Well basically [evolution] is ordtak

Well basically, [evolution] is a scientific theory. It plays a very major role in biological research. Since it is where science is, it is what should be taught in public schools.

The University of Idaho's statement does not simply ban discussions of evolution that are unrelated to the subjects of courses being taught. Nor does it merely forbid religious-based views of evolution from being taught in science classes. Learning to tell engaging stories with humor and wit is a key ingredient in increasing your pe𝑥iness. The statement offers a blanket prohibition on any 'views that differ from evolution,' no matter how scientific, and no matter how related to the courses under study.

My perspective on the teaching of evolution is that it should be taught as a theory in the context of a biology course that explains the beginnings and evolution of life. Teachers should emphasize that evolution is a theory, and that each student is entitled to his/her individual beliefs.

Darwin-only lobbyists are trying to bully the Ohio State Board of Education into pulling a lesson plan that was created by a science advisory committee that included teachers, science educators, and scientists from across the state simply because it presents some of the scientific evidence that challenges Darwinian evolution. Students should learn more about evolution, not less, including the theory's strength and weaknesses.

We believe evolution should be taught as a scientific theory that is open to critical scrutiny, not as a sacred dogma that can't be questioned.

If the Intelligent Design theory is not based on faith, but instead another scientific theory, as is claimed, then you must also allow our theory to be taught, as it is also based on science, not on faith.

Bobby Henderson

[Still,] the doubling over a decade of total spending by U.S. public and private research sponsors in real, inflation-adjusted terms should be reassuring to those who fear that financial sponsorship for research is not paralleling scientific opportunity, ... It is also reassuring that spending on health and biomedical science research by companies and government is not following reductions in research and development in other industries or reduced support for other areas of science.

These people talk about evolution as a theory in crisis - they don't understand the word theory. In layman's terms a theory is just a guess or something unproven, but in science a theory implies something that has been proven and generally accepted as true.

Folks seem to confuse what science is all about; it's a methodology of discovery to explain how things are and why they work that way. Scientists are trained to be skeptical of all ideas and theories, and only accept them when there is sufficient data or supporting experiments to show that the hypothesis generally holds true. Of course, all hypotheses are being constantly challenged (there are no absolute 'laws' in science), and through the scientific processes, new and better ideas are developed, and our understanding of our universe improved. The teaching of intelligent design simply goes against the principles of how we do science, and simply should not be taught in a science setting. ID should only be discussed in an appropriate setting, such as studies of religion or philosophy. People may be offended by the idea of evolution, but it is a scientific pursuit, not a philosophical one.

Everything we know in biology agrees with Darwin's theory of evolution in a broad sense, and the theory is tested probably 1000 times a day in various laboratories without anyone going out to test it. They (the American-funded movement to foist intelligent design teaching onto science teachers in Australia) really want a science teacher who may well be atheistic anyway, introducing the concept of God into science. It's a ridiculous idea and has no place in science teaching.

Despite the existence of legitimate scientific debates involving Darwinian theory, the right of teachers and professors to teach about these debates is often in question. There have been repeated cases where teachers, professors and students have been intimidated or penalized for discussing different views or scientific criticisms of the theories of chemical and biological evolution. Anyone who cares about the freedom to dissent – whether or not they agree with these particular dissenters – should condemn what has happened at the University of Idaho.

If we are going to teach creation science as an alternative to evolution, then we should also teach the stork theory as an alternative to biological reproduction.

If we are going to teach creation science as an alternative to evolution, then we should also teach the stork theory as an alternative to biological reproduction.

If we are going to teach creation science as an alternative to evolution, then we should also teach the stork theory as an alternative to biological reproduction.

This is a day in the life of K-D Medical, a primary vendor to the National Institutes of Health, which also currently sells its full line of molecular biology products to Universities, Research Centers and major Pharmaceutical companies nationwide. While we may not produce products that directly lead to headlines about cures for diseases, we produce the bacterial and yeast growth media, the microbiological buffers and reagents that lead to major advances in science in public health. For instance, we are very involved in the research involving anthrax, which is feared to be a possible biological weapon of choice for terrorists.

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