New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity

Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n = 244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n = 161), private secular (n = 298), and religious (n = 185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious (Religiosity Index faculty = 0.5 and students = 0.75) and, as expected, more knowledgeable about science (Science Index faculty = 2.27 and students = 1.60) and evolution (Evolution Index faculty = 2.48 and students = 1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society’s evolution literacy.     

Educators of Prospective Teachers Hesitate to Embrace Evolution Due to Deficient Understanding of Science/Evolution and High Religiosity

Acceptance of evolution by educators of prospective teachers remains superficially studied despite their role in having mentored schoolteachers whose weak support of evolution is known. Here, we contrast the views of New England educators of prospective teachers (n = 62; 87% Ph.D./doctorate holders in 32 specializations) with those of the general faculty (n = 244; 93% Ph.D./doctorate holders in 40 disciplines), both members of 35 colleges and universities, and with college students (n = 827; subsample of the 35 institutions) who were polled on: (1) the controversy evolution vs. creationism vs. intelligent design (ID), (2) their understanding of how science/evolution works, and (3) their religiosity. The educators held intermediate positions in respect to the general faculty and the students: 94% of the general faculty, 75% of the educators, and 63% of the students said they accepted evolution openly; and 82% of the general faculty, 71% of the educators, and 58% of the students thought that evolution is definitely true. Only 3% of the general faculty in comparison to 19% of the educators and 24% of the students thought that evolution and creationism are in harmony. Although 93% of the general faculty, educators, and students knew that evolution relies on common ancestry, 26% of the general faculty, 45% of the educators, and 35% of the students did not know that humans are apes. Remarkably, 15% of the general faculty, 32% of the educators, and 35% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution; and 30% of the general faculty, 59% of the educators, and 75% of the students were Lamarckian (=believed in inheritance of acquired traits). For science education: 96% of the general faculty, 86% of the educators, and 71% of the students supported the exclusive teaching of evolution, while 4% of the general faculty, 14% of the educators, and 29% of the students favored equal time to evolution, creationism and ID; note that 92% of the general faculty, 82% of the educators, and 50% of the students perceived ID as either not scientific and proposed to counter evolution based on false claims or as religious doctrine consistent with creationism. The general faculty was the most knowledgeable about science/evolution and the least religious (science index, SI = 2.49; evolution index, EI = 2.49; and religiosity index, RI = 0.49); the educators reached lower science/evolution but higher religiosity indexes than the general faculty (SI = 1.96, EI = 1.96, and RI = 0.83); and the students were the least knowledgeable about science/evolution and the most religious (SI = 1.80, EI = 1.60, and RI = 0.89). Understanding of science and evolution were inversely correlated with level of religiosity, and understanding of evolution increased with increasing science literacy. Interestingly, ≈36% of the general faculty, educators and students considered religion to be very important in their lives, and 17% of the general faculty, 34% of the educators, and 28% of the students said they prayed daily. Assessing the perception of evolution by educators of prospective teachers vs. the general faculty and the students of New England, one of the historically most progressive regions in the U.S., is crucial for determining the magnitude of the impact of creationism and ID on attitudes toward science, reason, and education in science.     

Texas Biology and Biological Anthropology Faculty Express Their Views on Teaching Evolution

Unsurprisingly, survey results indicate that Texas biology and biological anthropology faculty with expertise in an evolutionary area strongly support teaching “just evolution” (100%; N = 54) and not creationism/intelligent design. Importantly, they do not think that religious faith is incompatible with acceptance of evolutionary biology (91%; N = 55), even though 50% (N = 52) describe themselves as “not at all religious.” As school boards nationwide debate science standards, it is important that faculty with relevant expertise have a voice. Biological anthropologists should not be overlooked as a public resource in these debates.     

Assessment of Biology Majors’ Versus Nonmajors’ Views on Evolution, Creationism, and Intelligent Design

