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Rooting out plagiarists with software
By Margaret Kane Staff Writer, CNET News.com April 5, 2002, 8:25 AM PT
http://news.com.com/2100-1040-876689.html

It's become easy for students to buy term papers on the Web and copy research
they find online. But now, with the help of a few start-ups, some teachers are
fighting back.

from:  http://news.com.com/2100-1040-876689.html

Rooting out plagiarists with software

By Margaret Kane
Staff Writer, CNET News.com
April 5, 2002, 8:25 AM PT

Anyone who has attended school these days has probably heard stories about plagiarism and the Internet.
Don't want to write that research paper or essay? Just buy one off the Web. Another option: Use the cut-and-paste feature to make a collage out of research works online.

Of course, teachers have heard the same stories students have. And now, especially with final exams in the air, some of them are fighting back with the help of a few companies that have sprung up offering technology to help uncover plagiarism.

Privately held companies like WordCheck Systems, iParadigms and CaNexus.com, which use software to target plagiarism, largely fly under the radar of Wall Street and the media. But with plagiarism getting national attention because of several high-profile scandals in the research world, some of the companies are looking to expand their business, targeting professional publishing houses and researchers as potential new markets.

The companies can go after cheaters in several different ways. Depending on what service a teacher uses, papers can be compared against textbooks, literature, works of other students, or the products of so-called online paper mills--sites where students can download papers.

Although each company's software works differently, they generally use algorithms that can divide a long document and make comparisons across a database. Once likely matches are found, word-by-word comparisons can be performed.

Lost in the crowd
Some companies say they can even detect collusion: for example, students submitting the same paper in different sections of a large class where multiple teaching assistants grade work.

That's the problem faced by Andrew McCann, an instructor of English and philosophy at Drexel University in Philadelphia. He and his team are teaching a freshman class of around 400 engineering students, all of whom will be given the same assignments.

"There are ways to get around this without using any software. You can assign original or unusual readings, or ask students to make very unusual comparisons in their work," McCann said. "But if you're using a common work, as we are this year with (the Ralph Ellison book) 'Invisible Man,' there are legions of Web sites (and other sources) devoted to it."

McCann said he's seen "a continuum" of plagiarism problems, ranging from incorrectly cited paragraphs to entire papers being copied. His team will be running a test of WordCheck Keyword Software for the students' next major paper.

Until now, companies in this market have specialized in eyeing students--amateur writers, as it were. But the recent scandals surrounding historians Doris Kearns Goodwin and Stephen Ambrose--both of whom were accused of, and admitted to, inappropriate copying of others' work--may have provoked interest in the professional world.

Interest, however, may not translate into sales. The companies behind plagiarism-detection software don't reveal sales or earnings figures since they are privately held, but they maintain they are doing well.

John Barrie, the founder of iParadigms, which produces Turnitin.com, one of the better-known companies in the business, has been in talks with several major publishing companies. So far, however, no deals have been signed.

"It's almost an unspoken concern among publishers," he said. "You go out there and you talk to editors and publishers. They know it's happening."

Opening Pandora's box
Barrie said publishers were reluctant to tackle the matter before because they thought it would just open a Pandora's box. "But recently, as the discussion in this country begins to ramp up here, some publishers are looking around and saying, 'We have to do something,'" he said. The press about Goodwin and Ambrose "is definitely one of the reasons."

WordCheck Systems sees another market within academia. But this time the people being checked out are the researchers and professors.

The company is betting that the market will be driven by a policy recently put in place by the Federal Office of Science and Technology Policy. The Federal Policy on Research Misconduct includes plagiarism as a type of misconduct, and states that research institutions "bear primary responsibility for prevention and detection of research misconduct, and for the inquiry, investigation and adjudication of research misconduct alleged to have occurred in association with their own institution."

In a nutshell, if someone plagiarizes work when applying for a federal grant or when conducting research paid for by a federal grant, the institution he or she works for can be punished. Since those punishments could include being barred from receiving federal grants or even being charged with criminal or civil fraud, universities may sit up and take notice.

"Can you imagine what would happen to a school like MIT if they lost federal privileges?" said Richard L. Austin, who created the concept for WordCheck Keyword Software and designed the interface. Austin serves as associate professor of horticulture at the University of Nebraska at Lincoln. "You remove a university's federal grant privileges and that university will die."

Of course, a low-tech way to stop these problems would be to simply persuade students, researchers and authors not to copy someone else's work. But that may become more and more difficult in a world where everything from music to movies can be copied for free off the Internet.

"Students have never been taught that it's wrong. There's just a culture out there that says this is OK," Austin said.

Tighter security isn't the answer, Barrie said, since every time companies come up with new ways to protect their property, someone will come up with new ways to get around those protections.

"These things keep failing, yet they keep trying to do the same thing," Barrie said. "It's an analog Band-Aid for a digital problem. Napster comes along, they call out the lawyers. Morpheus comes, they call out the lawyers. What they will have to do is go to a system (and) track where their intellectual property ends up and charge royalties. In the meantime, lawyers are making an enormous amount of money playing whack-a-mole."

-----Original Message-----
From: chronicle-community@...
[mailto:chronicle-community@...]
Sent: Monday, April 01, 2002 11:52 AM
To: chronicle-community@...
Subject: 4/1/2002 Chronicle Report on Community Colleges

The Chronicle of Higher Education's
Weekly Report on COMMUNITY COLLEGES
_________________________________________________________________

Here is news of interest to community colleges from our
April 5 issue.
_________________________________________________________________

TOP STORIES:

*  SEEKING REDEMPTION: A 1998 law has denied federal financial
   aid to so many students convicted of past drug offenses that
   even its author wants to change it. An official of a two-year
   college outside Los Angeles estimates that the law dissuaded
   hundreds of prospective students from enrolling at her
   institution.
   --> SEE http://chronicle.com/weekly/v48/i30/30a01701.htm

*  NO MORE STATE SUBSIDIES: Community-college officials in
   Colorado are upset by new guidelines for packaged televised
   courses.
   --> SEE http://chronicle.com/weekly/v48/i30/30a03001.htm

*  PLEASANT SURPRISE: Giving to higher education was up 4.3
   percent in 2000-1, a study finds, despite the lagging
   economy. Two-year colleges saw an average increase of 1.2
   percent.
   --> SEE http://chronicle.com/weekly/v48/i30/30a02401.htm

*  BETTER RECOGNITION: Canadian colleges are considering a
   national plan that would make it easier for students to
   transfer academic credits from one institution to another,
   from province to province, and from outside Canada. Students
   seeking to transfer from community colleges to universities
   are a particular focus of the plan.
   --> SEE http://chronicle.com/weekly/v48/i30/30a03603.htm

*  ONE UMBRELLA: An Alabama legislative panel called for
   centralizing the state's higher-education system.
   --> SEE http://chronicle.com/weekly/v48/i30/30a02001.htm
_________________________________________________________________

ALSO OF INTEREST TO COMMUNITY COLLEGES:

*  BLACK COLLEGES AND DISTANCE EDUCATION: Strapped for
    resources, predominantly African-American institutions offer
    few online courses, but some officials are more concerned
    about the quality of face-to-face instruction.
    --> SEE http://chronicle.com/weekly/v48/i30/30a02701.htm

*  FOR-PROFIT MERGER: Sylvan Learning Systems will acquire
   National Technological University, a provider of degrees
   via distance education.
   --> SEE http://chronicle.com/weekly/v48/i30/30a02901.htm

*  SEARCHING QUESTIONS: Headhunting for college presidents often
   produces the blandest, not the best, writes Clara M. Lovett,
   president emerita of Northern Arizona University.
   --> SEE http://chronicle.com/weekly/v48/i30/30b02001.htm

*  CHALK WALK: University policies on pavement art tread a fine
   line between aesthetics and free speech.
   --> SEE http://chronicle.com/weekly/v48/i30/30a03101.htm
_________________________________________________________________

JOBS:

Our Career Network has new positions available daily at community
colleges, plus advice columns and job-market news.
   --> SEE http://jobs.chronicle.com/cc_index.php
_________________________________________________________________

THE COMMUNITY COLLEGE CAREER GUIDE

The Chronicle's Career Network has an exciting recruitment
opportunity exclusively for community colleges. The Community
College Career Guide, a collection of recruitment advertisements
from community colleges, will be published as a special
supplement to the April 26 issue of The Chronicle of Higher
Education. This supplement will be sent to Chronicle subscribers
at community colleges throughout the country and will also have
bonus distribution at the annual meeting of the American
Association of Community Colleges in Seattle, April 20-23.

To place your display ad, use our online form at
http://careernetwork.com and be sure to check the Community
College Career Guide box next to the special instructions section.
You can also send the ad via e-mail to jobs@... and
mention that you want the ad to also run in The Community College
Career Guide. For additional information on pricing, contact your
Career Network representative at (202) 466-1050.

The Career Network must receive all ad material by April 5 at
5:00 p.m. Eastern U.S. time.
_________________________________________________________________

You can find all of The Chronicle's community-college news on our
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And for all the news of higher education, be sure to visit our
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Copyright (c) 2002 The Chronicle of Higher Education Inc.

-----Original Message-----
From: Hugh Jarvis [mailto:hjarvis@...]
Sent: Monday, April 01, 2002 10:40 AM
To: ANTHRO-L@...
Subject: [ANTHRO-L] new Indian books [fwd]

[Fyi all. And feel free to comment on whether this is useful or annoying.
Thanks, Hugh]

-----Original Message-----
From: k.k.agencies [mailto:kkagen@...]
Sent: Monday, April 01, 2002 12:09 AM
Subject: Indian Books Update - ~APY/2A2B/E
                                                              E/IBU: ~APY/2A2B

Here are some recent titles on the area/s of your specialisation added to
our database.

We have a **special discounted price shown against each item facing 'Your
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1.    Bhagat, R. B., Early Marriages in India : A Socio-Geographical Study / Dr.
R. B. Bhagat. 1st ed. New Delhi, Rajat Publications.  2002.  viii, 224 p. ills.
maps. 23 cm.
List Price: $ 26.70     Your Price: $ 24  ISBN: 8178800357              KK-17496

2.    Chakrabarti, Byomkes, A Comparative Study of Santali and Bengali / Dr.
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p. 22 cm. In association with Haraprasad Shastri Research Centre. List Price: $
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viii, 236 p. 22 cm.
List Price: $ 26.70     Your Price: $ 24  ISBN: 8171020461              KK-17503

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ills. (partly col.). maps. 23 cm.  (Man and Forest Series - No. 3). List Price:
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16.   Jatava, D. R., Sociological Thoughts of B. R. Ambedkar / Dr. D. R. Jatava.
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Jaipur, A B D Publishers.  2001.  xvi, 220 p. 23 cm. List Price: $ 26.70        Your
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18.   Jha, Praveen K., Land Reforms in India / Edited by Praveen K. Jha.  1st
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Vol. 7. Issues of Equity in Rural Madhya Pradesh. List Price: $ 45.30 (Vol. 7)
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ISBN: 8178290553                KK-00010-v.007

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ISBN: 8173044457                KK-17691

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List Price: $ 11.69 (Ubd.)      Your Price: $ 10.50 (Ubd.) ISBN: 8178200635             KK-17723

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Delhi, Farsight Publishers & Distributors.  2002.  144 p. ills. 22 cm. List
Price: $ 20     Your Price: $ 18  ISBN: 8186265775              KK-17842

24.   Modi, Ishwar, Ageing and Human Development : Global Perspectives / Edited
by Ishwar Modi.  1st ed. Jaipur, Rawat Publications.  2001.  xxxii, 406 p. ills.
23 cm. List Price: $ 51.70      Your Price: $ 46.50  ISBN: 8170336864           KK-17556

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Progress from Savagery through Barbarism to Civilization / Lewis Henry Morgan,
with an introduction by Debiprasad Chattopadhyaya.  Reprint ed. Kolkata, K. P.
Bagchi & Company.  1996.  l, 572 p. 18 cm. List Price: $ 21 (Ubd.)      Your Price: $
18.90 (Ubd.) ISBN: 8170741831 KK-17986

26.   Nuh, V. K., My Native Country : The Land of the Nagas / Rev. Dr. V. K.
Nuh.  1st ed.
Guwahati, Spectrum Publications.  2002.  xiv, 153 p. ills. (partly col.). maps.
23 cm.
List Price: $ 25        Your Price: $ 22.50  ISBN: 8187502487           KK-17685

27.   Passah, P. M., Jaintia Hills : A Meghalaya Tribe / Editors: Dr. P. M.
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xvi, 169 p. ills. maps. 23 cm. Its Environment, Land and People. List Price: $
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ISBN: 8175101520                KK-17949

28.   Pati, R. N., Reproductive Child Health / R. N. Pati.  1st ed. New Delhi,
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29.   Phukan, Sarat Kumar, Toponymy of Assam / Dr. Sarat Kr. Phukan.  1st ed.
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ills. (partly col.). 22 cm. The Deserted Island s Citadel. List Price: $ 20
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245 p. ills. maps. 22 cm. List Price: $ 35      Your Price: $ 31.50  ISBN:
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Publishing Corporation. 2001.  25 cm. List Price: $ 333 (3-vol. Set)    Your Price:
$ 299.70 (3-vol. Set) ISBN: 8176482617 (Set KK-18043

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34.   Skoda, Uwe, Forever Yours : Mobility and Equilibrium in Indian Marriage /
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36.   Yadav, K. C., Beyond the Mud Walls : Indian Social Realities / Edited by
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37.   Yuan, Yu Jing, Health Strategies and Population Regulation : A Festschrift
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Publishing Corporation.  2001.  23 cm. 2 Vols. Contents: vol. 1. xviii, 316 p.
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317-598 p. ills. ISBN: 8176461970. List Price: $ 100 (2-vol. Set)       Your Price: $
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-----Original Message-----
From: The Chronicle [mailto:daily@...]
Sent: Monday, April 01, 2002 5:00 AM
To: Chronicle Daily Report
Subject: 4/1/2002 Daily Report from The Chronicle of Higher Education

ACADEME TODAY: The Chronicle of Higher Education's
Daily Report for subscribers
______________________________________________________________

Good day!

Here are news bulletins from The Chronicle of Higher Education
for Monday, April 1.

*  [snip]

* 
*  A VICE PRESIDENT and two sports officials at Iowa Central
   Community College pleaded guilty on Friday to misdemeanor
   charges that they had tampered with the academic records of
   athletes. Charges against the college's president, Robert A.
   Paxton, had been dismissed earlier as part of an agreement
   with prosecutors.
   --> SEE http://chronicle.com/daily/2002/04/2002040105n.htm

*  [snip]___________________________________________________

INFORMATION TECHNOLOGY

*  A CD-ROM DEVELOPED by a California State University professor
   lets students simulate on-site ethnography research through
   interactive games involving virtual visits to Amopan, a
   fictional village in eastern Mexico that shares many
   characteristics with real research sites.
   --> SEE http://chronicle.com/free/2002/04/2002040101t.htm

--> FOR MORE about information technology in academe, go to
    http://chronicle.com/infotech
_________________________________________________________________

[snip]

*
You'll find The Chronicle's home page at:

                http://chronicle.com
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This article from The Chronicle of Higher Education
(http://chronicle.com) was forwarded to you from: ann.popplestone@...

_________________________________________________________________

The following message was enclosed:
   This is the Chronicle story

_________________________________________________________________

   Monday, April 1, 2002



   A Professor Puts Future Ethnographers in the Field With a
   CD-ROM Simulation

   By BROCK READ



   One of the most difficult concepts to convey to students in
   ethnography "is what it's like actually being out there in the
   field," says Frances F. Berdan, a professor of anthropology at
   California State University at San Bernardino. Ms. Berdan
   can't afford to send her undergraduates out on field projects,
   but with a CD-ROM she helped develop, she hopes to do the next
   best thing: Allow her class to simulate the experience of
   on-site ethnography through a set of interactive games.

