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Understanding the processes that maintain diversity has been the focus of extensive study, yet there is much that has not been integrated into a cohesive framework. First, there is a separation of perspective. Ecological and evolutionary approaches to diversity have progressed in largely parallel directions. Second, there is a separation of emphasis. In both ecology and population genetics, classical theories fairour local explanations with emphasis on population dynamics and selection n'ithin populations, while contemporary theories favour spatial explanations, with emphasis on population structure and interactions amung populations. What is lacking is a comparative approach that evaluates the relative importance of local and spatial processes in maintaining genetic and ecological diversity. I present a framework for diversity maintenance that emphasizes the comparative approach. I use a well-known but little-used mathematical approach, the perturbation theorem for dynamical systems, to identify key points ofcontact between ecological and population genetic theories ofcoexistence. These connections provide for a synthesis of several important concepts: population structure (source-sink versus extinction-colonization), spatial heterogeneity (intrinsic versus extrinsic) in fitness and competitive ability, and temporal scales over which local and spatial processes influence diversity. This framework ties together a large and diverse body of theory and data from ecolo
Understanding the processes that maintain diversity has been the focus of extensive study, yet there is much that has not been integrated into a cohesive framework. First, there is a separation of perspective. Ecological and evolutionary approaches to diversity have progressed in largely parallel directions. Second, there is a separation of emphasis. In both ecology and population genetics, classical theories fairour local explanations with emphasis on population dynamics and selection n'ithin populations, while contemporary theories favour spatial explanations, with emphasis on population structure and interactions amung populations. What is lacking is a comparative approach that evaluates the relative importance of local and spatial processes in maintaining genetic and ecological diversity. I present a framework for diversity maintenance that emphasizes the comparative approach. I use a well-known but little-used mathematical approach, the perturbation theorem for dynamical systems, to identify key points ofcontact between ecological and population genetic theories ofcoexistence. These connections provide for a synthesis of several important concepts: population structure (source-sink versus extinction-colonization), spatial heterogeneity (intrinsic versus extrinsic) in fitness and competitive ability, and temporal scales over which local and spatial processes influence diversity. This framework ties together a large and diverse body of theory and data from ecolo
Public examinations were one of the great initiatives of the nineteenth-century Englishmen. The idea of a competitive examination, which was first implemented in the Indian civil service during East India Company rule, was shaped in post-industrial Britain by liberal-utilitarian thinkers like Adam Smith, Jeremy Bentham, J. S. Mill, and others. The idea of competition, initially implemented in the field of economics, soon came to be applied to administration and governance. Studies on the Indian Civil Service have mainly focussed on its administrative and bureaucratic development. However, the historiography is silent about the role of English liberal-utilitarians, political-economists, and parliamentarians in applying the idea of competition to public services. In this context, this article tries to understand the concept of competition, as well as the ideological background and parliamentary debates behind the introduction of competitive examinations, and their impact on the socio-educational structure of colonial India during the three stages of foundation (1757–813), discourse (1814–53) and institutionalisation (1854 onwards).
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