Patterns of Vertebrate Biology

1. Front Matter

   Pages i-xvi

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2. Phylogenetic Development

   1. Front Matter

      Pages 1-1

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   2. An Overview of Vertebrate Phylogeny

      • E. W. Jameson Jr.

      Pages 3-21

   3. Mechanics of Evolution

      • E. W. Jameson Jr.

      Pages 22-31

   4. Zoogeography

      • E. W. Jameson Jr.

      Pages 32-71

   5. Movements and Migration

      • E. W. Jameson Jr.

      Pages 72-100

3. Individual Environmental Responses

   1. Front Matter

      Pages 101-101

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   2. Breathing

      • E. W. Jameson Jr.

      Pages 103-120

   3. Food and Feeding

      • E. W. Jameson Jr.

      Pages 121-145

   4. Thermoregulation and Water Balance

      • E. W. Jameson Jr.

      Pages 146-186

   5. Activity and Seasonal Dormancy

      • E. W. Jameson Jr.

      Pages 187-222

4. Communication

   1. Front Matter

      Pages 223-223

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   2. Sensory Receptors and Perception

      • E. W. Jameson Jr.

      Pages 225-256

   3. Signals

      • E. W. Jameson Jr.

      Pages 257-292

5. Population Phenomena

   1. Front Matter

      Pages 293-293

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   2. Reproduction

      • E. W. Jameson Jr.

      Pages 295-350

   3. Growth

      • E. W. Jameson Jr.

      Pages 351-383

   4. Community and Population Density

      • E. W. Jameson Jr.

      Pages 384-407

6. Back Matter

   Pages 408-477

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This book grew from a series of lectures on vertebrate natural history. The topics have been developed over a period of nearly 30 years, and today scarcely resemble the original subject matter. The progress is primarily technical. Some concepts provide a synthetic framework for viewing much modern research, but many of these concepts either date from Darwin or have developed from obser­ vations of later students. Animal science courses follow a sequential pattern in which there are three discrete levels of undergraduate instruction. Initially, students study subject mat­ ter contained in such courses as biology and general zoology. These courses intro­ duce students to animal phylogeny, basic plans of morphology and certain phys­ iological aspects; incidental to these subjects the student acquires a broad zoological vocabulary. At the other end of the academic spectrum are courses that emphasize synthe­ sis and theory: evolution, zoogeography, behavior and ecology are important courses whose role is to explore the relationships of various aspects of the physical and biological world. In these courses theory and analysis prevail. They are not, however, essentially "subject matter" courses with distinct bodies of knowledge.

• Biology
• Patterns
• Wirbeltiere
• development
• morphology
• phylogeny
• zoology

• Department of Zoology, University of California, Davis, USA

  E. W. Jameson

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