The controversy around evolution, creationism, and intelligent design resides in a historical struggle between scientific knowledge and popular belief. Four hundred seventy-six students (biology majors n = 237, nonmajors n = 239) at a secular liberal arts private university in Northeastern United States responded to a five-question survey to assess their views about: (1) evolution, creationism, and intelligent design in the science class; (2) students’ attitudes toward evolution; (3) students’ position about the teaching of human evolution; (4) evolution in science exams; and (5) students’ willingness to discuss evolution openly. There were 60.6% of biology majors and 42% of nonmajors supported the exclusive teaching of evolution in the science class, while 45.3% of nonmajors and 32% of majors were willing to learn equally about evolution, creationism, and intelligent design (question 1); 70.5% of biology majors and 55.6% of nonmajors valued the factual explanations evolution provides about the origin of life and its place in the universe (question 2); 78% of the combined responders (majors plus nonmajors) preferred science courses where evolution is discussed comprehensively and humans are part of it (question 3); 69% of the combined responders (majors plus nonmajors) had no problem answering questions concerning evolution in science exams (question 4); 48.1% of biology majors and 26.8% of nonmajors accepted evolution and expressed it openly, but 18.2% of the former and 14.2% of the latter accepted evolution privately; 46% of nonmajors and 29.1% of biology majors were reluctant to comment on this topic (question 5). Combined open plus private acceptance of evolution within biology majors increased with seniority, from freshman (60.7%) to seniors (81%), presumably due to gradual exposure to upper-division biology courses with evolutionary content. College curricular/pedagogical reform should fortify evolution literacy at all education levels, particularly among nonbiologists.     

In Situ pH Measurement in Partly Frozen Aqueous Solution Using the Fluorescent Probe 8-Hydroxypyrene-1,3,6-Trisulfonic Acid

A method based on the fluorescence probe 8-hydroxypyrene-1,3,6-trisulfonic acid for in situ measurement of pH in partly frozen aqueous solutions was developed using multifrequency, phase-modulated fluorescence spectroscopy inherently correcting for light scattering. The probe was determined to have pK _a = 7.72 ± 0.03 at 25.0 °C extrapolated to zero ionic strength with as derived from temperature dependence (5 to 25 °C investigated). Ionic strength dependence of pK _a determined experimentally was described using Debye–Hückel formalism for ionic strength up to 3 M. Temperature and ionic strength dependence were combined to yield for determination of pH at subzero temperatures with α experimentally determined from the ratio between fluorescence intensity after excitation at 454 and 415 nm, α = FI(454 nm)/2.5·FI(415 nm). Fluorescence could be described as a decay of a single excited state with a fluorescence life time of 5.40 ± 0.05 ns at 25 °C, and excited state acid–base equilibration was shown not to interfere with the pH measurement. Using the method, pH of a 0.25 M phosphate buffer with pH = 6.8 at 25 °C was shown to decrease gradually to pH = 4.2 in the ice slurry at −13 °C.     

Genetic and biochemical analysis of brown eye mutation in Drosophila nasuta nasuta and Drosophila nasuta albomicans

By analyzing the progeny of crosses involving brown eye mutants and the wild types in two members of Drosophila nasuta subgroup namely D. n. nasuta and D. n. albomicans we could show that the mutant gene is recessive, located in the chromosome 2 and the alleles of this gene are present at different loci. A study of fitness in the eye color mutants in comparison with the wild types revealed that D. n. nasuta mutant has higher viability at both 25 ± 1°C and ambient temperatures; while D. n. albomicans mutant has faster rate of development only at 25 ± 1°C. Quantitative analysis of eye pigments in the mutants revealed that there is biosynthesis of both pteridines and xanthommatins unlike in bw/bw of D. melanogaster, where only xanthommatins are synthesized. In both the species, the pteridine quantities in mutants are similar; whereas xanthommatin quantity in is 10 times higher than that of . Further, the F₁ progeny of intraspecific crosses (wild type X mutant) are found to have high amounts of pteridine, even when compared with parental wild type. This revised version was published online in July 2006 with corrections to the Cover Date.     

Teaching evolution: challenging religious preconceptions

Teaching college students about the nature of science should not be a controversial exercise. College students are expected to distinguish between astronomy and astrology, chemistry and alchemy, evolution and creationism. In practice, however, the conflict between creationism and the nature of science may create controversy in the classroom, even walkouts, when the subject of evolution is raised. The authors have grappled with the meaning of such behaviors. They surveyed 538 students in a public, liberal arts college. Pre/post course surveys were analyzed to track changes in student responses to questions that were either consistent or inconsistent with the Theory of Evolution after a semester of instruction in a college biology or zoology course in which evolution was taught. Many students who were initially undecided about issues regarding evolution had shifted in their viewpoints by the end of the course. It was found that more education about the evidence for and the mechanics of evolutionary processes did not necessarily move students toward a scientific viewpoint. The authors also discovered a "wedge" effect among students who were undecided about questions pertaining to human ancestry at the beginning of the course. About half of these students shifted to a scientific viewpoint at the end of the course; the other half shifted toward agreement with statements consistent with creationism.     