   The CD-ROM, called EthnoQuest, takes students to Amopan, a
   fictional eastern Mexican village based on a number of sites
   Ms. Berdan has visited in the course of her research. The game
   starts with students' assuming the roles of grant-writing
   ethnographers and follows them as they complete reports
   detailing their anthropological research.

   The disk is the product of five years of work by Ms. Berdan
   and two partners -- Carey B. Van Loon, an instructional-media
   developer at the university, and Edward A. Stark, a teacher at
   John F. Kennedy High School in Fremont, Calif. Working with a
   $122,000 grant from the National Endowment for the Humanities,
   the team created six scenarios in which students participate;
   the developers expect to complete the program this summer by
   adding four more scenarios.

   The current version of EthnoQuest, with six scenarios, is
   published by Prentice Hall. The publisher hopes that the new
   edition with all 10 scenarios will be for sale by January. A
   demo version of the game is available online.

   In the game, students meet and interview villagers, complete a
   census, observe Day of the Dead festivities, and try to quell
   a local feud. Throughout the scenarios, game-players must
   balance practical, social, and ethical concerns to gain the
   trust of their subjects and complete their research. "They run
   into the obstacles and face all the triumph, all the good
   parts and the bad, tough parts," according to Ms. Berdan.

   Ms. Berdan uses the CD as a supplement to a course that she
   teaches introducing students to anthropology; so does Deborah
   Zelli, an assistant professor of anthropology and sociology at
   Emporia State University. Ms. Zelli calls EthnoQuest "a
   wonderful program" because it helps students grasp the
   often-subtle travails of field work. "It's one thing for me to
   say, 'As Westerners, even your most basic assumptions have to
   be questioned,'" according to Ms. Zelli. "It's another thing
   for them to find out that little things like how you greet
   someone really matter."

   When they first enter the village, students learn the hard way
   that the denizens of Amopan do not greet newcomers with
   handshakes. Later, they must decide if they should eat at a
   banquet whose main courses include ants and corn infected by
   fungus: If they eat the meal, they may become sick, but if
   they do not, they risk offending their hosts.

   Ms. Berdan says that such double-edged swords are common to
   ethnographers, and that she developed the disk so that her
   students would better understand the choices and biases that
   underlie ethnographic reports. "I always want them to be able
   to assess what they're reading," she says.

   The game has another goal, Ms. Berdan adds: "to promote
   cultural awareness and understanding." To that end, the disk's
   creators introduce each scenario with videos "left behind by
   an anthropologist who visited the village in 1965." In each
   video, the ethnographer discusses his own experiences in
   studying the town.

   Ms. Berdan and her colleagues worked hard to give the game's
   characters and scenes a realistic feel. After recording the
   videos from the fictional old ethnographer on the San
   Bernardino campus, the researchers filtered the video footage
   to make it appear old. And they recruited faculty members from
   the university to play the roles of Amopan's citizens in
   frequent interactive exchanges that Ms. Berdan scripted.

   No one can lose at EthnoQuest, but the game does keep a
   running score of a player's notable achievements. According to
   Ms. Berdan, students are motivated by more than scoring,
   though: "They get personally involved with the villagers,
   which is what they're supposed to do." Many students have told
   her they felt hurt when they offended townspeople with
   ethnocentric faux pas, she says.


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  Copyright 2002 by The Chronicle of Higher Education

http://ajax.prenhall.com/divisions/hss/app/ethnoquest/

Any comments?

Ann Popplestone

CCC Metro TLC
216-987-3584

-----Original Message-----
From: The Chronicle [mailto:daily@...]
Sent: Friday, April 05, 2002 5:00 AM
To: Chronicle Daily Report
Subject: 4/5/2002 Daily Report from The Chronicle of Higher Education

ACADEME TODAY: The Chronicle of Higher Education's
Daily Report for subscribers
______________________________________________________________

Good day!

Here are news bulletins from The Chronicle of Higher Education
for Friday, April 5.

*  [snip]

DISTANCE EDUCATION

*  IN AN ONLINE COURSE making its debut this spring at the
   University of California at Berkeley, students examine
   Islam's history, its tenets, and its role in shaping
   contemporary Middle Eastern society.
   --> SEE http://chronicle.com/free/2002/04/2002040501u.htm

--> FOR MORE about distance education in academe, go to
    http://chronicle.com/distance
_________________________________________________________________

[snip]

THE ORIGINS OF CULTURE: A discovery in South Africa suggests
that prehistoric humans started behaving like modern people much
earlier than was believed.
   --> SEE http://chronicle.com/weekly/v48/i30/30a01301.htm

[snip]

 JOURNALS

A glance at Issue 77 of "Granta":
International perspectives on America

A special issue of the journal features essays by 24
international writers on the effect of America's global
dominance and on the role, both good and bad, that the United
States has played in their own lives.

Haim Chertok, a writer for the "Jerusalem Post" who teaches
English at Ben Gurion University of the Negev, discusses his
conflicted feelings on America, his "spurned homeland," which
helped him find a "new identity as an instant Israeli" after his
military service in the Vietnam War.

John Gray, a professor of European thought at the London School
of Economics, challenges stereotypes of America and points out
the nation's contradictions. Anyone who tries to define it has
not grasped the "most important fact about America, which is
that it is unknowable," he writes.

Raja Shehadeh, a Palestinian writer and lawyer, writes about the
drastic change that the 1967 war and Israel's consequent
occupation of the West Bank had on the way Palestinians view
America. Before 1967 "most Palestinians related to America via
the good things about the country that they heard from their
migrant friends and relations." But afterward, men like Mr.
Shehadeh's cousin came to dismiss the United States as a "lackey
of Israel, giving it unlimited military assistance and never
censoring its use of U.S. weaponry against innocent civilians."

Several of the essays are available online, at
http://www.granta.com/latest-issue
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Hi Folks!

The "Intelligent Design"  "theory" is presently attracting a lot of attention here in Ohio since it is being proposed for inclusion in the state science standards for public schools.

I thought that this itewm might be of interest to other folks as well.
\

Ann Popplestone

CCC Metro TLC
216-987-3584

-----Original Message-----
From: Steven A. Edinger [mailto:Steven.Edinger.1@...]
Sent: Friday, April 05, 2002 6:53 PM
To: Science Education
Cc: AIBS Evolution List Managers; Edinger, William; Elfner, Lynn;
Hummon, William; Mckenzie, Clarice; McKenzie, Karen; McKenzie, Tom;
McKenzie, Warren; Rovner, Jerome; Seymour, Merton; Weis, Judy
Subject: From NCSE -- Intelligent Design Bibliography Misleading (fwd)

Dear Colleagues,

        Since the Discovery Institutes bibliography will probably be making the rounds
to local schools in Ohio and all 50 states, this document with comments by the
authors of the papers cited by the Discovery Institute will be very important.
Simply put, the misquoted and misused authors are hot and justifiably so.  A
number of them note that this type of "quote mining" is standard fair for the
Discover Institute and their fellow creationists.

        Please distribute this widely!

Best Wishes,

Steve Edinger

---------- Forwarded Message ----------
Date: Friday, April 05, 2002 2:31 PM -0800
From: Skip Evans <evans@...>
To: evans@...
Subject: Intelligent Design Bibliography Misleading

FOR IMMEDIATE RELEASE

INTELLIGENT DESIGN BIBLIOGRAPHY MISLEADING
National Center for Science Education's analysis of proposed bibliography
reveals systematic misrepresentation of the scientific literature

Contact: Dr. Alan Gishlick, NCSE, gish@..., (510) 601-7203

April 5, Oakland, California  In a fifteen-page analysis sent earlier this week
to every member of the Ohio Board of Education, the National Center for Science
Education exposed the Discovery Institute's "Bibliography of Supplementary
Resources for Ohio Science Instruction" as a systematic misrepresentation of
the scientific literature that it cites.

The Bibliography, given by two representatives of the Discovery Institute
which seeks to promote "intelligent design" to the Ohio Board of Education on
March 11, claims that it lists publications that "represent dissenting
viewpoints that challenge one or another aspect of neo-Darwinism (the
prevailing theory of evolution taught in biology textbooks), discuss problems
that evolutionary theory faces, or suggest important new lines of evidence that
biology must consider when explaining origins."

But the authors of the publications disagree. Twenty-six scientists,
representing 34 of the 44 publications listed in the Bibliography, responded to
NCSE's request to evaluate the Discovery Institute's description of their work.
More than half of them regarded it as inaccurate and tendentious. As NCSE asks
in its analysis, "Should the state of Ohio be guided in the development of its
science standards by people who are apparently incapable of reliably and
objectively summarizing the scientific literature?"

NCSE also asked Brian J. Alters, an internationally recognized expert on
science education who holds appointments at Harvard University and McGill
University, where he is the Director of the Evolution Education Research
Centre, to comment on the pedagogical value of the Bibliography. Alters
responded, "Not only is this selection of papers inappropriate for the high
school level, it will likely engender numerous misconceptions among high school
students about the science of evolution  something no science teacher would
want."

"In fact," said Dr. Alan Gishlick of NCSE, "although the publications in the
Bibliography are valuable contributions to the scientific literature, they
provide neither evidence for 'intelligent design' nor evidence against
evolution. The Discovery Institute is simply engaged in 'quote-mining'
searching for passages that it can misrepresent as somehow discrediting
evolution." He added, "If the Discovery Institute were really serious about
improving science education, it would not be fomenting confusion about
evolution."

The National Center for Science Education is a nonprofit organization, based in
Oakland, California, dedicated to defending the teaching of evolution in the
public schools. On the web at www.ncseweb.org. The analysis is available at:

www.ncseweb.org/resources/news/2002/OH/122_intelligent_design_bibliograph_4_5_2
002.asp

---------- End Forwarded Message ----------

***********************************************************************
"There is no adequate defense, except stupidity, against the impact of
a new idea."
-- Percy Williams Bridgman (1882-1961) U. S. physicist, Nobel Prize, 1946

"The hypothesis we accept ought to explain phenomena which we have
observed. But they ought to do more than this: our hypotheses ought to
foretell phenomena which have not yet been observed.'
-- William Whewell (1794-1866) English mathematician, philosopher

"Taken over the centuries, scientific ideas have exerted a force on our
civilization fully as great as the more tangible practical applications
of scientific research."
-- I. Bernard Cohen (1914- ) U. S. historian of science

"Nothing in biology makes sense except in the light of evolution."
-- Theodosius Dobzhansky, 1973
***********************************************************************

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

And a bit more.....

-----Original Message-----
From: Steven A. Edinger [mailto:steven.edinger.1@...]
Sent: Friday, April 05, 2002 4:34 PM
To: Science Education
Cc: AIBS Evolution List Managers; Edinger, William; Elfner, Lynn;
Hummon, William ; Mckenzie, Clarice; McKenzie, Karen; McKenzie, Tom;
McKenzie, Warren; Rovner, Jerome ; Seymour, Merton; Weis, Judy
Subject: Ohio Hoodwinked by Discovery Institute -- Fwd: Analysis of the
Discovery Institutes Bibliography Supporting ...

Sent to many papers in Ohio.  Feel free to forward widely! - Steve Edinger

--- Begin Forwarded Message ---

Date: Fri, 5 Apr 2002 16:29:11 -0500
From: "Steven A. Edinger" <steven.edinger.1@...>
Subject: Ohio Hoodwinked by Discovery Institute -- Fwd: Analysis of the
Discovery Institutes Bibliography Supporting ...
Sender: edingers@...
To: Akron Beacon Journal - Letters <vop@...>, "Belcher, Ellen"
<ellen_belcher@...>, "Cagnetti, Linda" <lcagnetti@...>,
Cincinnati Enquirer - Letters <gnoble@...>, Letters - Cleveland Plain
Dealer <Letters@...>, Letters - Columbus Dispatch <Letters@...>,
Letters - Dayton Daily News <edletter@...>, "Lore, David"
<dlore@...>, "Mangels, John" <Jmangels@...>, "Murray, James A."
<jmurray@...>, This Week News - Letters <editorial@...>,
Toledo Blade - Letters <letters@...>
Cc: "Evens, Skip" <evans@...>
Reply-To: "Steven A. Edinger" <steven.edinger.1@...>
Message-ID: <EXECMAIL.1020405162911.D@... >

Dear Ohio news-writers,

        The following review of the bibliography the Discovery institute
presented to the Ohio Board of Education (OBE) was written in response to a
request from the Ohio Board of Education.  To put it simply, the Discovery
Institute came to Ohio to try convincing the OBE that intelligent design is a
branch of science, not a new form of creationism.  After many years of work
with millions of dollars in support, the best the Discovery Institute could
come up with is a "bait and switch", where they tried passing off 44 papers
about evolution as evidence against evolution. If anybody thought there was a
shred of science in intelligent design, the Discovery Institute has now proven
there is none!

Thank you for your time,

Steve Edinger, M.S.
Physiology Lab Instructor and a founding member of Ohio Citizens for Science

--- Begin Forwarded Message ---

Date: Tue, 2 Apr 2002 00:57:09 -0500
From: "Steven A. Edinger" <steven.edinger.1@...>
Subject: Analysis of the Discovery Institutes Bibliography Supporting Teaching
Intelligent Design in Public the Schools
Sender: edingers@...
To: OBE

                                                        2 April 2002

Dear President Jennifer Sheets, Martha Wise and members of the Ohio Board of
Education,

        I am writing to you as a founding member of Ohio Citizens for Science,
a member of the Ohio Academy of Science, a faculty member in the Department of
Biological Sciences at Ohio University, a citizen of the state of Ohio, a
science educator with a Bachelors of Science in secondary education in biology
and chemistry, and as a Ohio parent and grandparent.

        At the March meeting of the Ohio Board of Education (OBE) I was given a
list of scientific papers compiled by the Discovery Institute of Seattle,
Washington in a document titled "BIBLIOGRAPHY OF SUPPLEMENTARY RESOURCES FOR
OHIO SCIENCE INSTRUCTION".  The bibliography was presented to the Ohio Board of
Education by Drs. Jonathan Wells and Stephen Meyer of the Discovery Institute
at the March 11, 2002 panel discussion concerning whether concept of
intelligent design should be included in Ohio's new science standards.  Dr.
Lawrence Kraus of Case Western Reserve University and Dr. Kenneth Miller of
Brown University both spoke about the necessity of including evolution while
excluding the concept of intelligent design from Ohio's science standards.  The
bibliography was given to OBE, ostensibly, to call into question the validity
of evolution and to support the notion of intelligent design since that was the
point of Drs. Wells' and Meyer's presentation.  To this end, the opening
paragraph of the bibliography includes the statement:

        The publications represent dissenting viewpoints that challenge one or
        another aspect of neo-Darwinism (the prevailing theory of evolution
        taught in biology textbooks), discuss problems that evolutionary theory
        faces, or suggest important new lines of evidence that biology must
        consider when explaining origins.

Ohio Board of Education member Martha Wise gave me the Discovery Institutes
bibliography and asked review the scientific validity of this bibliography. 
This letter is a short, preliminary report on my impressions of the
bibliography.

