If not for the work of his half cousin Francis Galton, Charles Darwin's evolutionary theory might have met a somewhat different fate. In particular, with no direct evidence of natural selection and no convincing theory of heredity to explain it, Darwin needed a mathematical explanation of variability and heredity. Galton's work in biometry—the application of statistical methods to the biological sciences—laid the foundations for precisely that. This book offers readers a compelling portrait of Galton as the "father of biometry," tracing the development of his ideas and his accomplishments, and placing them in their scientific context. Though Michael Bulmer introduces readers to the curious facts of Galton's life—as an explorer, as a polymath and member of the Victorian intellectual aristocracy, and as a proponent of eugenics—his chief concern is with Galton's pioneering studies of heredity, in the course of which he invented the statistical tools of regression and correlation. Bulmer describes Galton's early ambitions and experiments—his investigations of problems of evolutionary importance (such as the evolution of gregariousness and the function of sex), and his movement from the development of a physiological theory to a purely statistical theory of heredity, based on the properties of the normal distribution. This work, culminating in the law of ancestral heredity, also put Galton at the heart of the bitter conflict between the "ancestrians" and the "Mendelians" after the rediscovery of Mendelism in 1900. A graceful writer and an expert biometrician, Bulmer details the eventual triumph of biometrical methods in the history of quantitative genetics based on Mendelian principles, which underpins our understanding of evolution today.

"Examines three projects in late nineteenth-century scientific photography: the endeavors of Alphonse Bertillon, Francis Galton, and Etienne-Jules Marey. Develops new theoretical perspectives on the history of photographic technology, as well as the history of scientific imaging more generally"--

'...this is a splendid, first-class book, the definitive book on Francis Galton and his legacy. The editing has been superb...The timing of its publication is excellent in relation to the increasing interest in human genetics in all areas of the biological and behavioural sciences'.R.Plomin, Distinguished Professor and Director, Center for Development and Health Genetics, Pennsylvania State University Sir Francis Galton (1822-1911), a grandson of Erasmus Darwin, was one of the most versatile men of his time. In his twenties he won fame as an explorer. He worked at the prediction of weather, and described his discovery of the anticyclone He first became an anthropologist in 1862 when he joined the Ethnological Society. He initiated anthropometry and the measurement of human variation, and the use of photography for the analysis of differencies, or individual characteristics, in a group. He recognised the uniqueness of Finger Prints, and, in 1875, first used the records of pairs of identical twins in his researches into the laws of heredity. Besides contributions to human genetics, Galton devised the correlation coefficient, and was thus concerned with the advancement of statistics. In 1883, he coined the word eugenics by which he meant 'good in birth' and 'noble in heredity', and, in 1904, he founded the Galton Laboratory at University College, London. He was first President of the Eugenics Education Society in 1907.

Cambridge is now world-famous as a centre of science, but it wasn't always so. Before the nineteenth century, the sciences were of little importance in the University of Cambridge. But that began to change in 1819 when two young Cambridge fellows took a geological fieldtrip to the Isle of Wight. Adam Sedgwick and John Stevens Henslow spent their days there exploring, unearthing dazzling fossils, dreaming up elaborate theories about the formation of the earth, and bemoaning the lack of serious science in their ancient university. As they threw themselves into the exciting new science of geology - conjuring millions of years of history from the evidence they found in the island's rocks - they also began to dream of a new scientific society for Cambridge. This society would bring together like-minded young men who wished to learn of the latest science from overseas, and would encourage original research in Cambridge. It would be, they wrote, a society "to keep alive the spirit of inquiry". Their vision was realised when they founded the Cambridge Philosophical Society later that same year. Its founders could not have imagined the impact the Cambridge Philosophical Society would have: it was responsible for the first publication of Charles Darwin's scientific writings, and hosted some of the most heated debates about evolutionary theory in the nineteenth century; it saw the first announcement of x-ray diffraction by a young Lawrence Bragg - a technique that would revolutionise the physical, chemical and life sciences; it published the first paper by C.T.R. Wilson on his cloud chamber - a device that opened up a previously-unimaginable world of sub-atomic particles. 200 years on from the Society's foundation, this book reflects on the achievements of Sedgwick, Henslow, their peers, and their successors. Susannah Gibson explains how Cambridge moved from what Sedgwick saw as a "death-like stagnation" (really little more than a provincial training school for Church of England clergy) to being a world-leader in the sciences. And she shows how science, once a peripheral activity undertaken for interest by a small number of wealthy gentlemen, has transformed into an enormously well-funded activity that can affect every aspect of our lives.