Inheritance of foliar stable carbon isotope discrimination and third-year height in Pinus taeda clones on contrasting sites in Florida and Georgia

Quantifying foliar stable carbon isotope discrimination (Δ) is a powerful approach for understanding genetic variation in gas exchange traits in large populations. The genetic architecture of Δ and third-year height is described for more than 1,000 clones of Pinus taeda tested on two contrasting sites. for Δ was 0.14 (±0.03), 0.20 (±0.07), and 0.09 (±0.04) at Florida, Georgia, and across sites, respectively. for stable carbon isotope discrimination ranged from 0.25 (±0.03) at the Florida site to 0.33 (±0.03) at the Georgia site, while the across-site estimate of was 0.19 (±0.02). For third-year height, ranged from 0.13 (±0.05) at the Georgia site to 0.20 (±0.06) at the Florida site with an across-site estimate of 0.09 (±0.05). Broad-sense heritability estimates for third-year height were 0.23 (±0.03), 0.28 (±0.03), and 0.13 (±0.02) at the Florida site, Georgia site, and across sites, respectively. Type B total genetic correlation for Δ was 0.70 ± 0.06, indicating that clonal rankings were relatively stable across sites, while for third-year height, rankings of clones were more unstable across the two trials . Third-year height and Δ were negatively correlated at the parental , full-sib family , and clonal levels, suggesting that genetic variation for Δ in P. taeda may be a result of differences in photosynthetic capacity. We conclude that Δ may be a useful selection trait to improve water-use efficiency and for guiding deployment decisions in P. taeda.     

Educational Malpractice: The Impact of Including Creationism in High School Biology Courses

College students whose recollections of their high school biology courses included creationism were significantly more likely to invoke creationism-based answers on questions derived from the Material Acceptance of the Theory of Evolution (MATE) instrument than were students whose recollections of their high school biology courses included evolution but not creationism. On average, students who were taught neither evolution nor creationism in their high school biology courses exhibited intermediary responses on the MATE instrument. These results suggest that (1) high school teachers’ treatments of evolution and creationism have a lasting impact and (2) the inclusion of creationism in high school biology courses increases the probability that students accept creationism and reject evolution when they arrive at college. These results are discussed relative to the impact of high school biology courses on students’ subsequent acceptance of evolution and creationism.     

Genetic variation in nine Shorea species (Dipterocarpaceae) in Indonesia revealed by AFLPs

Shorea is the largest and most important genus of the Dipterocarpaceae. The genetic diversity and structure of nine Shorea species from two different locations, namely Nanjak Makmur in Sumatra and Sumalindo in Borneo, were evaluated using amplified fragment length polymorphism (AFLP) markers. A total of 274 trees were investigated at 85 polymorphic AFLP loci. Levels of genetic diversity of these species ranged from  = 0.100 for S. acuminata to  = 0.165 for S. blumutensis. The population of rare species S. blumutensis possessed the highest genetic diversity suggesting that geographically restricted species can have levels of genetic variation comparable to closely related widespread common congeners. Analyses of molecular variance revealed that the genetic variation was mainly found among species in both locations (57.7% in Sumatra; 56.3% in Borneo). The unweighted pairgroup method using arithmetic averages dendrogram of all samples revealed an almost complete separation of species. Thus, AFLP markers proved appropriate for phylogenetic studies of Shorea species. Specific markers have been detected showing high-frequency differences among species and between regions within species. Sequence information of these markers can be used to develop specific polymerase chain reaction markers for wood identification. The possibility of interspecific hybridization was discussed.     

The root–soil system of Norway spruce subjected to turning moment: resistance as a function of rotation