        I think it is very important to first point out to you that since you
received this document it has been posted on the Discovery Institute's web page
at:
http://www.discovery.org/viewDB/index.php3?command=view&id=1127&program=CRSC%20Responses
In a classic "bait and switch" move, the posted version carries a disclaimer
from the Discovery Institute, which was not part of the document you received.
That disclaimer, quoted in full (italics and bold print in original), reads:

        "The publications are not presented either as support for the theory of
        intelligent design, or as indicating that the authors cited doubt
        evolution. Discovery Institute has made every effort to ensure that the
        annotated summaries accurately reflect the central arguments of the
        publications."

The first sentence is indeed correct as far as it goes.  None of the papers
cited by the Discovery Institute provide any scientific support for the concept
of intelligent design.  None of the authors cited have any scientific doubts
about the scientific validity of the fact organisms are the product of descent
with modifications (evolution), but they do have questions about the
explanations of how that process works, how to investigate the process of
evolution and how much weight needs to be given to the different mechanisms. 
The disclaimer fails to make one important point.  None of the summaries of
these papers or the papers themselves cast doubt on the fact organisms are the
product of descent with modification (evolution).  All of them are using the
process of scientific inquiry to improve our methods of investigating evolution
or our understanding of how evolution works or our understanding of past
evolutionary events. I will return to this point later in greater detail, but
before that accuracy of the second sentence needs to be addressed.

        Since receiving the Discovery Institute's bibliography, I have
contacted a number of colleagues to make contact with the original authors of
these papers.  That task that has been taken up by the National Center for
Science Education (NCSE), which will forward a summary of the authors' comments
to OBE.  Some of the authors may also contact the OBE directly to express their
views.  As of this writing, all the authors who have responded to contacts
renounce the Discovery Institute's misuse of their research.  All of them say
their work does not support intelligent design and does not question that
organisms are the product of descent with modification (evolution).  All of
these papers have, as their goal, a better understanding of how evolution has
occurred and how it continues to occur.

        All of the papers listed below use the original numbering schema from
the Discovery Institute's bibliography.  To try giving an overview of the
papers and how the process of science occurs, the papers can be placed into
several broad categories based on the types of discussions they have:  A.
Questions On and Refinements of methodology; B. Developing a More Powerful
Theory of Evolution; C. Questions About the Historic Pattern of Evolution; D.
Biogenesis; E. Comparing Organisms and Technology.  I will try addressing each
of these in broad terms, while others may respond to the board about the
specifics of individual papers or groups of papers. 

        As an overall perspective, most of the subjects of the papers in the
bibliography and the aspects of evolution they discuss require a thorough
knowledge of biology and biochemistry to understand them.  It is my overall
impression that most of the topics would be much more appropriate for college
juniors, seniors and graduate students, and are not age appropriate for primary
school students.  For example imagine a 10th grade class trying to evaluate the
paper "Did DNA replication evolve twice independently?" (Item 12 by Leipe,
Aravind and Koonon).  Evaluating that paper requires enough knowledge of DNA
replication and biochemistry to be able consider subtle difference in those
mechanisms and decide if they came from one ancestor or show two separate
evolutionary histories.  I question whether the Discovery Institute included
this paper (and others) because they think 10th graders are ready to tackle
this type of material, or if they included it because they think it will cause
students to doubt the validity of evolution.  Since it is well beyond the grasp
of 10th grade students, I am certain they included it simply to try casting
doubt on evolution.

                Questions On and Refinements of Methodology

        This group of papers (see below) seems to mostly be focused on the
methods used by scientists and one or more of the following:  what can and
cannot be done, what does and does not work, problems with and improvements
that can be made in these methods.  Since most of the papers in this group
focus on reconstructing phylogenetic trees (trees showing the evolution from
ancestors to descendents, much like family trees) and the molecular clock, I
will use that to explain what is going on in these papers.

        In principle, biologists want to reconstruct the complete history of
life, including every branch of the evolutionary tree and the exact times that
every species (living and extinct) evolved, lived and went extinct. In practice
we must be more practical, but this does mean that scientists are always
looking for a newer, better method that is able to more accurately and more
thoroughly determine the branches on the tree of life.  That also means no
matter how good our current theories, explanations and data are, scientists are
always seeking ways to make them better.

        The most basic premise of evolution is that plants, animals and all
other organisms have evolved over time, with old organisms giving rise to new
ones.  This fact is written in the stone of the fossil record in which the
oldest life forms are buried first at the bottom of the record and the newest
ones are buried last at the top.  As common experience shows, you have to put
the dirt on the bottom of the pile before you can put it on the top of the
pile, so what ever is buried on the bottom was buried first!  Because of this,
the fossil record has an inherent arrow of time.  As a result of the time
component the fossil record tells us which organisms lived first, second,
third, etc.   Although the fossil record gives us a chronological record of the
history of life on earth the time scale of this clock was difficult to read
until the development of radiometric dating (see "The Age of the Earth" by G.
Brent Dalrymple, Stanford University Press, 1991).  Even with radiometric
dating you often have to date a rock just above and one just below your fossil
of interest, giving a set of endpoint you know the age is within but not the
exact age of the fossil itself.

        On the surface it seems like an easy task to look at the anatomies of
the different organisms, their positions in the fossil record and determine who
evolved from whom (e.g., reconstruct the phylogenetic tree of life).  For the
most part that method has and still does work pretty well.  But there are sound
biological and geological reasons why it does not always work, particularly
when you try getting to a fine level of detail.  Part of the problem is that
the odds of becoming a fossil are very low for all organisms, but the odds are
also very unequal for different organisms.  Freshwater clams, especially those
inhabiting river deltas, have a reasonable shot at becoming fossils (the most
common fossils in Dinosaur National Monument are freshwater clams, which were
living in the mud where the dinosaurs were buried).  Arboreal (e.g., living in
trees) birds are very unlikely to fossilize.  Common animals are more likely to
fossilize than rare ones, etc.  This means the fossil record is a book with
pages missing.  Reading the fossil record gives you the basic story, but you
miss a lot of the details. 

        Another challenge comes from the nature and rates of evolution of
specific characteristics.  All of us know that cockroaches of today look very
much like the cockroaches in the fossil record.  All of us also know
Archaeopteryx, the first unequivocal bird, had teeth, no beak, a long boney
tail and "fingers" on its wings, making it look radically different from
today's birds.  Clearly these two body plans have evolved at different rates,
which in some cases makes it difficult to determine the evolutionary ancestry.
Also, the physical characteristics of organisms sometimes undergo evolutionary
"reversals," sometimes organisms converge on the similar structures, etc. 
Because of these factors, biologists developed sets of rules and methods for
determining how closely related one organism is to another.  Using these rules
requires a good knowledge of anatomy, thorough descriptions of the characters
(features) of organisms, a lot of time and energy and so on.  Isn't there an
easier, quicker, more accurate way to determine the phylogenies and the times
of evolutionary events?  Enter molecular biology as a new tool to reach the
goal of knowing the evolutionary histories of all organisms.

        When molecular biology was first being used to determine the
evolutionary histories of organisms, it was thought or hoped the molecules
would make it simple to determine evolutionary relationships and evolutionary
time scales.  It was thought that DNA would have a series of small changes that
would happen at a fairly constant rate, which gave rise to the concept of "the
molecular clock."  The thrust of these papers is, "Using molecules is not going
to be as easy as we thought, and here are some things to take into
consideration or change."  It turns out that the DNA undergoes evolutionary
"reversals," DNA does not all or always evolve at a constant rate, accidentally
copying duplicate genes allows some radical changes to occur in the "extra"
copy or copies, and some foreign DNA gets inserted into our chromosomes from
viruses!  It turns out the molecular clock for any particular gene does not
necessarily run at a constant pace.  Instead different segments of DNA are
different molecular clocks, running at slightly different speeds.  It might be
appropriate to think of each gene or each segment of DNA as an individual clock
and what that might imply.

        Imagine having 20 clocks in your house before the development of quartz
clocks such as battery operated ones, electric ones, some wind up clocks, a few
100-day clocks, water clocks and a sundial for good measure.  At 9:00 AM this
morning you make sure they are all set to exactly the same time.  In 24 hours
(as measure by your quartz wristwatch) you check the time on all 20 clocks. 
All of them would say it is about 9:00 AM, but probably very few would say it
is exactly 9:00 AM.  But if you take the average of all 20 times you will come
up with a number very close to the correct time of 9:00 AM.  Increase the
number of clocks from 20 to 100 and you will come closer still.  The thrust of
many of these papers is to increase the accuracy of the phylogenies
reconstructed or the time scales determined using molecules (or other methods)
you need to increase the number of molecules considered, or consider both
molecules and physical features (like bones), or increasing the number of
calibration point used from the fossil record, etc. None of them say evolution
cannot be measured by these methods or other methods, none support intelligent
design and none cast doubt on evolution.

1. Ying Cao, Axel Janke, Peter J. Waddell, Michael Westerman, Osamu Takenaka,
Shigenori Murata, Norihiro Okada, Svante Pääbo, and Masami Hasegawa, "Conflict
Among Individual Mitochondrial Proteins in Resolving the Phylogeny of Eutherian
Orders," Journal of Molecular Evolution 47 (1998): 307-322.

2. Simon Conway Morris, "Evolution: Bringing Molecules into the Fold," Cell 100
(2000): 1-11.

9. Trisha Gura, "Bones, molecules...or both?" Nature 406 (2000): 230-233.

10. Michael S. Y. Lee, "Molecular Clock Calibrations and Metazoan Divergence
Dates," Journal of Molecular Evolution 49 (1999): 385-391.

11. Michael S. Y. Lee, "Molecular phylogenies become functional," Trends in
Ecology and Evolution 14 (1999): 177-178.

13. Peter J. Lockhart and Sydney A. Cameron, "Trees for bees," Trends in
Ecology and Evolution 16 (2001): 84-88.

14. David P. Mindell, Michael D. Sorenson, and Derek E. Dimcheff, "Multiple
independent origins of mitchondrial gene order in birds," Proceedings of the
National Academy of Sciences USA 95 (1998): 10693-10697.

15. Paul Morris and Emily Cobabe, "Cuvier meets Watson and Crick: the utility
of molecules as classical homologies," Biological Journal of the Linnean
Society 44 (1991): 307-324.

16. Arcady R. Mushegian, James R. Garey, Jason Martin, and Leo X. Liu,
"Large-Scale Taxonomic Profiling of Eukaryotic Model Organisms: A Comparison of
Orthologous Proteins Encoded by the Human, Fly, Nematode, and Yeast Genomes,"
Genome Research 8 (1998): 590-598.

17. Gavin J. P. Naylor and Wesley M. Brown, "Amphioxus Mitochondrial DNA,
Chordate Phylogeny, and the Limits of Inference Based on Comparisons of
Sequences," Systematic Biology 47 (1998): 61-76.

18. Colin Patterson, David M. Williams, and Christopher J. Humphries,
"Congruence Between Molecular and Morphological Phylogenies," Annual Review of
Ecology and Systematics 24 (1993): 153-188.

19. Michael K. Richardson et al., "There is no highly conserved stage in the
vertebrates: implications for current theories of evolution and development,"
Anatomy and Embryology 196 (1997): 91-106.

20. Kensal E. van Holde, "Respiratory proteins of invertebrates: Structure,
function and evolution," Zoology: Analysis of Complex Systems 100 (1998):
287-297.

                Developing for a More Powerful Theory of Evolution

        New theories are like new computers.  As soon as you get it out of the
box and learn how it works, you want a newer, more powerful one!  The
neo-Darwinian synthesis is not a new theory of evolution.  It is an older but
still very potent one.  The neo-Darwinian synthesis is based on mutations in
individual genes producing variations in those genes (different alleles) and
the dynamics of population genetics that operate on these alleles.  Depending
on the size of the population and the strength of selection operating on the
alleles, either genetic drift (a random process) or natural selection (a
clearly directed process) will play the bigger role in determining which allele
becomes dominant in the population.  All this is the simplified basis for the
modern neo-Darwinian synthesis.

        What the neo-Darwinian synthesis does not do is:  Incorporate
embryology into the theory; encompass the full range of genetic changes
(including the duplication of genes, which allows one copy to take on new
functions); the role of regulatory genes; the role of genetic rearrangements;
consider anatomical restraints; incorporate explanations of how one species
splits into new species (macroevolution) and more.  Theories of how these
processes occur exist in biology, but they have not, for the most part, been
incorporated into the neo-Darwinian synthesis.  The contention here is not that
the neo-Darwinian synthesis is wrong, but rather that it is an old computer
(say an 8086 based machine) and biologists want a new Pentium based computer
(with all the other theories about evolution as components).  That is a rather
daunting task which explains much of why all these separate "theories of
evolution" have not been rolled up into one into one all encompassing "Grand
Unified Theory of Evolution."

        The other point to be made is none of these concerns eliminate or
negate the role of natural selection.  Our understanding of genetics now tells
us there are many more and many more complicated ways to alter genes, producing
genetic variation, than previously thought. Embryology (now called
"developmental biology"), anatomy and biomechanics (how organisms function) now
tell us much more about what is and what is not possible in living things. 
This new knowledge does not change the fact that natural selection will favor
and perpetuate most good "changes" in organisms, extinguish most bad changes,
and that some will survive or be extinguished through good or bad luck (the
role of genetic drift in the neo-Darwinian synthesis).  These papers are
pushing for a newer, more powerful theory of evolution, not suggesting
evolution doesn't happen or that intelligent design should replace it.

8. Douglas H. Erwin, "Early introduction of major morphological innovations,"
Acta Palaeontologica Polonica 38 (1994): 281-294.

21. Kenneth Weiss, "We Hold These Truths to Be Self-Evident," Evolutionary
Anthropology 10 (2001): 199-203.

23. Robert L. Carroll, "Towards a new evolutionary synthesis," Trends in
Ecology and Evolution 15 (2000): 27-32.

24. Douglas Erwin, "Macroevolution is more than repeated rounds of
microevolution," Evolution & Development 2 (2000): 78-84.

25. Scott F. Gilbert, Grace A. Loredo, Alla Brukman, and Ann C. Burke,
"Morphogenesis of the turtle shell: the development of a novel structure in
tetrapod evolution," Evolution & Development 3 (2001): 47-58.

26. Olivier Rieppel, "Turtles as Hopeful Monsters," BioEssays 23 (2001):
987-991.

27. Scott F. Gilbert, John M. Opitz, and Rudolf A. Raff, "Resynthesizing
Evolutionary and Developmental Biology," Developmental Biology 173 (1996):
357-372.

28. George L. Gabor Miklos, "Emergence of organizational complexities during
metazoan evolution: perspectives from molecular biology, palaeontology and
neo-Darwinism," Mem. Ass. Australas. Palaeontols. 15 (1993): 7-41.

29. Neil H. Shubin and Charles R. Marshall, "Fossils, genes, and the origin of
novelty," in Deep Time (2000, The Paleontological Society), pp. 324-340.

30. Keith Stewart Thomson, "Macroevolution: The Morphological Problem,"
American Zoologist 32 (1992): 106-112.

31. Bärbel M.R. Stadler, Peter F. Stadler, Günther P. Wagner, and Walter
Fontana, "The Topology of the Possible: Formal Spaces Underlying Patterns of
Evolutionary Change," Journal of Theoretical Biology 213 (2001): 241-274.

32. Günther P. Wagner, "What is the Promise of Developmental Evolution? Part
II: A Causal Explanation of Evolutionary Innovations May Be Impossible,"
Journal of Experimental Zoology (Mol Dev Evol) 291 (2001): 305-309.

