

This volume, containing chronologically arranged papers mounted and bound around 1840, provides comprehensive documentation of the College commons around the turn of the 19th century. In particular, the volume documents the role the Steward played in overseeing the Commons. The records chiefly consist of the quarter reports of the Committee assigned to review the Steward’s accounts. Other documents include lists of utensils, bills for dinners for the Corporation, Overseers, and Commencement, regulations, lists of abatements for students’ quarterly bills, and information on kitchen staff.

Records of the Society for the Promotion of Theological Education at Harvard University, 1788-1853 (inclusive), 1816-1853 (bulk)

Includes minutes and other records, 1816-1829, of the trustees of the Society and other correspondence relating to the founding of the Society; treasurer's reports, 1843-1844, of J.G. Palfrey; lists of beneficiaries, 1824- 1830; and subscription receipts, 1819-1823. Also records regarding subscriptions for a professorship, 1828, an extract from the will of J.D. Williams, and legal matters. For more detailed information about records, see Harvard Archives LOCATION below.

Account books of Thomas Cradock, 1786-1818 (inclusive)

Account books listing patients, medicines administered, and fees charged by Dr. Thomas Cradock (1752-1821), primarily in Maryland, from 1786 to 1818. In addition to recording names, Cradock occasionally noted demographic information, the patient's location, or their occupation: from 1813 to 1816, he treated Richard Gent, a free African-American man; in 1813, he attended to John Bell, who lived in the Foggy Bottom neighborhood of Washington, D.C. Cradock further noted if the patient was a slave and the name of his or her owner. He would also administer care on behalf of corporate entities, such as Powhatan Factory, which apparently refused him payment. He also sometimes included a diagnosis: in the cases of a Mr. Rowles and Mrs. Violet West, he administered unspecified medicines for gonorrhea at a cost of ten dollars. Commonly prescribed drugs included emetics, cathartics, and anodynes. Cradock also provided smallpox vaccination for his patients. He accepted both cash and payment-in-kind. Tipped into the first volume is an envelope containing a letter from the Medical and Chirurgical Faculty of Maryland to Mrs. Thomas Craddock in 1899 requesting a loan of portrait of Dr. Thomas Craddock [sic]. The three volumes also each contain an index to patient names.

Deeds for properties in Boston [and Cambridge?], 1798-approximately 1945 (inclusive); approximately 1880-1920 (bulk)

This group of records contains deeds and related documents for a selection of properties owned by Harvard University in Boston and possibly Cambridge and other nearby communities through the mid 1940s. Documents include deeds, assignments of mortgages, receipts, correspondence, and other legal documents. Many of the documents record property transfers prior to Harvard's acquisition of the property, and often the documents do not fully identify Harvard's involvement with the property. The bulk of the documents date from the late 19th and early 20th centuries.

Account book of Benjamin Gale, 1740-1748 (inclusive)

Ledger containing lists of patient names and payments to Dr. Benjamin Gale (1715-1790) of Killingworth (now Clinton), Connecticut, primarily in 1743. Entries mostly included charges for "sundry" items and visits to patients by Gale, who accepted both cash and payment-in-kind.

Small Pocks, 1775-1779 (inclusive)

Ledger containing accounts of smallpox inoculation by Dr. John Jeffries (1745-1819) at Rainsford Island Hospital in Boston, Massachusetts, from June to July 1775; at a West Boston smallpox hospital in July 1775; and in Halifax, Nova Scotia, between 1776 and 1779. The accounts include dates, names, ages and physical condition of patients, and details regarding the method of delivery. Among the patients he inoculated was his son, John, at Rainsford Island Hospital on 14 June 1775.

Account books of William Aspinwall, 1776-1812 (inclusive)

Two account books containing entries noting patients visited, fees charged, and small accounts of Dr. William Aspinwall (1743-1823) in Boston and Brookline, Massachusetts, from 1776 to 1812. He includes sections for "Women's Accounts" with charges generally rendered to their husbands or other male relatives. There is also an entry charging the town of Cambridge, Massachusetts, four dollars and fifty cents for medicines and attendance to a boy who contracted smallpox.

Account book of Job Godfrey, 1787-1809 (inclusive)

Ledger kept by Dr. Job Godfrey (1742-1813) of Taunton, Massachusetts, containing records of patients, medical services rendered, and fees charged between 1791 and 1797, which were updated with payment transactions through 1809. There are also notes on Godfrey's medical practice dated from 1787, including an entry on a nine-year-old girl he dissected after her death. There are additionally credits or debits listed for household transactions.

Account book of Daniel Brigham, 1781-1798 (inclusive)

Account book maintained by Dr. Daniel Brigham (1760-1830) for services provided to approximately 180 patients, treated primarily in Northborough, Westborough, and Marlborough, Massachusetts, and surrounding towns between 1781 and 1798. The ledger details the charges for his visits to patients and medicines he prescribed. Common charges included one shilling, four pence for Brigham to visit and administer an emetic or cathartic to a patient. A visit and bloodletting by Brigham cost one patient two shillings, eight pence. He charged six shillings to amputate a toe, and eight pence to extract a tooth. Includes an index to patient names. The ledger also records household and miscellaneous expenses of Brigham.