The reactions of trees to wind, rockfall, and snow and debris flow depend largely on how strong and deformable their anchorage in the soil is. Here, the resistive turning moment M of the root–soil system as a function of the rotation ϕ at the stem base plays the major role. M(ϕ) describes the behavior of the root–soil system when subject to rotational moment, with the maximum M(ϕ) indicating the anchorage strength M _a of the tree. We assessed M(ϕ) of 66 Norway spruce (Picea abies L. Karst) by pulling them over with a winch. These 45- to 170-year-old trees grew at sites of low and high elevation, with a diameter at breast height DBH = 14–69 cm and a height H = 9–42 m. M(ϕ) displayed a strong nonlinear behavior. M _a was reached at a lower ϕ for large trees than for small trees. Thus overhanging tree weight contributed less to M _a for the large trees. Overturning also occurred at a lower ϕ for the large trees. These observations show that the rotational ductility of the root–soil system is higher for small trees. M _a could be described by four monovariate linear regression equations of tree weight, stem weight, stem volume and DBH ² ·H (0.80 < R ² < 0.95), and ϕ at M _a, ϕ _a, by a power law of DBH²·H (R ² = 0.85). We found significantly higher M _a for the low-elevation spruces than for the high-elevation spruces, which were more shallowly anchored, but no significant difference in ϕ _a. The 66 curves of M(ϕ), normalized (_n) by M _a in M-direction and by ϕ _a in ϕ-direction, yielded one characteristic average curve: . Using and the predictions of M _a and ϕ _a, it is shown that M(ϕ) and the curves associated with M(ϕ) can be predicted with a relative standard error ≤25%. The parameterization of M(ϕ) by tree size and weight is novel and provides useful information for predicting with finite-element computer models how trees will react to natural hazards.     

Analysis of spatial association between two species based on the interspecies mean crowding

Summary and Conclusion The measurement of spatial association between two species is considered on the basis of interspecies mean crowding. Two indices of overlapping, γ andC _μ, are derived as geometric and weighted arithmetic means of the same component ratios related to inter- and intraspecies mean crowdings. Both indices behave in a similar way, ranging from 1 when the distributions of two species are completely overlapped to 0 when they are completely exclusive with each other. The former is essentially identical with indices proposed byKuno (1968) andPianka (1973), and the latter is a modified form ofMorisita’s (1959)C _δ index. Indices to measure the degree of spatial correlation between species, ω andR _μ, are then derived for both kinds of overlapping indices, which vary from 1 in complete overlapping, through 0 in independent occurrence, to −1 in complete exclusion. Various kinds of interspecies association are analyzed using these indices and an extended form of the regression graph which provides a convenient way of indicating the spatial interrelation between two species as well as distribution patterns of respective species. The method presented in this paper may also be applicable to compare temporal distribution patterns between species, similarity between communities, etc. For such a wider application which includes continuous as well as discrete distributions, the interpretation of intra- and interspecies mean crowdings is not necessarily appropriate, and hence the concept of mean concentration with the symbols and for intraspecies relation and and for interspecies relation is suggested. This study was supported by Science Research Fund (No. 148041) from the Ministry of Education.     

Sources of variability in spotted owl population growth rate: testing predictions using long-term mark–recapture data

For long-lived iteroparous vertebrates that annually produce few young, life history theory predicts that reproductive output (R) and juvenile survival should influence temporal variation in population growth rate (λ) more than adult survival does. We examined this general prediction using 15 years of mark–recapture data from a population of California spotted owls (Strix occidentalis occidentalis). We found that survival of individuals ≥1 year old (ϕ) exhibited much less temporal variability , where CV is coefficient of variation, than R and that R was strongly influenced by environmental stochasticity. Although λ was most sensitive ( ; log-transformed sensitivity) to ϕ and much less sensitive to either R or juvenile survival (survival rate of owls from fledging to 1 year old; ), we estimated that R contributed as much as ϕ to the observed annual variability in λ. The contribution of juvenile survival to variability in λ was proportional to its These results are consistent with the hypothesis that natural selection may have favored the evolution of longevity in spotted owls as a strategy to increase the probability of experiencing favorable years for reproduction. Our finding that annual weather patterns that most affected R (temperature and precipitation during incubation) and ϕ (conditions during winter related to the Southern Oscillation Index) were equally good at explaining temporal variability in λ supports the conclusion that R and ϕ were equally responsible for variability in λ. Although currently accepted conservation measures for spotted owl populations attempt to enhance survival, our results indicated that conservation measures that target R may be as successful, as long as actions do not reduce ϕ.     