                Questions About the Historic Pattern of Evolution

        It has been presumed, beginning at least as far back as with Darwin,
that there is one ancestral lineage of life that all living things have evolved
from.  The presumption is logical, but is it correct?  According to these
authors, not necessarily.  But lets stop for a moment and think about this. 
Suppose these authors are correct, and life originated with several different
organisms, which then may have crossed or combine somehow to form new
organisms, giving rise to all of us here on earth.  How could that be taken as
evidence against evolution?  In fact, what it would do is show the process of
evolution and history of life is much more complicated than we thought.  Is
there any reason to think separate organisms could combine to form new
organisms?  All of us know about lichens, which are made up of two different
symbiotic organisms (fungus and algae) that function as one organism, but the
story does not stop there!

        All of our cells and the cells of all plants and animals contain
mitochondria, which supply most of our energy.  Those mitochondria used to be
bacteria living in the cells of very ancient ancestors of ours.  Although our
mitochondria started out as a parasite in a host, or as some kind of symbiotic
relationship, the two originally separate organisms are now blended into one
organism.  We cannot live without our mitochondria, and preparations of
isolated mitochondria do not live long without us.  Every green plant you see,
except cyanobacteria (blue-green algae), contain chloroplasts, which use to be
bacteria or bacteria like organisms living in the ancient ancestors of all
green plants.  Not only can different organisms be combined into a new one, we
know for certain that it has happened and that our own ancestors were two
different organisms who are now "blended" into one!  As before, none of these
papers cast doubt on evolution or provide support for intelligent design. 
Instead they are asking questions about how the process of evolution occurs and
proposing new explanations.  Time, research and peer review will tell if they
are correct or not!

3. W. Ford Doolittle, "Tempo, Mode, the Progenote, and the Universal Root," in
W. Fitch and F. Ayala, eds., Tempo and Mode in Evolution (Washington, DC:
National Academy Press, 1995), pp. 3-24.

4. W. Ford Doolittle, "At the core of the Archaea," Proceedings of the National
Academy of Sciences USA 93 (1996): 8797-8799.

5. W. Ford Doolittle, "Uprooting the Tree of Life," Scientific American,
February 2000, pp. 90-95.

6. W. Ford Doolittle, "Phylogenetic Classification and the Universal Tree,"
Science 284 (1999): 2124-2128.

7. W. Ford Doolittle, "The nature of the universal ancestor and the evolution
of the proteome," Current Opinion in Structural Biology 10 (2000): 355-358.

12. Detlef D. Leipe, L. Aravind, and Eugene V. Koonin, "Did DNA replication
evolve twice independently?" Nucleic Acids Research 27 (1999): 3389-3401.

22. Carl Woese, "The universal ancestor," Proceedings of the National Academy
of Sciences USA 95 (1998): 6854-6859.

                        Biogenesis

        Biogenesis (the origin of life from nonliving constituents) is probably
the area of the history of life on earth that biologists and biochemist know
the least about, but the amount of knowledge increases each year.  Studying
biogenesis has been a part of science for a long time, even before the Stanley
Miller experiments, and biogenesis has been an accepted part of scientific
study for a long time.  My college biochemistry text ("Biochemistry" by Albert
R. Lehninger, 1970, 1975) included a chapter titled "The Origin of Life", and
Lubert Stryer's new edition of "Biochemistry" contains two chapters on
evolution (chapter 2, "Biochemical Evolution" and chapter 7, "Exploring
Evolution").  Because there is much we do not know about biogenesis the
response of the intelligent design movement and other creationists toward
accepting biogenesis is, "We don't know much about biogenesis and the data on
biogenesis are limited, therefore we should offer a supernatural explanation
with no data as an alternative."  I am not sure what to call that idea, but it
certainly is not a scientific approach or argument!

        The papers given below seem to be largely framing the question of
biogenesis and how to approach studying it.  What conditions must exist for it
to occur?  How might that have occurred on earth?  What is the minimum number
of components needed to have a functioning organism?  How could interesting
chemistry be organized into life?  In the past viruses slightly blurred the
line between life and "non-life".  Viruses have a number of the properties we
associate with living things, but not all of them.  Viruses contain DNA or RNA,
they can reproduce inside cells, they have some simple chemical responses,
allowing them to infect cells, but they do not have any metabolism of their
own.  Most scientists say viruses are not living organisms, but if what they do
is not life then what do we call it?  As we learn more about prions the
difference between interesting chemistry and life becomes even more difficult
to define.

        As the cause of "mad cow disease", as disease which can infect and kill
humans, prions have become of great interest to biologists and medical
researchers.  Prions are proteins that, under favorable conditions, can somehow
replicate themselves.  I do not know of any biologist who classifies prions as
living, but they do have some of the characteristics defining life. But is
there something that a protein that, under the right conditions can replicate
itself, might tell us about the early biochemical evolution of living things
from nonliving ones?  Can prions tell us something about how the prebiotic
constituents of life may have behaved and how that behavior led to living
things?  At this point I do not think anybody knows, but the possibilities are
absolutely intriguing!

        All of these papers are trying to advance our understanding of
biogenesis, the origin of living things from nonliving constituents.  None of
the papers listed below call into question evolution.  In particular they do
not call into question the evolution of life from nonliving components.  None
of them support intelligent design.  All of these papers are beyond the grasp
of primary school students, and the general topic of biogenesis needs to be
discussed at a level appropriate from primary school students, who have not had
biochemistry or college level courses in molecular and cellular biology. 
Biogenesis should be part of Ohio's science standards, but it needs to be
taught at a level appropriate for primary school students.

35. David W. Deamer, "The First Living Systems: a Bioenergetic Perspective,"
Microbiology and Molecular Biology Reviews 61 (1997): 239-261.

36. Michael J. Katz, Templets and the explanation of complex patterns,
Cambridge: Cambridge University Press, 1986.

37. Claire M. Fraser et al., "The Minimal Gene Complement of Mycoplasma
genitalium," Science 270 (1995): 397-403.

38. Clyde A. Hutchison et al., "Global Transposon Mutagenesis and a Minimal
Mycoplasma Genome," Science 286 (1999): 2165-2169.

39. Eugene V. Koonin, "How Many Genes Can Make a Cell: The Minimal-Gene-Set
Concept," Annual Review of Genomics and Human Genetics 1 (2000): 99-116.

40. Jack Maniloff, "The minimal cell genome: 'On being the right size,'"
Proceedings of the National Academy of Sciences USA 93 (1996): 1004-1006.

41. Arcady R. Mushegian and Eugene V. Koonin, "A minimal gene set for cellular
life derived by comparison of complete bacterial genomes," Proceedings of the
National Academy of Sciences USA 93 (1996): 10268-10273.

42. Scott N. Peterson and Claire M. Fraser, "The complexity of simplicity,"
Genome Biology 2 (2001): 1-7.

43. Leslie E. Orgel, "Self-organizing biochemical cycles," Proceedings of the
National Academy of Sciences 97 (2000): 12503-12507.

44. Eörs Szarthmáry, "The evolution of replicators," Philosophical Transactions
of the Royal Society of London B 335 (2000): 1669-1676.

                Comparing Organisms and Technology

        It is difficult to understand why the papers by Philip Ball (2001) and
Rodney Brooks (2001) were included in this bibliography.  Although the papers
are very interesting they can be summarized, in an oversimplified way, as
saying:  Living things are more than the sum of their parts, engineers can
learn a lot from the natural "manufacturing" of organisms, the complexity and
functioning of organisms is impressive, or perhaps better put, stunning.  I do
not know of any biologist who would disagree with any of these contentions, but
these contentions do not in and of themselves imply or require an intelligent
designer.  Neither paper suggests invoking intelligent design because of these
points, nor do they suggest these points argue against evolution.  The only
apparent reason for including these two papers is to convince the board that
scientists find the function of organisms impressive (which we do) and then
convince the board to jump to the conclusion, "Therefore it must have been
intelligently designed." 

        But this intellectual jump fails as science because for intelligent
design to be concluded it must be demonstrated by measurable, quantifiable
data.  Nobody has developed a method to measure design.  There is no meter
stick or beaker or spectrophotometer that measures design and no unit that
design is measured in.  This is in sharp contrast to the world of engineering,
where clear criteria for measuring design of human products does exist: Will
this bridge stand up to an earthquake of 6.0 on the Richter scale?  Is this
pipe strong enough to hold the pressure of the fluid it contains?  Can we build
a machine to produce parts with less than a 0.01% failure rate for a reasonable
cost?  Etc.

        Instead design in nature, like beauty, is a feeling or perception or
belief.  As such, it is outside of the realm of science, which is based on
things that can be measures and quantified.  But belief in or a spiritual
perception of intelligent design is in the realms of philosophy, theology and
culture.  When intelligent design is properly framed as a philosophical or
theological belief it does not pretend to be science and is not loaded with
antievolution statements then intelligent design is in a form that is an
excellent topic for a comparative religions class or better yet, a class in
comparative world cultures.  For the State of Ohio and Ohioans to be leaders in
the global market we need to better understand the other people on the globe,
including what they think, what they believe and their cultures.  Beliefs in
the importance of the earth and life on earth are central in most cultures,
including our own.  For example, Native American religions have deeply
spiritual beliefs about the beauty and value of all parts of the earth and all
her inhabitants.  Those beliefs and values enrich Native American culture and
our knowledge of them has enriched the American culture.  Thomas Aquinas,
Paley, Augustine and others saw the beauty, power and majesty of nature as a
reflection of the hand of God, which is a wonderful theology but cannot be
measured or evaluated as a science.  Their philosophy and theology is the basis
for the modern intelligent design movement of the Discovery Institute as well
as one of the classic arguments for creationism, putting intelligent design
outside the realm of science.  Examining and discussing these thoughts,
philosophies and beliefs along with the thoughts, philosophies and beliefs of
other cultures would be an excellent topic for a class in comparative cultures
as long as such a class was not seen and used as a "back door" mechanism
opening the classroom to teaching intelligent design or other forms of
creationism.

33. Philip Ball, "Life's lessons in design," Nature 409 (2001): 413-416.

34. Rodney Brooks, "The relationship between matter and life," Nature 409
(2001): 409-411.

                        Conclusion

        All working scientists seek out areas in science where our knowledge is
incomplete (typically referred to as "problems") to investigate and hopefully
solve or at least help define the scope and methods for studying the problem. 
As a result, the typical scientific papers written about research projects
begin by reviewing the literature and defining the problem to be investigated.
Review papers, another type of scientific paper, attempt to summarize what is
known about a field, but more importantly what is not known or where the field
is weak and in need of further research.  The goal of review papers is to nudge
fellow scientists toward working on areas that are not fully understood
hopefully to gain a better understanding of that area of the field.

        What it appears the Discovery Institute has done is to carefully lift
quotes where scientists talk about weakness in the field or areas needing more
research and misused them to imply to the Ohio Board of Education that they
show evolution is a failing theory.  Members of the Discovery Institute hate to
be compared to creationists, but misquoting scientists or quoting them out of
context to try making scientists work say the opposite of what it actually says
is the same tactic practiced by creationists, such as Duane Gish of the
Institute for Creation Research.  Scientists working at any reputable institute
would be investigated for academic misconduct and blacklisted by granting
agencies for doing what the Discovery Institute has done with this document. 

        To quote the disclaimer that was omitted from the bibliography given to
OBE, "The publications are not presented either as support for the theory of
intelligent design, or as indicating that the authors cited doubt evolution." 
One does not need to be a biochemist or molecular biologist to recognize that
the Discovery Institute intentionally misled the Ohio Board of Education by
giving you this bibliography at a panel discussion where their stated purpose
was to convince the Ohio Board of Education of the validity of intelligent
design and the weakness of evolution.  The Discovery Institute has been in
operation for many years with very generous endowments.  What should be
absolutely clear to the board is that if intentionally deceiving board members
with other peoples' research is the best they can come up with to sell their
position then they have no standing and nothing of validity to make there case
with.  The notion that intelligent design is science deserves and needs to be
soundly rejected and barred from Ohio's public schools' science classrooms by
the Ohio Board of Education.

I remain at your service on this issue,

Steven A. Edinger, M.S.
Physiology Lab Instructor

Please see the Ohio Citizens for Science's web page at:

http://ecology.cwru.edu/ohioscience/

*************************************************************************
"There is no adequate defense, except stupidity, against the impact of
a new idea."
-- Percy Williams Bridgman (1882-1961) U. S. physicist, Nobel Prize, 1946

"The hypothesis we accept ought to explain phenomena which we have
observed. But they ought to do more than this: our hypotheses ought to
foretell phenomena which have not yet been observed."
-- William Whewell (1794-1866) English mathematician, philosopher

"Taken over the centuries, scientific ideas have exerted a force on our
civilization fully as great as the more tangible practical applications
of scientific research."
-- I. Bernard Cohen (1914- ) U. S. historian of science

"Nothing in biology makes sense except in the light of evolution."
-- Theodosius Dobzhansky, 1973
*************************************************************************

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

--- End Forwarded Message ---

Please see the Ohio Citizens for Science's web page at:

http://ecology.cwru.edu/ohioscience/

*************************************************************************
"There is no adequate defense, except stupidity, against the impact of
a new idea."
-- Percy Williams Bridgman (1882-1961) U. S. physicist, Nobel Prize, 1946

"The hypothesis we accept ought to explain phenomena which we have
observed. But they ought to do more than this: our hypotheses ought to
foretell phenomena which have not yet been observed."
-- William Whewell (1794-1866) English mathematician, philosopher

"Taken over the centuries, scientific ideas have exerted a force on our
civilization fully as great as the more tangible practical applications
of scientific research."
-- I. Bernard Cohen (1914- ) U. S. historian of science

"Nothing in biology makes sense except in the light of evolution."
-- Theodosius Dobzhansky, 1973
*************************************************************************

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

--- End Forwarded Message ---

Please see the Ohio Citizens for Science's web page at:

http://ecology.cwru.edu/ohioscience/

*************************************************************************
"There is no adequate defense, except stupidity, against the impact of
a new idea."
-- Percy Williams Bridgman (1882-1961) U. S. physicist, Nobel Prize, 1946

"The hypothesis we accept ought to explain phenomena which we have
observed. But they ought to do more than this: our hypotheses ought to
foretell phenomena which have not yet been observed."
-- William Whewell (1794-1866) English mathematician, philosopher

"Taken over the centuries, scientific ideas have exerted a force on our
civilization fully as great as the more tangible practical applications
of scientific research."
-- I. Bernard Cohen (1914- ) U. S. historian of science

"Nothing in biology makes sense except in the light of evolution."
-- Theodosius Dobzhansky, 1973
*************************************************************************

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

--- End Forwarded Message ---

Please see the Ohio Citizens for Science's web page at:

http://ecology.cwru.edu/ohioscience/

*************************************************************************
"There is no adequate defense, except stupidity, against the impact of
a new idea."
-- Percy Williams Bridgman (1882-1961) U. S. physicist, Nobel Prize, 1946

"The hypothesis we accept ought to explain phenomena which we have
observed. But they ought to do more than this: our hypotheses ought to
foretell phenomena which have not yet been observed."
-- William Whewell (1794-1866) English mathematician, philosopher

"Taken over the centuries, scientific ideas have exerted a force on our
civilization fully as great as the more tangible practical applications
of scientific research."
-- I. Bernard Cohen (1914- ) U. S. historian of science

"Nothing in biology makes sense except in the light of evolution."
-- Theodosius Dobzhansky, 1973
*************************************************************************

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

If I were still teaching, Ann, I'd sure look into that.  It sounds
fascinating!
Lloyd

-----Original Message-----
From: chronicle-community@...
[mailto:chronicle-community@...]
Sent: Monday, April 08, 2002 11:49 AM
To: chronicle-community@...
Subject: 4/8/2002 Chronicle Report on Community Colleges

