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The new book from "intelligent design" proponent Michael Behe, The Edge of Evolution (Free Press, 2007), is supposed to present "astounding new findings from the genetics revolution to show that Darwinism cannot account for the sheer complexity and near-miraculous design of life as we know it," according to a press release from the publisher.
The Center for Inquiry released a new position paper, "Understanding the intelligent design creationist movement: Its true nature and goals," on May 29, 2007.
Stanley Miller, a pioneer in scientific research on the origin of life, died on May 20, 2007, at the age of 77, in National City, California. Born in Oakland, California, in 1930, Miller received his bachelor's degree from the University of California, Berkeley, in 1951, and his doctorate from the University of Chicago in 1954. As a graduate student at Chicago under the supervision of Harold C.
A performance of the L.A. Theatre Works production The Great Tennessee Monkey Trial is now available on-line as a podcast. The play, written by Peter Goodchild and based on the transcripts of the Scopes trial in 1925, was originally broadcast by LATW in 1992; it was revived in 2005 to commemorate the eightieth anniversary of the trial.
The Society for College Science Teachers announced the release of its new position statement on the teaching of evolution on April 30, 2007. According to its press release (PDF):
A poll recently conducted for Newsweek by Princeton Survey Research Associates International contained two questions relevant to the creationism/evolution controversy. The results [Link broken] were broadly consistent with those of previous polls using similar questions. The poll was conducted March 28-29, 2007, with 1004 adults aged 18 and over participating; the margin of error was +/- 4%.
According to a March 1, 2007, press release from the American Psychological Association, "the Council of Representatives of the American Psychological Association has adopted a resolution opposing the teaching of intelligent design as scientific theory and stating that teaching intelligent design as science undermines the quality of both science education and science literacy."