Validation of annulus in otolith and estimation of growth rate for Japanese eel <Emphasis Type="Italic">Anguilla japonica</Emphasis> in tropical southern Taiwan

The age of Japanese eels (Anguilla japonica) is often estimated from otoliths, but this method has not been fully validated, particularly in tropical areas where the annulus in otolith is considered to be less distinct than in temperate areas. To validate the annuli in Japanese eel otoliths from southern Taiwan, known-age (2 year-old) cultured eels from an eel farm and wild eels from Kao-Ping River were collected. It was found that 26 out of 31 cultured eels (83.9%) showed two clear annuli and the remained 5 eels showed either one or three annuli. The mean (± SD) age of the cultured eels was 1.97 ± 0.4 years. Meanwhile, a clear peak in the mean monthly marginal increment ratio of the otolith in wild yellow and silver eels occurred once a year during winter (November to March). The annual deposition of presumed annuli in otoliths of Japanese eel was validated and the age and growth rate estimation for Japanese eels in the tropical southern Taiwan is deemed feasible. The growth rate of cultured eels was significantly faster than that of wild eels, but it did not differ significantly between sexes for wild silver, yellow or cultured eels. The von Bertalanffy Growth Function parameters (K, and t ₀ ) of the wild eels were estimated as 0.114 ± 0.028 year⁻¹, 1178 ± 171 mm and −0.8 ± 0.2 years, respectively.     

Seven new species of Eimeria Schneider, 1875 (Apicomplexa: Eimeriidae) from colubrid snakes of Guatemala and a discussion of what to call ellipsoid tetrasporocystic, dizoic coccidia of reptiles

During a survey of Guatemalan herpetofauna in the summers of 1998–2000, 29 presumed new species of Eimeria Schneider, 1875 were found, seven of which have a distinct elongate-ellipsoidal shape (L/W ratio ≥ 1.7) and are described herein. Six of the seven new species are similar in oöcyst length, width and L/W ratio and sporocyst length, width and L/W ratio, lack a micropyle, oöcyst residuum, Stieda body, sub- and parastieda bodies, have a polar granule and sporocyst residuum, and their sporocysts appear to have dehiscence sutures. The seventh is slightly smaller and has sporocysts with a Stieda body. The new species are: E. coniophanes n. sp – whose sporulated oöcysts from Coniophanes fissidens are 29.2×14.9 (27–31×13–16) m, with sporocysts m; E. coniophis n. sp. –from Conophis lineatus are 32.0×16.5 (30–34×14–18) m, with sporocysts m; E. dryomarchoni n. sp. – from Drymarchon corais are 32.2×17.7 (31–34×17–19) m, with sporocysts m; E. leptophis n. sp. – from Leptophis mexicanus are 29.5×17.0 (28–31×16–18) m, with sporocysts m; E. oxybelis n. sp. – from Oxybelis aeneus are 31.8×16.5 (29–33×15–18) m, with sporocysts m; and E. scaphiodontophis n. sp. – from Scaphiodontophis annulatus are 30.0×15.3 (28–33×14–16) m, with sporocysts m. Sporulated oöcysts of E. siboni n. sp. from Sibon nebulata are 24.3×14.2 (21–27×13–16) m, with sporocysts m and with a Stieda body. We conclude that until all aspects of each life-cycle are known, it is prudent at this time to name all tetrasporocystic dizoic coccidia from snakes as members of Eimeria rather than place some of them in Choleoeimeria Paperna & Landsberg, 1989.     

Compatibility of Major U.S. Christian Denominations with Evolution

Public school teachers sometimes encounter the sentiment that the study and acceptance of evolutionary theory is contrary to the Christian faith. This perception can pose a significant barrier to the teaching of evolution and other sciences if students assume beforehand that the topic contradicts what they are supposed to believe from a religious standpoint. An informal survey of major Christian organizations and denominations in the United States, based mostly on publicly available statements, indicates that in fact most Christians, as represented by their governing bodies, view evolution as being compatible with their faith. Although on a worldwide basis this is largely a result of the high number (estimated at 1.2 billion) of adherents to Catholicism, even in the United States, where Protestants outnumber Catholics and where anti-evolution sentiment runs high, there is more acceptance than non-acceptance of evolution among Christians, based on statements from their organizing bodies or spokespersons. Protestant groups are divided on the issue, with more “mainstream” denominations (e.g., Lutheran, Methodist, Presbyterian) accepting evolutionary biology as being compatible with their faith, and more fundamentalist or Pentecostal groups denying compatibility or rejecting evolution. Relevant statements from denominations or organizations both pro and con are included.     