Educational psychology is a broad field characterized by the study of individuals in educational settings and how they develop and learn. It incorporates information from such sub-disciplines such as developmental psychology, human development across the life span, curriculum and instruction, motivation, and measurement and assessment. Neil Salkind has mined the rich and extensive backlist of SAGE education and psychology journals to pull together a collection of almost 100 articles to be the definitive research resource on education psychology. Section One: Human Growth and Development focuses on the processes involved in human growth and development including ages and stages of development, different theoretical perspectives and the role and effectiveness of early intervention among other topics. Section Two: Cognition, Learning and Instruction concentrates on the mechanisms, through which individuals learn and retain information. Section Three: Motivation explores why individuals seek out goals and what the mechanisms are that characterize this search as it relates to learning. Section Four: Measurement, Assessment and Statistics looks at the topics that are critical to understanding individual differences, the growth in the use of computers as assessment tools, qualitative and quantitative methods, statistical techniques and evaluation.

The triumphs of recent biology - understanding hereditary disease, the modern theory of evolution - are all thanks to the fruit fly, the guinea pig, the zebra fish and a handful of other organisms, which have helped us unravel one of life's greatest mysteries - inheritance. Jim Endersby traces his story from Darwin hand-pollinating passion flowers in his back garden in an effort to find out whether his decision to marry his cousin had harmed their children, to today's high-tech laboratories, full of shoals of shimmering zebra fish, whose bodies are transparent until they are mature, allowing scientists to watch every step as a single fertilised cell multiples to become millions of specialised cells that make up a new fish. Each story has - piece by piece - revealed how DNA determines the characteristics of the adult organism. Not every organism was as cooperative as the fruit fly or zebra fish, some provided scientists with misleading answers or encouraged them to ask the wrong questions.

A Century of Contributions to Gifted Education traces the conceptual history of the field of gifted education. Bookended by Sir Francis Galton’s Hereditary Genius published in 1869, and Sidney Marland’s report to the United States Congress in 1972, each chapter represents the life and work of a key figure in the development of the field. While the historical record of gifted education has previously been limited, A Century of Contributions to Gifted Education explores the lives of individuals who made fundamental contributions in the areas of eminence, intelligence, creativity, advocacy, policy, and curriculum. Drawing heavily on archival research and primary source documentation, expert contributors highlight the major philosophical, theoretical, and pedagogical developments in gifted education over the course of a century, providing both lively biography and scholarly analysis.

Intuition is central to discussions about the nature of scientific and philosophical reasoning and what it means to be human. In this bold and timely book, Hillel D. Braude marshals his dual training as a physician and philosopher to examine the place of intuition in medicine. Rather than defining and using a single concept of intuition—philosophical, practical, or neuroscientific—Braude here examines intuition as it occurs at different levels and in different contexts of clinical reasoning. He argues that not only does intuition provide the bridge between medical reasoning and moral reasoning, but that it also links the epistemological, ontological, and ethical foundations of clinical decision making. In presenting his case, Braude takes readers on a journey through Aristotle’s Ethics—highlighting the significance of practical reasoning in relation to theoretical reasoning and the potential bridge between them—then through current debates between regulators and clinicians on evidence-based medicine, and finally applies the philosophical perspectives of Reichenbach, Popper, and Peirce to analyze the intuitive support for clinical equipoise, a key concept in research ethics. Through his phenomenological study of intuition Braude aims to demonstrate that ethical responsibility for the other lies at the heart of clinical judgment. Braude’s original approach advances medical ethics by using philosophical rigor and history to analyze the tacit underpinnings of clinical reasoning and to introduce clear conceptual distinctions that simultaneously affirm and exacerbate the tension between ethical theory and practice. His study will be welcomed not only by philosophers but also by clinicians eager to justify how they use moral intuitions, and anyone interested in medical decision making.