The emergence of the new, highly virulent bird flu is just the latest example of how the microscopic world is constantly evolving into new forms that threaten to devastate the human population. The seriousness of the threat was underscored yesterday by President Bush's announcement of a new $7.1 billion national preparedness plan.
To fight off this threat, we need to understand everything we can about the influenza virus. But even if we succeed completely in defeating the flu today, the problem is not going away. Not only will flu pandemics continue, but also we never know when
During a press conference with a group of Texas reporters on August 1, 2005, President George W Bush responded to a question about teaching "intelligent design" in the public schools. The reporter referred to "what seems to be a growing debate over evolution versus 'intelligent design'" and asked, "What are your personal views on that, and do you think both should be taught in public schools?" In response, Bush referred to his days as governor of Texas, when "I said that, first of all, that decision should be made to local school districts, but I felt like both sides ought to be properly+ read
The origin of the 2005 threat to science education in South Carolina can be traced back five years to the initial adoption of science curriculum standards by our state board of education. Those standards, subsequently awarded a grade of "A" by the Fordham Foundation, included a rigorous treatment of evolutionary science. (See RNCSE 2000 Jan–Apr; 20 [1–2]: 14–5 for a review of the controversy surrounding the adoption of a standard science curriculum for South Carolina in 2000.)
One might expect that legislation requiring textbooks and other educational materials to
A document recently received by NCSE outlines the Discovery Institute's upcoming plans for its so-called teach the controversy strategy. In 2007, the Discovery Institute plans to release a "supplemental textbook" entitled Explore Evolution. According to the document, the textbook and auxiliary materials will teach the students the Discovery Institute's talking points against evolution. These talking points will evidently include the standard list of long-refuted creationist claims promoted by the Discovery Institute, including the inadequacy of the fossil record, biological+ read
The first I heard of it was when I got an e-mail from a Turkish colleague, Cengiz Camci, in aerospace engineering, who had read an article of mine in American Scientist about the threat that "intelligent design" poses in the US. Cengiz told me that representatives from the Turkish Harun Yahya movement were coming to our campus (Penn State) to speak. He asked me to attend to support a small group of faculty and students who were opposed to the Harun Yahya sect and wanted to counter their presentation with pertinent questions and rebuttals.
Cengiz succinctly called
NCSE's executive director Eugenie C Scott was asked to write a declaration in support of the plaintiffs' motion for a temporary restraining order, and if necessary a preliminary injunction, in Hurst et al v Newman et al. The following discussion of specific problems with the "Philosophy of Intelligent Design" course that was at issue in the case is taken from her declaration.
In my expert opinion, the purpose and effect of the course at issue in this lawsuit are not to present a comparative treatment of the various
Creation science comes as a surprise to many scientists, and thus I suspect that the fact that there is creationist systematics will come as an even bigger surprise to systematists. Yet creationists do practice a form of systematics, called "baraminology", and for creationist science it is surprisingly rigorous and internally consistent. It employs terminology and methodology not wholly unfamiliar to mainstream systematists (see sidebar, p 21).
The term "baraminology" comes from baramin, which was constructed from the Hebrew root words bara (created)
Like a zombie in a horror film, the "Critical Analysis of Evolution" effort returned to haunt the Buckeye State, despite a series of stakes through its heart. In 2002, Ohio adopted a set of science standards including a requirement that students be able to "describe how scientists continue to investigate and critically analyze aspects of evolutionary theory" (see RNCSE 2002 Sep/Oct; 22 : 4–6). When the indicator was introduced, it was widely feared that it would provide a pretext for the introduction of creationist misrepresentations of evolution. In 2004, those fears+ read
On the way to the "Intelligent Design Under Fire" event (also referred to as "Grill the ID Guys") at Biola University, my wife asked me what she should expect. I considered for a few moments and replied, "Well, if the past is any indication you will probably see responses from the 'intelligent design' (ID) guys that begin with a good bit of geniality, and then make a cursory attempt to address the question before digressing into something unrelated about which they wish to talk; that and complaining that a question is unfair, or else ignoring it altogether." As we merged with the crowd+ read
The Ohio Board of Education voted 11–4 at its February 14, 2006, meeting to remove both the "Critical Analysis of Evolution" model lesson plan and the corresponding indicator — which called for students to be able to "describe how scientists continue to investigate and critically analyze aspects of evolutionary theory" — in the state standards. Board member Martha Wise, who spearheaded the drive to eliminate the anti-evolution material, told the Cleveland Plain Dealer (2006 Feb 15), "I’m ecstatic ... It’s a win for science, a win for students and a win for the state of Ohio."+ read
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