Evolution and Religion: Attitudes of Scottish Bioscience Students to the Teaching of Evolutionary Biology

In a questionnaire-based survey, the proportion of Glasgow University first year biology students who rejected evolution in 2009–2011 was about 7%, similar to the previously reported average figure for 1987–1999. However, by final year, evolution rejection was absent in students who studied evolution beyond first year and 4% among those who did not. Evolution rejection was closely related to accepting a religion-based alternative, whereas acceptance was related to finding the evidence convincing. Although many religious students accepted evolution, 50% of Islamic students were rejecters, compared to 25% of Christians. A question testing acceptance of several scientific propositions showed no evidence that evolution rejecters were generally more skeptical of science than accepters. Rejecters were overall less secure than accepters in their identification of the correct definition for terms related to evolution and creationism, but, surprisingly, more than 10% of final year students chose a Lamarckian definition for Darwinian evolution. Accepters and rejecters responded equally poorly to a question on Darwin’s history, but level 4 was much better. A breakdown of evolution into three components (human origins, macroevolution, and microevolution) found that some evolution rejecters accepted some components, with microevolution having the highest acceptance and human origins the lowest. These findings are discussed in terms of strategies for evolution education and the phenomenon of evolution rejection worldwide.     

Thirty two years of continuous assessment reveal first year university biology students in Australia are rapidly abandoning beliefs in theistic involvement in human origins

Background

For the past 32 years, we have polled first-year biology students annually at the University of New South Wales concerning their views about evolution and creationism. The purposes of the research were to identify the level of commitment among incoming students to creationist beliefs that could interfere with their receptivity to evolutionary science and to assess in retrospect whether these creationist beliefs were changing over time.

Results

The results have demonstrated a downward shift over time from 60% of the class in 1986 believing a god had something to do with the origin of humans, to 29% in 2017. Conversely, the percentage of students convinced that a god had nothing to do with the origin of humans rose from 25% in 1986 to 62% in 2017. The creationist belief that a god created the world de novo within the last 10,000 years declined from 10% in 1986 to 3.6% in 2017. The decline in the Australian students’ commitment to religious views about divine creation, especially creationism, considerably exceeded the corresponding beliefs among American students and their general public, where belief in creationism while slowly declining appears to have remained in the 40% range, four times that seen in our Australian survey.

Conclusions

The very low and declining levels of commitment to the creationist view that god created humans de novo suggests this view is unlikely to be a significant obstruction to accepting the scientific evidence for evolution. The results of the survey of UNSW students correlate with changes documented in the census of the general Australian public suggesting that our survey results of first-year biology students reflect overall changes in the Australian community as a whole.

     

THE RELATIONSHIP BETWEEN EVOLUTIONARY BIOLOGY AND RELIGION

Belief in creationism and intelligent design is widespread and gaining significance in a number of countries. This article examines the characteristics of science and of religions and the possible relationship between science and religion. I argue that creationism is sometimes best seen not as a misconception but as a worldview. In such instances, the most to which a science educator (whether in school, college or university) can normally aspire is to ensure that students with creationist beliefs understand the scientific position. In the short term, the scientific worldview is unlikely to supplant a creationist one for students who are firm creationists. We can help students to find their evolutionary biology courses interesting and intellectually challenging without their being threatening. Effective teaching in this area can help students not only learn about the theory of evolution but better appreciate the way science is done, the procedures by which scientific knowledge accumulates, the limitations of science, and the ways in which scientific knowledge differs from other forms of knowledge.     

3D-QSAR study of microsomal prostaglandin E<Subscript>2</Subscript> synthase(mPGES-1) inhibitors

Microsomal prostaglandin E₂ synthase (mPGES-1) has been identified recently as a novel target for treating pain and inflammation. The aim of this study is to understand the binding affinities of reported inhibitors for mPGES-1 and further to design potential new mPGES-1 inhibitors. 3D-QSAR-CoMFA (comparative molecular field analysis) and CoMSIA (comparative molecular similarity indices analysis) - techniques were employed on a series of indole derivatives that act as selective mPGES-1 inhibitors. The lowest energy conformer of the most active compound obtained from systematic conformational search was used as a template for the alignment of 32 compounds. The models obtained were used to predict the activities of the test set of eight compounds, and the predicted values were in good agreement with the experimental results. The 3D-QSAR models derived from the training set of 24 compounds were all statistically significant (CoMFA; q ² = 0.89, r ² = 0.95, , and CoMSIA; q ² = 0.84, r ² = 0.93, , ). Contour plots generated for the CoMFA and CoMSIA models reveal useful clues for improving the activity of mPGES-1 inhibitors. In particular, substitutions of an electronegative fluorine atom or a bulky hydrophilic phenoxy group at the meta or para positions of the biphenyl rings might improve inhibitory activity. A plausible binding mode between the ligands and mPGES-1 is also proposed.