The Chronicle of Higher Education's
Weekly Report on COMMUNITY COLLEGES
_________________________________________________________________

Here is news of interest to community colleges from our
April 12 issue.
_________________________________________________________________

TOP STORIES:

*  STREAMLINING: City Colleges of Chicago is restructuring its
   work force by outsourcing tasks formerly done by counselors
   and information-technology employees.
   --> SEE http://chronicle.com/weekly/v48/i31/31a03001.htm

*  LAWSUIT PROCEEDS: The U.S. Supreme Court allowed an adjunct
   professor to sue a community college in Kentucky over freedom
   of speech. The professor had lost his job for using slurs in
   a classroom discussion about offensive communication.  
   --> SEE http://chronicle.com/weekly/v48/i31/31a02602.htm

*  PAY RAISES A BIT SLIMMER: The median salary increase for
   college administrators outpaced inflation for the fifth year
   in a row but was slightly lower than last year, an annual
   survey reported. Increases for community-college
   administrators dropped to 4.1 percent from 4.2 percent.
   --> SEE http://chronicle.com/weekly/v48/i31/31a03203.htm

*  JUST TELL ME: A growing number of colleges are using
   "instant" admissions programs to let applicants know whether
   they have been accepted.
   --> SEE http://chronicle.com/weekly/v48/i31/31a03901.htm

*  OUT IN KENTUCKY: The state's public-college coordinating
   board voted to remove Gordon K. Davies as its chief
   executive.
   --> SEE http://chronicle.com/weekly/v48/i31/31a02901.htm

*  E-RATE DECISIONS POSTPONED: Southern states have put off
   considering a request that they offer tuition breaks to
   out-of-state students who take online courses from state
   universities.
   --> SEE http://chronicle.com/weekly/v48/i31/31a03701.htm

_________________________________________________________________

ALSO OF INTEREST TO COMMUNITY COLLEGES:

*  TO WHAT EFFECT: As college-desegregation litigation nears an
   end, some observers are beginning to ask whether much
   progress has been made.
   --> SEE http://chronicle.com/weekly/v48/i31/31a02801.htm

*  RECESS APPOINTMENT: President Bush bypassed Congress to
   appoint Gerald A. Reynolds as head of the Education
   Department's Office for Civil Rights.
   --> SEE http://chronicle.com/weekly/v48/i31/31a02603.htm

*  WINDFALLS GO UNCLAIMED: Fewer than 1,200 of 5,800 eligible
   students came forward to collect $750 payments in a
   settlement between the Oklahoma State Regents for Higher
   Education and the plaintiffs in a class action.
   --> SEE http://chronicle.com/weekly/v48/i31/31a02402.htm

*  MOONLIGHTING UNDERGROUND: Many professors who work for
   Kennedy-Western University are proud to do so, but some
   hide it.
   --> SEE http://chronicle.com/weekly/v48/i31/31a03501.htm

*  SHUNNING REGULATION: Kennedy-Western University has a
   history of flirting with accreditation but failing to earn
   it.
   --> SEE http://chronicle.com/weekly/v48/i31/31a03502.htm
_________________________________________________________________

JOBS:

Our Career Network has new positions available daily at community
colleges, plus advice columns and job-market news.
   --> SEE http://jobs.chronicle.com/cc_index.php
_________________________________________________________________

You can find all of The Chronicle's community-college news on our
special Web page just for community colleges at:
http://chronicle.com/cc

And for all the news of higher education, be sure to visit our
home page at: http://chronicle.com
_________________________________________________________________

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your password, or make other changes in your account information,
you can do so online at:
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Copyright (c) 2002 The Chronicle of Higher Education Inc.

-----Original Message-----
From: Giacobbe, John [mailto:JGiacobbe@...]
Sent: Monday, April 08, 2002 12:41 PM
To: ANTHRO-L@...
Subject: [ANTHRO-L] First Call for Papers: Arizona Archaeological
Council Spring Meet ing

FIRST CALL FOR PAPERS
Arizona Archaeological Council Spring Meeting
Pueblo Grande Museum, Phoenix, Arizona
Friday, May 31st and Saturday, June 1st, 2002

What: AAC Spring Meeting 2002:
         Spring Conference with Open Research Theme
         AAC Board Meeting

Where: Pueblo Grande Museum, Phoenix

When: Friday May 31st and Saturday June 1st
        Friday, 10-12 AM AAC Board Meeting
        Friday, 1-4 PM Conference Sessions
        Saturday, 9-12 AM and 1-4 PM Conference Sessions

The AAC is pleased to announce its Spring Board Meeting and Conference, to
be held at the Pueblo Grande Museum, in Phoenix, Arizona, on Friday, May
31st and Saturday, June 1st, 2002.

We are departing from the recent trend of specialized topics and holding an
open themed research conference. Virtually anything goes. Students, both
undergraduates and graduates, are especially encouraged to present papers.
Papers summarizing current thesis and dissertation research, as well as
cultural resource management projects are also encouraged.

We are hoping to gather a wide variety of speakers to present a
cross-section of the archaeological and historical research going on in
Arizona. This might include field reports, summary SAA presentations,
anecdotal observations, or even essays on a research topic close to your
heart.

Please submit your paper title, list of authors, and abstract by May 17th,
2002. You can submit by email or by hard copy but email is preferred. Please
include information on anything you might need for your presentation. We
will have an overhead, slide projector and screen available.

Send your information to:
John Giacobbe
jgiacobbe@...

or mail to:
John Giacobbe
Environmental and Archaeological Sciences
Stantec Consulting, Inc.
8211 South 48th Street
Phoenix, Arizona, 85044-5355

More detailed information about this year's meeting will be out shortly, and
will be presented on our webpage, at:

http://www.arizonaarchcouncil.org/

and

http://www.arizonaarchcouncil.org/SpringConference2002.html

John A. Giacobbe, RPA
Archaeology & Environmental Science
Stantec Consulting, Inc.
8211 South 48th St., Phoenix, AZ  85044-5355, USA
Voice: (602)438-2200 - Fax: (602)431-9562
email: jgiacobbe@...
http://www.nakedscience.org

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Stll more Ohio/ Intelligent Design debate goings on.

-----Original Message-----
From: Steven A. Edinger [mailto:steven.edinger.1@...]
Sent: Tuesday, April 09, 2002 12:15 AM
To: Science Education
Cc: Elfner, Lynn; Hummon, William ; Rovner, Jerome
Subject: Science Education

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Dear Colleagues,

        This is the Discovery Institute's response to the National Center for
Science Education's critique of their bibliography.  This could well be the most
dishonest document put out by the Discovery Institute to date.  Reading it will
make you mad, it made me very angry!

Best wishes,

Steve Edinger

QUESTIONS AND ANSWERS ABOUT THE DISCOVERY INSTITUTE'S BIBLIOGRAPHY OF
SUPPLEMENTARY RESOURCES FOR OHIO SCIENCE INSTRUCTION

The Discovery Institute
Seattle, Washington

        The National Center for Science Education (NCSE) recently accused the
Discovery Institute (DI) of providing the Ohio Board of Education with a
"misleading" bibliography that (1) "misrepresents the significance of the
publications," is (2) "inaccurate and tendentious," and (3) "fails to provide
any principled basis for the selection of the publications."  These charges are
not only groundless, but are a malicious distortion of the public record.  The
Supplementary Bibliography accurately describes the content of the articles it
cites, as reading the articles themselves will demonstrate.  Furthermore, the
Bibliography highlights points and arguments stressed by the authors
themselves, as stated plainly in their abstracts, opening paragraphs, or
conclusions.  The educational value of the articles is self-evident.

        We have organized our reply to their accusations into a series of
questions and answers.  Full documentation is provided in the endnotes and
Appendix.

        First, a brief summary of the controversy.  On Monday, March 11, 2002,
Stephen Meyer and Jonathan Wells of the DI debated Professors Kenneth Miller
and Lawrence Krauss before the Ohio Board of Education and a large public
audience.  At that debate, Meyer and Wells submitted a 22-page "Bibliography of
Supplementary Resources for Ohio Science Instruction," comprising journal
articles, books, or monographs of relevance to the teaching of biology and
evolution in public school classrooms.  On Friday, April 5, 2002, the NCSE
released on its web page a 15-page critique of this bibliography, using
information gathered from a questionnaire sent to a selected group of the
scientists or authors cited in the Bibliography.  In that questionnaire, the
NCSE asked the scientists if they thought their work provided (1) "scientific
evidence for intelligent design" or "scientific evidence against evolution,"
(2) if the Supplementary Bibliography accurately summarized their publications,
and (3) if their publications were appropriate for use in high school science
instruction.

        The NCSE analysis, however, maliciously distorts both the content of
the Supplementary Bibliography, and what was said about the Bibliography by DI
fellows Meyer and Wells.

        1. Did the Supplementary Bibliography say that the authors of the cited
articles thought they were providing "scientific evidence for intelligent
design?"

        No.  This statement was contrived by the NCSE.  It is a complete
fabrication.

        Neither the Bibliography itself, or Meyer and Wells, ever claimed that
the articles were written to support intelligent design.  In their public
spoken comments, Meyer and Wells said that the Bibliography contained "some 40
peer-reviewed articles that question aspects or key tenets of Darwinian theory"
(Meyer) or that are relevant to questions about "the adequacy of Darwinian
evolution" (Wells).  In an opinion column for the Cincinnati Inquirer, Meyer
wrote that the articles in the Bibliography "raise significant challenges to
key tenets of Darwinian evolution."  We stand by these statements.

        2. Did the Supplementary Bibliography say that the cited articles
"provide scientific evidence against evolution?"

        No.  Again, this statement was contrived by the NCSE.  It's another
fabrication.

        "Evolution" is a very broad term, which can mean anything from simply
"change over time" (a fact accepted by intelligent design theorists as well as
neo-Darwinian biologists) to the particular theory of neo-Darwinism, described
in biology textbooks.  The Bibliography carefully states that the articles it
cites bear on the theory of neo-Darwinism (see below), and Meyer and Wells
consistently said this as well.  "Evolution" is far too broad or imprecise a
term in this context, which is why neither the Bibliography, or Meyer and
Wells, used it.

        3. Then what did the Supplementary Bibliography actually say about the
articles?

Only this:

        The publications represent dissenting viewpoints that challenge one or
another aspect of neo-Darwinism (the prevailing theory of evolution taught in
biology textbooks), discuss problems that evolutionary theory faces, or suggest
important new lines of evidence that biology must consider when explaining
origins.

        Note again that there is no mention here either of "evidence for
intelligent design" or of "scientific evidence against evolution" - phrases
spun from nothing by the NCSE.  If the scientists who answered the NCSE
questionnaire, therefore, said that their work neither provided "evidence for
intelligent design" or "against evolution," they said no more or less than what
the Supplementary Bibliography itself had already stated.  The NCSE has erected
a straw man.

        Given how the NCSE has distorted what the Supplementary Bibliography
did say, the introductory sentence above (in italics) bears careful analysis. 
"Neo-Darwinism" is a particular theory of evolution - not identical to
"evolution" itself - according to which all living things have descended from a
common ancestor mainly through the process of natural selection acting on
randomly arising genetic variation.  Key aspects or tenets of neo-Darwinism, as
presented in biology textbooks, include such claims as:

        · the sufficiency of small-scale random variation and natural selection
to explain major changes in organismal form and function;
        · the equivalence, given enough time, of the processes of micro-and
macroevolution;
        · the usefulness of "molecular clocks" to determine historical
branching points between species;
        · the existence of a single Tree of Life, with its roots in a Last
Universal Common Ancestor (IUCA);
        · the congruence or matching of evolutionary trees (i.e., phylogenies)
derived from morphological and molecular evidence;
        · the appearance, in embryology, of a conserved stage revealing the
common ancestry of all vertebrates;

        The publications cited in the Supplementary Bibliography, organized
under the headings of "Questions of Pattern" and "Questions of Process," do in
fact challenge one or another of these aspects of neo-Darwinism.  In most
cases, as reading the articles themselves will demonstrate, these challenges
are stated plainly by the authors in their abstracts, opening paragraphs, or
conclusions.

        Consider, for example, the article "Trees for bees," by Peter Lockhart
and Sydney Cameron.  We shall consider this case in some detail, because it is
precisely in the details that a vigorous defense of the Bibliography's accuracy
can be found.

        "Trees for bees," from the journal Trends in Ecology and Evolution,
describes the difficulty of constructing a consistent phylogeny (i.e.,
evolutionary history, or "family tree") for the social bees.  Here is that
article's abstract, in its entirety:

        Controversy over the origins and evolution of social behavior in the
major groups of social bees (the corbiculate bees) has fuelled arguments over
different approaches for building evolutionary trees.  However, the application
of different analytical methodologies does not explain why molecular and
morphological data suggest strikingly different hypotheses for the origin of
ensociality in bees.  Determining the phylogenetic root is expected to help
resolve the question of the social evolution of corbiculate bees.  However,
this requires that the long branch attraction problem is overcome.  This
phenomenon affects both molecular and morphological data for corbiculate bees.

        Here, in its entirety, is what the Supplementary Bibliography said
about the same article:

        The relationships of the four major groups of bees (the highly eusocial
honey bees, the stingless bees, the bumble bees, and the solitary orchid bees)
presents a classic challenge to evolutionary analysis.  Lockhart (Massey
University, New Zealand) and Cameron (the University of Arkansas) explain that
"molecular and morphological data have suggested strikingly different
phylogenetic relationships among corbiculate bee tribes" (pp. 84-85), an
unresolved problem that they conclude does not stem from the different methods
used by different investigators trying to reconstruct the history of the bees.
"Disagreement exists because analyses of [DNA] sequences and morphology suggest
different hypotheses, and not because researchers have used different criteria
for building and testing evolutionary trees" (p. 87).

        The adjective "classic," employed in the Supplementary Bibliography,
comes from Lockhart and Cameron themselves.  Under the heading "Building trees
for bees: a classic problem," they wrote:

        The corbiculate bee phylogeny represents a classic example of an
evolutionary tree model in which the juxtaposition of long external branches
and a short internal branch (Fig. 2a) makes it difficult to place outgroups
correctly.  With this tree shape, the root and direction of evolution are
difficult to determine.  (p. 84)

        In short, the Supplementary Bibliography is entirely accurate in what
it says about this article.

        Nevertheless, in response to the NCSE questionnaire, Peter Lockhart
wrote that "I don't think it [the summary] is a good representation of our work
- our work does not present 'a classic challenge to evolutionary analysis'."

        But this is nonsense.  The Supplementary Bibliography did not invent
the phrase "classic challenge" from thin air.  Rather, "classic challenge" is
nearly identical restatement of Lockhart's own terms, "classic problem" and
"classic example."  Furthermore, in context, "evolutionary analysis" means the
problem of finding a finding a congruent evolutionary history - again, exactly
the research difficulty described in "Trees for bees."  Thus, Lockhart's
objections to the Supplementary Bibliography summary carry no weight
whatsoever.  The language of that summary meticulously follows his own.

        Indeed, every case of misrepresentation claimed by the NCSE dissolves
completely on close inspection.  (See the Appendix for a detailed, case-by-case
analysis of the claims of misrepresentation.)

        4.Then why are these scientists so upset about the Supplementary
Bibliography?

        In three words: fear, intimidation, and politics.

        Scientific accuracy is not the real issue.  Rather, the Supplementary
Bibliography was submitted to the Ohio Board of Education by Stephen Meyer and
Jonathan Wells, senior fellows at the Discovery Institute, during a
widely-publicized debate about how to teach biology in Ohio public schools.  As
proponents of intelligent design and openness in scientific education, both
Meyer and Wells (and the intelligent design community in general) have become
focal points for loud criticism by the evolutionary establishment.

        One can understand how members of that establishment would prefer not
to have their scientific publications cited by the Discovery Institute, or
included in the Supplementary Bibliography.  But the scientific literature
belongs to no one - or, to put it another way, the scientific literature
belongs to everyone: other scientists, teachers, students, interested
laypeople.  Philosophical opposition to the theory of intelligent design
provides no grounds for censoring or limiting access to that literature.

        So what can teachers and students discuss in their classrooms?  One can
see the issue of the Supplementary Bibliography as a test case about how the
evolutionary establishment would like to run science education in Ohio.  Is the
scientific literature going to be locked away from teachers and students, to be
dispensed in ideologically controlled packages unlikely to upset the status quo?

        Or will teachers and students be able to explore the issues with real
intellectual freedom?

        The NCSE questionnaire was deliberately inflammatory, prefacing its
presentation of the Supplementary Bibliography summaries with statements about
the perceived political goals of the Discovery Institute.  The statements or
capsule summaries in the Bibliography were not allowed to speak for themselves.

Please see the Ohio Citizens for Science's web page at:

http://ecology.cwru.edu/ohioscience/

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

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"Nothing in biology makes sense except in the light of
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******************************************************
"Nothing in biology makes sense except in the light of
evolution."  Theodosius Dobzhansky, 1973
******************************************************

-----Original Message-----
From: Barker, Heather [mailto:HBarker@...]
Sent: Tuesday, April 09, 2002 3:40 PM
To: ANTHRO-L@...
Subject: [ANTHRO-L] FULBRIGHT SCHOLAR GRANTS, 2003-2004

FULBRIGHT SCHOLAR GRANTS, 2003-2004
The Fulbright Scholar Program is offering 50 lecturing, research, and
lecturing/research awards in Anthropology and Archaeology for the 2003-2004
academic year. Awards for both faculty and professionals range from two
months to an academic year.

While many awards specify project and host institution, there are a number
of open "Any Field" awards that allow candidates to propose their own
project and determine their host institution affiliation. Foreign language
skills are needed in some countries, but most Fulbright lecturing
assignments are in English.

Application deadlines for 2003-2004 awards are:

*  May 1 for Fulbright Distinguished Chair awards in Europe, Canada and
Russia
*  August 1 for Fulbright traditional lecturing and research grants
worldwide

For information, visit our Web site at www.cies.org <http://www.cies.org>.
Or contact:
The Council for International Exchange of Scholars
3007 Tilden Street, N.W. - Suite 5L
Washington, D.C. 20008
Phone: 202-686-7877
E-mail: apprequest@...

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-----Original Message-----
From: Steven A. Edinger [mailto:steven.edinger.1@...]
Sent: Tuesday, April 09, 2002 6:37 PM
To: Science Education
Cc: AIBS Evolution List Managers; Edinger, William; Elfner, Lynn;
Hummon, William ; Mckenzie, Clarice; McKenzie, Karen; McKenzie, Tom;
McKenzie, Warren; Rovner, Jerome ; Seymour, Merton
Subject: Fwd: [from NCSE] Evolution Series to Rebroadcast Nationwide

--- Begin Forwarded Message ---

Dear NCSE Friends & Supporters,

PBS will begin re-broadcasting the groundbreaking series Evolution, beginning
May 14th, with the two hour episode Darwin<RIGHT SINGLE QUOTATION MARK>s Dangerous Idea and then showing
two one hour episodes each consecutive week until June 4th.

Produced by WGBH Boston and Clear Blue Sky Productions, Evolution represents
the most comprehensive, multi-media project about the theory of evolution ever
undertaken. Evolution was launched in September of 2001 on screen, online and
in print.

The complete WGBH press release is available on the NCSE web site in both PDF:

http://www.ncseweb.org/media/4802-Evolution-Press-Release.pdf

And html formats:

http://www.ncseweb.org/media/4802-Evolution-Press-Release.asp

For additional resources visit the Evolution web site.

http://www.pbs.org/wgbh/evolution/

Mark your calendars for May 14th!

Skip Evans
Network Project Director
National Center for Science Education
420 40th St, Suite 2
Oakland, CA 94609
510-601-7203
510-601-7204 (fax)
800-290-6006
evans@...
 http://www.ncseweb.org

NCSE now has a listserve! Sign up now to get regular news from NCSE.
Send:
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Please see the Ohio Citizens for Science's web page at:

http://ecology.cwru.edu/ohioscience/

*************************************************************************
"There is no adequate defense, except stupidity, against the impact of
a new idea."
-- Percy Williams Bridgman (1882-1961) U. S. physicist, Nobel Prize, 1946

"The hypothesis we accept ought to explain phenomena which we have
observed. But they ought to do more than this: our hypotheses ought to
foretell phenomena which have not yet been observed."
-- William Whewell (1794-1866) English mathematician, philosopher

"Taken over the centuries, scientific ideas have exerted a force on our
civilization fully as great as the more tangible practical applications
of scientific research."
-- I. Bernard Cohen (1914- ) U. S. historian of science

"Nothing in biology makes sense except in the light of evolution."
-- Theodosius Dobzhansky, 1973
*************************************************************************

---------------------------------------------------------------------------
Steven A. Edinger, Physiology Lab Instructor

064 Irvine Hall
Department of Biological Sciences               steven.edinger.1@...
Ohio University                                 Office:  (740) 593-9484
Athens, Ohio  45701-2979                        Fax:  (740) 593-0300
---------------------------------------------------------------------------

-----Original Message-----
From: Hugh Jarvis [mailto:hjarvis@...]
Sent: Monday, April 08, 2002 9:32 AM
To: ANTHRO-L@...
Subject: [ANTHRO-L] BelizeSpeleoarchaological Fieldwork Opportunity
[fwd]

[Fyi all. Details below. Hugh]

-----Original Message-----
From: BELIZEMaya@... [mailto:BELIZEMaya@...]
Sent: Monday, April 08, 2002 2:22 AM
Subject: Fieldwork Opportunity--please post!

The Western Belize Regional Cave Project announces its speleoarchaeological
investigations for the summer of 2002!

The Western Belize Regional Cave Project will once again be conducting
archaeological research within various caves in Belize, Central America this
coming summer. This regional study will involve caves in the periphery of the
ancient Maya city of Caracol and caves investigated in previous seasons,
including Actun Chapat (Cave of the Centipede), and Actun Halal (Dart Cave).
 The archaeological material under investigation includes elite burials, stone
monuments, and cave art. The project will focus upon interpreting the myriad
roles of caves in the culture of the ancient Maya. Dr. Jaime Awe of the Belize
Department of Archaeology will be directing the archaeological investigations in
the caves, which will include extensive exploration of cave sites, survey,
mapping of chambers, typing of pottery, artifact tabulation, and data recording.

In addition to tabulation and mapping of numerous cultural remains, the project
will also include laboratory efforts where participants will be exposed to
ceramic and lithic analyses and preliminary analysis of human remains. Lectures
will provide an overview of Maya civilization with a particular focus on
ideology and cosmology relating to the use of caves by prehistoric Maya. This
research program provides an opportunity for participants to experience ancient
Maya archaeology in a hands-on, educational, and exciting jungle setting in
Belize.

Dates:
Session I: June 2-29, 2002
Session II: July 7 August 3, 2002

This Field Research opportunity is also available in two-week sessions:
Session I: June 2-15, 2002
Session II: July 7-20, 2002

Due to the strenuous and dangerous nature of cave reconnaissance it is
imperative that volunteers be in excellent physical condition and at least 18
years of age. Prior spelunking experience is preferred.  Registration fees for
the project are $1050 U.S. per two week session or $1750 for the 1 month field
school, which includes lodging, weekday meals, and transportation to and from
the cave sites. Travel to and from Belize and incidental expenses are the
responsibility of the participant.

For applications and more information all interested parties should respond via
e-mail to Cameron Griffith, Co-Director, at:

BelizeMaya@...

Find us out on the Web!  www.indiana.edu/~belize

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April 10, 2002
W.A. Stewart, Linguist Who Studied Ebonics, Dies at 71
By WOLFGANG SAXON

William Alexander Stewart, a Hawaiian-born Scot who grew up multilingual in California and became an authority on creole languages, in particular Gullah, the West African-flavored speech of of the Sea Islands off South Carolina and Georgia, died on March 25 at Columbia-Presbyterian Center in Manhattan. He was 71 and lived in Manhattan.

The cause was congestive heart failure, according to the City University of New York Graduate Center, where he had been on the faculty since 1973.

A professor of linguistics, he was an early scholar of what has come to be known as ebonics, the nonstandard English many African-American children hear and learn at home. He explored its grammatical differences and how these can lead to misunderstandings in the classroom.

Professor Stewart examined and wrote widely about how this creates testing problems for such children. He argued that certain grammatical peculiarities of the dialect, like "he busy," meaning he's busy right now, and "he be busy," meaning he's always busy, make nonstandard English into a separate language.

Asking its young speakers to express these ideas in standard English simply could not reflect what the pupils intended to say, Professor Stewart argued. He demonstrated that speakers of nonstandard English were, in fact, speaking the remnants of a creole, melding languages of African slaves and the English of American settlers.

Creoles are languages resulting from contact between two different tongues, one of them usually being English, French, Spanish, Dutch or Portuguese. Professor Stewart's particular fascination lay with Gullah, the speech of a dwindling number of rural African-Americans along the Carolina coastal delta, down to the Florida border.

The Gullah "I en bin dey, yall know," for example, translates to "I have not been there, you know." Gullah, a word derived perhaps from Angola, draws to some degree on a mix of West African languages like Ewe, Ibo and Yoruba.

Born in Honolulu to Scottish immigrants, William Stewart grew up speaking four languages: English, Spanish, Portuguese and Hawaiian. He was an Army translator in Frankfurt and Paris in 1952 and graduated in 1955 from the University of California, Los Angeles, where he also received a master's degree in 1958.

After study as a Fulbright scholar at the University of Pernambuco, Brazil, he was recruited as a staff linguist by the Center for Applied Linguistics in Washington in 1960, a job entailing much travel in the Caribbean and Africa. By then he was fluent also in German, French, Dutch, Wolof, Haitian, Papiamento and Gullah, a dialect born in 16th-century Barbados.

In 1965 he proposed that it was not the vocabulary or pronunciation of the African-American vernacular but its grammar that stumped some children with reading problems. Three years later, he became co-director of the Education Study Center in Washington, which helped ghetto children with their reading.

Early in his career, he lectured on Portuguese and Spanish at Georgetown University, taught at Johns Hopkins University and joined the faculty of Teachers College, Columbia University, in 1968.

He started teaching at CUNY in 1973. The Graduate Center named him a full professor in 1984. At CUNY he taught pidgins and creoles, phonetics, sociolinguistics, applied linguistics and forensic linguistics.

Professor Stewart leaves no immediate survivors.

-----Original Message-----
From: Hugh Jarvis [mailto:hjarvis@...]
Sent: Monday, April 15, 2002 9:35 AM
To: ANTHRO-L@...
Subject: [ANTHRO-L] III Congreso Virtual Antropologia y Arqueologia
[fwd]

[My Spanish is minimal, but appears to be an international virtual congress for
anthropologists. Hugh]

-----Original Message-----
From: info@... [mailto:info@...]
Sent: Saturday, April 13, 2002 10:39 AM
To: hjarvis@...
Subject: III Congreso Virtual Antropologia y Arqueologia

*** Noticias de Antropologia y Arqueologia ***

Quiero anunciarles que desde el III Congreso Virtual NAyA -2002
a realizarse en octubre del 2002- pretendemos mostrar no sólo las
temáticas a promover y discutir, sino también plantear las
condiciones sociales y académicas en las cuales se construyen los
procesos de investigación. Estos congresos tienen entre algunos de
sus objetivos buscar un espacio de articulación para apoyar la
difusión de las producciones académicas de los investigadores en
la comunidad, además de impulsar y generar nuevas relaciones
que nos enriquezcan mutuamente.

El contexto en cierto modo determina nuestras tareas, hecho que
se refleja además en nuestras formas de analizar y seleccionar los
problemas que tratamos. No nos podemos aislar sino todo lo
contrario.

Abro desde aquí la discusión con algunas preguntas que entiendo
rondarán este nuevo intercambio:

¿qué temas está tratando la antropología en América Latina?
¿Cuales en el resto del mundo?
¿Cómo nos asomamos a los cambios socio-culturales?
¿Cómo nos afectan las desigualdades sociales? Etc. etc...

Es evidente que los temas que tratan quienes tienen presupuestos
y las necesidades básicas satisfechas son diferentes de quienes
además de realizar estas actividades, deben buscar recursos para
llevarlas a cabo, los primeros pueden darse el lujo de investigar
dedicándose exclusivamente a ello...

Es así que las desigualdades no nos son ajenas: mientras hay
quienes pueden alardear de tener la tecnología de punta e
investigar sobre el tema, otros -nosotros latinoamericanos-
debemos apelar a estos medios para no quedar aislados y lograr
que se divulgue lo que hacemos.

Están los que "naturalmente" publican en papel o en medios
electrónicos porque las instituciones sostienen estas actividades.
Irónicamente aquí se publica en medios electrónicos porque es
mucho más económico y tiene un mayor alcance de difusión.

La antropología tiene mucho que decir sobre nuestras sociedades...
utilicemos estos medios no como un alarde de poseerlos sino para
COMUNICAR. Pretendemos de esta manera que los corralitos
mentales no determinen que la información sólo llegue a unos
pocos mientras el resto mira...

Por esto los invito a presentar sus trabajos a participar de los foros
preparados para este evento a realizarse en octubre del 2002.

Los temas de este año se referirán a:
-Identidad.
-Religión.
-Patrimonio y museos.
-Derechos humanos.
-Salud.
-Educación.
-Políticas socioeconómicas.
-Gestión sociocultural.
-simposio de Arte rupestre.
-simposio de Comunicación social.

La direccion del congreso:
http://www.naya.org.ar/congreso2002/

Envio de ponencias y consultas:
congreso2002@...

Agradezco desde ya la participación y colaboración de todos
ustedes.
Por favor divulguen esta información

Saluda atte.

     Claudia Maria Coceres
     Directora Equipo NAyA
     cmc@...
     Noticias de Antropologia y Arqueologia

>>  Unsubscribe/change your subscription options at:                  <<
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I will be changing positions so could you please send me mail to my home
rather than work address. Thanks, Kathy Day, snowkat@...

> -----Original Message-----
> From: Popplestone, Ann [SMTP:ann.popplestone@...]
> Sent: Friday, April 12, 2002 4:46 AM
> To: SACC-L (E-mail)
> Subject: [SACC-L] NYTimes Obit
>
> April 10, 2002
> W.A. Stewart, Linguist Who Studied Ebonics, Dies at 71
> By WOLFGANG SAXON
>
> William Alexander Stewart, a Hawaiian-born Scot who grew up multilingual
> in California and became an authority on creole languages, in particular
> Gullah, the West African-flavored speech of of the Sea Islands off South
> Carolina and Georgia, died on March 25 at Columbia-Presbyterian Center in
> Manhattan. He was 71 and lived in Manhattan.
>
> The cause was congestive heart failure, according to the City University
> of New York Graduate Center, where he had been on the faculty since 1973.
>
> A professor of linguistics, he was an early scholar of what has come to be
> known as ebonics, the nonstandard English many African-American children
> hear and learn at home. He explored its grammatical differences and how
> these can lead to misunderstandings in the classroom.
>
> Professor Stewart examined and wrote widely about how this creates testing
> problems for such children. He argued that certain grammatical
> peculiarities of the dialect, like "he busy," meaning he's busy right now,
> and "he be busy," meaning he's always busy, make nonstandard English into
> a separate language.
>
> Asking its young speakers to express these ideas in standard English
> simply could not reflect what the pupils intended to say, Professor
> Stewart argued. He demonstrated that speakers of nonstandard English were,
> in fact, speaking the remnants of a creole, melding languages of African
> slaves and the English of American settlers.
>
> Creoles are languages resulting from contact between two different
> tongues, one of them usually being English, French, Spanish, Dutch or
> Portuguese. Professor Stewart's particular fascination lay with Gullah,
> the speech of a dwindling number of rural African-Americans along the
> Carolina coastal delta, down to the Florida border.
>
> The Gullah "I en bin dey, yall know," for example, translates to "I have
> not been there, you know." Gullah, a word derived perhaps from Angola,
> draws to some degree on a mix of West African languages like Ewe, Ibo and
> Yoruba.
>
> Born in Honolulu to Scottish immigrants, William Stewart grew up speaking
> four languages: English, Spanish, Portuguese and Hawaiian. He was an Army
> translator in Frankfurt and Paris in 1952 and graduated in 1955 from the
> University of California, Los Angeles, where he also received a master's
> degree in 1958.
>
> After study as a Fulbright scholar at the University of Pernambuco,
> Brazil, he was recruited as a staff linguist by the Center for Applied
> Linguistics in Washington in 1960, a job entailing much travel in the
> Caribbean and Africa. By then he was fluent also in German, French, Dutch,
> Wolof, Haitian, Papiamento and Gullah, a dialect born in 16th-century
> Barbados.
>
> In 1965 he proposed that it was not the vocabulary or pronunciation of the
> African-American vernacular but its grammar that stumped some children
> with reading problems. Three years later, he became co-director of the
> Education Study Center in Washington, which helped ghetto children with
> their reading.
>
> Early in his career, he lectured on Portuguese and Spanish at Georgetown
> University, taught at Johns Hopkins University and joined the faculty of
> Teachers College, Columbia University, in 1968.
>
> He started teaching at CUNY in 1973. The Graduate Center named him a full
> professor in 1984. At CUNY he taught pidgins and creoles, phonetics,
> sociolinguistics, applied linguistics and forensic linguistics.
>
> Professor Stewart leaves no immediate survivors.
>
>
>
>
> Yahoo! Groups Sponsor
> ADVERTISEMENT
> Click Here!
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>
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This article from The Chronicle of Higher Education
(http://chronicle.com) was forwarded to you from: ann.popplestone@...



   Friday, April 19, 2002



   The Community-College Job Search

   By DANA M. ZIMBLEMAN



   "Supposing is good, but finding out is better." --  Mark Twain

   After serving on four faculty-hiring committees at community
   colleges in three different states, I've come to the
   conclusion that many universities do a poor job of preparing
   graduate students to negotiate all aspects of the academic job
   market. Certainly, departments offer sound advice on how to
   land professorships at four-year institutions, but they fail
   miserably when it comes to helping master's and doctoral
   students understand how to apply for jobs at two-year colleges
   and technical schools.

   On my campus, we have just finished searching for a new
   faculty member in history, and I was truly astonished by how
   many of the 90 applicants didn't have the foggiest notion of
   how to promote themselves as a candidate for our opening.
   Apparently, all of these very well-educated, articulate people
   had never been told that what works in applying for a teaching
   job at a four-year institution is the kiss of death if they're
   applying at a community college. Most applicants had
   impressive credentials, but their applications failed to
   convey that they understood what their jobs duties would be at
   our college. Many seemed to think that our student population
   was composed exclusively of traditional-age undergraduates
   planning to transfer to four-year campuses.

   It pains me to say it, but one reason that graduate-school
   professors offer few helpful insights on the community-college
   job scene is just snobbery and bias. Too many of them view
   community colleges as "education lite." They think "serious
   scholars" would never demean themselves by taking such a
   position in the first place. Their attitudes seep into their
   interactions with anyone working or considering working at a
   community college. I've encountered these views myself, with
   professors asking me, "Why on earth would you want to teach
   there?" Many of these same professors pat themselves on the
   back for their "tolerance" and "commitment to diversity."

   When I encounter such folks, I have to fight the urge to thump
   them on the forehead when they bemoan the lack of academic
   standards at community colleges. Apparently, they don't
   realize that when they disparage the instruction at two-year
   colleges, they are also disparaging themselves. After all,
   community-college instructors are the products of the
   four-year colleges. Moreover, this disdain for community
   colleges as a career option is profoundly arrogant coming from
   people who already have a steady paycheck, health insurance,
   and retirement benefits.

   In fairness, I must emphasize that most university professors
   are delighted when their students find jobs that make them
   happy. So maybe the main reason institutions fail to help
   graduate students understand the community-college job search
   is that they simply don't know much about it themselves. And
   that lack of knowledge limits their students' options.

   Sure, plenty of students pursue a Ph.D. because they want to
   teach at a major research university. But I'd guess that just
   as many have more modest ambitions -- say, a full-time
   teaching job in a field they love that allows them to have a
   decent standard of living. That was my goal when I pursued my
   master's. From the very beginning of my graduate-school days,
   I thought the community college might be right for me. I just
   didn't have anyone who could advise me on how to achieve my
   goal. Left to my own devices, I had to figure out what to do
   (and what not to do) by myself.

   At the risk of sounding like a braggart, I've succeeded: I've
   landed several full-time, tenure-track teaching jobs in
   community colleges. I earned tenure in the Alabama system but
   left there when I was offered an even better job at a
   community college in Illinois. Then when I wanted to find a
   job near my fiance (now husband) in Missouri, I managed to
   pull off that little career miracle too: I found a position at
   a great community college just south of St. Louis, a 30-minute
   commute from our home. I'd like to believe my good fortune was
   the result of my superior intellect and pedagogical skills,
   but deep down I know better. Luck played a role. I know that
   scores of people far smarter than I am are working as adjuncts
   at three or four institutions at once as they attempt to
   scrape together a living. This, too, could have been my fate
   if the employment gods had not smiled favorably on me.

   Still, luck doesn't fully explain my success, either. I was
   able to figure out precisely what to do to impress (or at
   least interest) a hiring committee. I'd like to share a little
   of what I know about applying for community-college jobs in
   the hopes that it will be beneficial to those of you who would
   like to find a similar position but just aren't sure how to
   crack the market. While my advice isn't foolproof, it may
   improve your chances considerably.

   Ideally, your quest for a community-college position should
   begin early in your graduate studies. You should take the time
   to learn about the mission and goals of community colleges
   before you ever even apply for your first job. Don't wait
   until two days before your first interview to investigate how
   community colleges operate. Go to a community college near
   your university, if there is one, and make a point of talking
   with some of the faculty and staff members and administrators.
   Get a feel for the academic culture of the place. Emphasize
   that you're not lobbying for a job at the campus; you just
   want to learn about community colleges.

   You might also try to understand the student culture at a
   community college. Volunteer as a tutor or offer your time to
   help with some student activities. Community service is
   extremely important to community colleges, so you can enhance
   your qualifications by showing you are committed to this
   mission.

   Sometimes paid non-teaching positions become available that
   might provide you with an opportunity to work on campus and
   learn more about community colleges. Before I was ever hired
   as a full-time faculty member, I worked as a full-time English
   tutor for the federally financed Student Support Services
   program, which offers assistance to low-income and
   first-generation college students. Other federal programs at
   community colleges, such as Upward Bound and Educational
   Talent Search, often have entry-level full-time openings that
   could give you valuable preliminary experience as well as a
   paycheck. In fact, some of these positions may require only a
   bachelor's degree, so you might be able to take the full-time
   job and go to school part time.

   If you already have a master's degree, you certainly would
   want to check into the possibility of teaching part-time for a
   community college. If you're in a master's program, I would
   recommend you get some adjunct experience as soon as you can.
   The bottom line is that in fields like English and history,
   you must have some teaching experience (above and beyond being
   a teaching assistant) before you can even get your foot in the
   door for a face-to-face interview at a two-year college. Out
   of the 90 applicants for our history position, at least 30 or
   40 had previous experience as adjunct, non-tenure-track, or
   tenure-track instructors. The humanities job market is too
   competitive to hope to get a position without having some
   experience in the classroom.

   While you're at it, try to get some experience teaching
   distance-learning courses. If you have an opportunity to teach
   courses on the Internet or by interactive television, take it.
   Familiarize yourself with Blackboard.com or WebCT, which are
   platforms for developing Internet courses. In fact, Blackboard
   allows instructors to build free Internet courses on their Web
   site, so even if you don't actually get to teach a
   distance-education course, you might use this service to
   enhance your own traditional course content. The very fact
   that you have used this technology may impress a hiring
   committee.

   From what I've been able to discern, there is no correct
   answer to the question of whether community colleges prefer
   candidates with master's degrees or doctorates. It may be that
   colleges with some measure of prestige (those in large
   metropolitan areas, for instance) prefer to hire Ph.D.'s. On
   the other hand, a master's degree may be sufficient if you are
   a strong candidate with teaching experience, institutional and
   committee service, distance-learning expertise, and so forth.

   My current institution has instructors with both master's
   degrees and doctorates. (I have a master's in English.)
   Sometimes, Ph.D.'s are just too pricey for cash-strapped
   institutions, but as far as your education is concerned, do
   what will make you happy.

   If you're sure you want to teach at a community college, and
   not a four-year institution, you might consider getting two
   master's degrees instead of a doctorate, or at least getting
   18 graduate semester hours in a second field. Community
   colleges often look favorably on people who can "wear several
   hats" and fill in any instructional gaps that might surface at
   the institution. Back in Alabama I had a friend who had an
   M.A. in English and significant graduate course work in art.
   She now teaches in both areas. Likewise, while I have an M.A.
   in English, I have around 21 semester hours in history and
   political science, and I taught several sections of "American
   National Government" in Alabama.

   In future columns, I will discuss writing the application
   letter, going for the interview, and waiting for the results
   of the search.



   Dana M. Zimbleman, an assistant professor of English at
   Jefferson College in Missouri, is writing a series of columns
   on how to go about searching for a community-college job.




_________________________________________________________________

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-----Original Message-----
From: Matthew Wolf-Meyer [mailto:mwolf-m@...]
Sent: Friday, April 19, 2002 12:07 PM
To: ANTHRO-L@...
Subject: [ANTHRO-L] "Technoscience, Material Culture, and Everyday Life"

Hong Kong 2003 Conference:
Technoscience, Material Culture, and Everyday Life
March 27 - March 29, 2003
The Chinese University of Hong Kong

Call For Papers

This conference will explore the growing interconnectedness of
technoscience, culture, and everyday life in the twenty-first-
century global village. With the previously separated categories of
science and technology inexorably merging in postmodern society,
technoscience is reshaping not only our daily lives, but also the
ways that we define who we are. As the new mechanisms of
technoscience change our cultural forms and practices, and as the
diverse implications of new means of storing and communicating
information affect how we view our communities, our identities, and
our bodies, cultural critics need to examine how all these factors
are altering our conditions of perception and the prevailing
structure of cultural experience.

One area of investigation might be the literature and scholarship
of science fiction, considered as exemplary texts illustrating what
goes on and what will happen in our cultural imaginary of complete
human-machine interfaces, although other genres, media, and forms
of societal expression can also provide insights. Issues such as
feeling, embodiedness, social space, expenses, language, agency,
and technological artifacts could be placed within a feedback loop
of hythenation and splicing, or a projection and reciprocation
dialectic. Papers which address these issues as well as the ways
that technoscience can have a transformative effect on global
societies -- with particular attention to the kaleidoscopically
diverse cultures of Hong Kong and the Asian-Pacific region -- would
be especially welcome.

Papers for the conference might focus on any of the following
areas: science fiction and technoscience culture; technology and
the media, including science fiction, action, and martial-arts
films, the impact of digital special effects, and computer games;
cyberfeminism, gender and technoscience, virtual gender, embodiment
as intercorporeality, and feminist science studies; bioltechnology,
genetic engineering, and material cultures; cybercultures, youth
identities and communities in an online world, cyberdemocracy,
cities and civic networks, virtualities, and cyberspace textuality;
machine culture, human-machine interface, machine-human symbiosis,
and posthumanism; and technoscience, cultural theory, and
philosophy.

This conference is jointly sponsored by the Chinese University of
Hong Kong and the University of California, Riverside, and will be
held at the Chinese University of Hong Kong on March 27 through
March 29, 2003. Paper proposals must be received by January 10,
2003, and may be mailed or e-mailed to either of the addresses
below. Expedited letters of acceptance for applications for
financial support can be provided upon request.

Wong Kin Yuen, Coordinator
Chairman and Division Head
Department of Modern Languages
    and Intercultural Studies
The Chinese University of Hong Kong
Shatin, New Territories
Hong Kong
CHINA
b114766@...

Gary Westfahl, Coordinator
The Learning Center
University of California
Riverside, California 91711
UNITED STATES
gary.westfahl@...

Amy Chan, Coordinator
Department of Modern Languages
    and Intercultural Studies
The Chinese University of Hong Kong
Shatin, New Territories
Hong Kong
CHINA
amykschan@...

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-----Original Message-----
From: chronicle-community@...
[mailto:chronicle-community@...]
Sent: Monday, April 15, 2002 12:16 PM
To: chronicle-community@...
Subject: 4/15/2002 Chronicle Report on Community Colleges

The Chronicle of Higher Education's
Weekly Report on COMMUNITY COLLEGES
_________________________________________________________________

Here is news of interest to community colleges from our
April 19 issue.
_________________________________________________________________

TOP STORIES:

*  PROFESSORS' PAY: A study finds that faculty salaries this
   year have risen at the highest rate in 11 years, but
   predicts that the recession will lead to a dropoff.
    --> SEE http://chronicle.com/free/v48/i32/32a01001.htm

   --  Plus, a searchable database reports faculty pay at more
       than 1,400 institutions:
       --> SEE http://chronicle.com/stats/aaup/2002/

*  TO BUY OR TO LEASE: As Microsoft pressures colleges to
   sign lease agreements for desktop software rather than
   continue to buy licenses, campus officials face difficult
   choices.
    --> SEE http://chronicle.com/free/v48/i32/32a03301.htm

   -- WHAT DO YOU THINK? Join an online discussion on Thursday,
      April 18, at 1 p.m. U.S. Eastern time with Larry Toy,
          president of the Foundation for California Community
      Colleges, which administers collegebuys.org, a nationwide
      purchasing cooperative, about how Microsoft's new pricing
      system for software licensing affects colleges.
      --> SEE http://chronicle.com/colloquylive/2002/04/license/

*  CUTBACKS ON CAMPUSES: To make ends meet in dozens of
   cash-strapped states, lawmakers are forcing public colleges
   into hiring freezes, tuition increases, and even cuts in
   research designed to spur economic development.
    --> SEE http://chronicle.com/free/v48/i32/32a02401.htm
_________________________________________________________________

ALSO OF INTEREST TO COMMUNITY COLLEGES:

*  NINE MONTHS AND GONE: The state's Board of Regents forced
   the president of the two-year Eastern Oklahoma State College
   to resign not long after he took the job.
    --> SEE http://chronicle.com/weekly/v48/i32/32a03101.htm

*  CLASS 'A' MISDEMEANOR: The Illinois Board of Higher Education
   voted to back a bill cracking down on online trafficking in
   phony college degrees.
    --> SEE http://chronicle.com/weekly/v48/i32/32a03603.htm

*  GOOD SPORT: An open letter to the next president of the
   NCAA: You have the last chance to reform intercollegiate
   athletics from within, writes Murray Sperber, a professor
   of English and American studies at Indiana University at
   Bloomington.
    --> SEE http://chronicle.com/weekly/v48/i32/32b01201.htm

*  SIMPLIFYING GEAR UP: The Education Department plans to
   modify rules, opposed by college officials, on the
   distribution of financial-aid funds.
    --> SEE http://chronicle.com/weekly/v48/i32/32b01201.htm

*  SKILLED-TRADES RENAISSANCE: As the high-technology job
   market subsides, for-profit colleges adapt by offering
   programs to train "old economy" workers.
    --> SEE http://chronicle.com/weekly/v48/i32/32a02901.htm
_________________________________________________________________

JOBS:

Our Career Network has new positions available daily at community
colleges, plus advice columns and job-market news.
   --> SEE http://jobs.chronicle.com/cc_index.php
_________________________________________________________________

You can find all of The Chronicle's community-college news on our
special Web page just for community colleges at:
http://chronicle.com/cc

And for all the news of higher education, be sure to visit our
home page at: http://chronicle.com
_________________________________________________________________

If you want to change the address at which you receive this
e-mail message, change which messages you receive, change or reset
your password, or make other changes in your account information,
you can do so online at:
http://chronicle.com/services

If you have other problems or questions, please send a message to:
help@...
_________________________________________________________________
Copyright (c) 2002 The Chronicle of Higher Education Inc.

-------- Original Message --------
Subject: [evol-psych] Expert claims primates may have roamed with dinosaurs
Date: Thu, 18 Apr 2002 08:55:27 +0100
From: "Ian Pitchford" <ian.pitchford@...>
Reply-To: "Ian Pitchford" <ian.pitchford@...>
Organization: http://human-nature.com/
To: <evolutionary-psychology@yahoogroups.com>

Expert claims primates may have roamed with dinosaurs

A Chicago expert claims his statistical techniques show primates evolved 20
million years earlier than thought.

If correct, it means they were roaming Earth at the same time as
dinosaurs. It
also means many fossil records may be useless.

The primate fossil record has huge gaps in it, but paleontologists have
used it
as evidence our ancestors evolved 65 million years ago.

The new statistical dating technique is based on the known number of species
and their average lifetimes. It pushes that date back to 85 million years.

This date would mean the splitting of the continents would have played a bigger
role in the distribution of primates than previously thought.

Robert Martin, of The Field Museum in Chicago, believes his statistical method
is much more accurate than using the fossil record alone

He said: "Our calculations indicate that we have fossil evidence for
only about
5% of all extinct primates, so it's as if paleontologists have been
trying to
reconstruct a 1,000-piece jigsaw puzzle using just 50 pieces."

He says the fields of paleontology, anthropology and primatology must
all now
be rethought.

Mr Martin says the new date also points to our ancestors evolving in
subtropical Africa and not the north of the continent.

This means the earliest primates may have been nocturnal, tree-living creatures
which lived in rainforests and ate fruit and insects.

Story filed: 19:03 Wednesday 17th April 2002
http://www.ananova.com/news/story/sm_568898.html?menu=news.scienceanddiscovery

_______

BBC News Online
Wednesday, 17 April, 2002, 18:05 GMT 19:05 UK
Primate ancestor lived with dinos

The common ancestor of humans, monkeys, apes and other primates may have arisen
much earlier than previously thought.

New research suggests the animals from which humans emerged were living
in the
tree tops 85 million years ago, when the dinosaurs still ruled the Earth.

Until now, the widely accepted date was 65 million years ago, about the time
when the dinosaurs died out.

But a team of scientists in Britain and the United States has analysed
gaps in
the fossil record and come up with a new figure, some 20 million years earlier.
It means the whole story of primate evolution may have to be rewritten.

The new theory challenges the idea that primates were unable to make
their mark
on the planet until after the demise of the dinosaurs.

Full text
http://news.bbc.co.uk/hi/english/sci/tech/newsid_1935000/1935558.stm





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-----Original Message-----
From: The Chronicle [mailto:daily@...]
Sent: Friday, April 19, 2002 5:00 AM
To: Chronicle Daily Report
Subject: 4/19/2002 Daily Report from The Chronicle of Higher Education

ACADEME TODAY: The Chronicle of Higher Education's
Daily Report for subscribers
______________________________________________________________

Good day!

Here are news bulletins from The Chronicle of Higher Education
for Friday, April 19.

*  [snip]

*  A THEATER PROFESSOR is charging that Brevard Community
   College, in Florida, failed to renew his contract because he
   produced plays about homosexuality and is himself gay, an
   accusation that college officials deny.
   --> SEE http://chronicle.com/daily/2002/04/2002041903n.htm

*  [snip]
_________________________________________________________________

CAREER NETWORK

*  IT'S A DIFFERENT ANIMAL than the hiring process at four-year
   colleges. Dana M. Zimbleman offers some advice on how to land
   a faculty job at a community college.
   --> SEE http://chronicle.com/jobs/2002/04/2002041901c.htm

*  A COMMUNITY COLLEGE was the last place Christine Rauchfuss
   Gray wanted to teach; now she can't imagine teaching anywhere
   else.
   --> SEE http://chronicle.com/jobs/2002/04/2002041902c.htm

--> FOR THOUSANDS OF JOBS, and more help with your career, see
    http://chronicle.com/jobs
_________________________________________________________________

GOING TO THE COMMUNITY-COLLEGE CONFERENCE?

The Chronicle invites you to a special event during the annual
meeting of the American Association of Community Colleges, in
Seattle.

Join Chronicle editors and other staff members for drinks, hors
d'oeuvres, and a look at an exciting new service for community
colleges on Sunday, April 21, from 6:30 to 7:30 p.m., in the
Aspen Room on the second floor of the Sheraton Seattle Hotel &
Towers.

And be sure to stop by The Chronicle's booth in the exhibit hall
-- No. 113 -- to learn more about our services for community
colleges.
_________________________________________________________________

[snip]
You'll find The Chronicle's home page at:

                http://chronicle.com
_________________________________________________________________

If you want to change the address at which you receive this
e-mail message, change which messages you receive, change
your login name or password, or make other changes in your
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If you have other problems or questions, please send a message
to:
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_________________________________________________________________

Copyright (c) 2002 The Chronicle of Higher Education, Inc.

I wouldn't call him an anthropologist, but....

April 19, 2002
Thor Heyerdahl, Anthropologist and Adventurer, Dies at 87
By JOHN NOBLE WILFORD
Thor Heyerdahl, the Norwegian anthropologist and adventurer whose imagination and vigor brought him acclaim navigating the Pacific, Atlantic and Indian Oceans to advance his controversial theories of ancient seafaring migrations, died yesterday. He was 87.

Mr. Heyerdahl died of cancer in Italy, where he had been vacationing, his family said. He had lived in recent years in Güímar, Tenerife, in the Canary Islands.

Fame came to Mr. Heyerdahl in 1947, at the age of 32. A tall, lean man in an appropriately Viking mold, he and five others crossed a broad stretch of the Pacific in the balsa-log raft Kon-Tiki, seeking to prove that the Polynesian islands could have been settled by prehistoric South American people.

The 101-day, 4,300-mile drifting voyage on the 40-square-foot raft, a replica of pre-Inca vessels, took them safely from Peru to Raroia, a coral island near Tahiti. This demonstrated to Mr. Heyerdahl's satisfaction that his theory could be fact. He was convinced that Polynesia's first settlers had come from South America, and not from Asia by way of the western Pacific islands, as nearly all scholars thought.

Mr. Heyerdahl was an ardent exponent of the "diffusionist" school of cultural anthropology, which holds that cultural similarities between geographically separated societies are not necessarily spontaneous coincidence but sometimes are the result of contacts in antiquity. Diffusionism has largely fallen out of favor among most anthropologists and historians.

Few scholars at the time - and almost none today - endorsed the idea that American Indians peopled Polynesia. They discount the Heyerdahl hypothesis largely on linguistic, genetic and cultural grounds, all of which point to the settlers having come from the west, not the east.

The epic voyage, nonetheless, caught the imagination of the world. Mr. Heyerdahl was an instant popular hero. And his storytelling skill turned the book "Kon-Tiki" into an international best seller that was translated into 65 languages. A documentary movie of the exploits won an Oscar.

That was only a beginning. Mr. Heyerdahl invested much of his book royalties in further expeditions. The most important was a 1970 voyage across the Atlantic in a papyrus boat to show that ancient Egyptians could have introduced pyramid-building technologies to pre-Columbian Americans. In 1977 he set out in a reed boat of ancient design to discover how Mesopotamian mariners of 5,000 years ago might have navigated the Indian Ocean.

Two years later, Mr. Heyerdahl, well into his 60's, said in an interview that he was retiring from such seagoing adventures.

"There are no other oceans to cope with, and also I know of no other kind of early boat that hasn't been tried by others," he said. "I have challenged a lot of old dogma, and this has stimulated a lot of discussion. And in science you need discussion."

But he continued writing books, traveling far and wide and defending his theories. Earlier this year he went to Samoa, in the Pacific, to inspect archaeological excavations of what could be an ancient pyramid. His son Thor Heyerdahl Jr. told Reuters that his father, until his death, held firm to his belief that intercontinental sea migrations helped spread human culture.

Nor did he let age discourage him from new quests. In recent months, he was writing a new book contending that Odin, the god of Norse mythology, might have been a real king.

Thor Heyerdahl was born Oct. 6, 1914, in Larvik, in southern Norway. He once noted that he did not share from birth the affinity for the sea that his Norwegian heritage and lifelong work might have suggested.

"All my ancestors came from inland," he said in 1979. "I was dead scared of the water as a young man. If I had been a sailor, I would have believed that you couldn't cross the ocean in the Kon-Tiki. My ignorance was very lucky."

Young Thor's father owned a brewery and his mother was head of the local museum. It was her influence that led him to the study of nature and zoology. At the University of Oslo, he specialized in zoology, as well as geography, but before graduating left on his first expedition to Polynesia, in 1937-38.

He went with his bride, Liv Coucheron Torp Heyerdahl, "to spend a year living as Adam and Eve," as he wrote, on Fatu Hiva in the Marquesas Islands. They lived there under primitive conditions, conducting research on the flora and fauna. (They were later divorced.)

There he also began to contemplate the question of how the Pacific inhabitants reached these widely scattered islands. He came to believe that human settlers had arrived with the ocean currents from the east, just as much of the vegetation and animal life had done.

The time on Fatu Hiva - described in his 1974 book, "Fatu Hiva: Back to Nature," and recalled again in a 1996 book, "Green Was the Earth on the Seventh Day" - turned him to the study of anthropology. He pursued his research in Peru, which made firmer his conviction that a group of tall, fair pre-Inca people, under the leadership of the legendary Kon-Tiki, sailed westward across the ocean to Polynesia.

During World War II, Mr. Heyerdahl served in the Free Norwegian armed forces, mostly as a parachutist. After the war, he tried to interest publishers and scientists in his Polynesian theory, but came to realize that prevailing opinion was so strongly against it that a practical demonstration of its feasibility was the only answer.

He raised the money, overcame innumerable practical obstacles right down to the cutting of the long balsa logs he needed, recruited five friends to go with him and set off on the Kon-Tiki.

Mr. Heyerdahl's book "Kon-Tiki" was praised by Lewis Gannett in The New York Herald Tribune as "a superb adventure story." Harry Gilroy, in The New York Times, wrote: "Their saga, told by the expedition's organizer, is a revelation of how exciting science can become when it inspires a man with the heart of a Leif Ericsson and the merry story-telling gift of an Ernie Pyle."

The book was less successful with the scientific community. In 1958, for example, Dr. Alan S. C. Ross, a linguist at the University of Birmingham in England said language studies provided "an absolutely decisive disproof" of Mr. Heyerdahl's theory. There was, Dr. Ross wrote, no relationship between Polynesian and any American language family.

Mr. Heyerdahl insisted, however, that in his mind he had proved his thesis - not that the crossing had been done, but that it could have been done.

Next, Mr. Heyerdahl led an archaeological expedition in 1953 to the Galápagos Islands, 700 miles off the coast of Ecuador. He found evidence that convinced him that predecessors of the Incas had visited the islands, and that they had had the nautical sophistication to be able to return home against the wind.

In 1955 and 1956, Mr. Heyerdahl tackled the mystery of remote Easter Island. He experimented with the techniques that might have been used in creating and placing upright the enormous stone figures for which the island is famous. "Aku-Aku," published in 1958, was a vivid account of the expedition. He later published scholarly accounts of this and the Kon-Tiki voyages.

Mr. Heyerdahl argued that Easter Island was also colonized by South Americans, which led one critic, the British archaeologist Paul G. Bahn, to write, "It is unfortunate that he has allowed his obsession with a South American connection to overshadow the far more interesting and important subjects of the islanders' cultural history, way of life and destruction of their environment."

Mr. Heyerdahl then turned his attention to the possibility of a migration from Egypt to America, because of what he felt were striking cultural parallels, notably pyramid building. Most scholars doubted that the Egyptians had ships capable of so long a voyage. So Mr. Heyerdahl decided on a practical demonstration. Using ancient representations of Egyptian reed boats as his guide, he had a reed ship built and named it Ra, after the Egyptian Sun god.

The first attempt, in 1969, fell short. The waterlogged ship had to be abandoned 600 miles from its destination in Barbados. Undaunted, Mr. Heyerdahl tried again the next year. He said it was on this successful 57-day journey, on Ra II, that he first noted the "alarming" pollution of the ocean, a subject he continued to raise forcefully.

Political strife shortened his 1977-78 voyage with another reed boat in the Indian Ocean and Red Sea. Reaching the coast of Ethiopia, he was refused permission to land because of warfare. He then abandoned the voyage, setting fire to the boat "to protest against the inhuman elements of the world of 1978."

With these expeditions, Mr. Heyerdahl said: "I have proved that all the ancient pre-European civilizations could have intercommunicated across oceans with the primitive vessels they had at their disposal. I feel that the burden of proof now rests with those who claim the oceans were necessarily a factor in isolating civilizations."

Most anthropologists think otherwise.
Mr. Heyerdahl's first wife, whom he divorced in 1949, died in 1969. He was also divorced from his second wife, Yvonne Dedekam-Simonsen Heyerdahl, who survives. In 1996, he married Jacqueline Beer Heyerdahl, a French-born Hollywood actress, who also survives.

Other survivors, besides his son Thor, of Lillehammer, Norway, are another son, Bjorn, who lives near Allassio, Italy; two daughters, Marian and Helene Elisabeth, both of Oslo; seven grandchildren and six great-grandchildren.

In recent years, Mr. Heyerdahl received many honors, including the distinction, according to a public opinion poll, of being "Norwegian of the Century." And in recent months, he visited Cuba and Norway, as well as Samoa. He sponsored excavations in southern Russia in search of artifacts to support his last obsession, that Odin was a historical personage from what is now Russia who began a Scandinavian royal line in the first century A.D.

As with his theory on the peopling of the Pacific, his case for Odin has been largely dismissed by establishment academics, but as always, he seemed to thrive in the limelight of controversy and the telling of a good story.

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*  ENROLLMENT BOOM: North Carolina's Cape Fear Community College,
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   --> SEE http://chronicle.com/free/v48/i33/33a04101.htm?cct

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*  NOT WHAT I HAD IN MIND: A community college was the last place
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*  50 PERCENT MORE FUNDS: An association of Hispanic-college
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Featured Jobs:

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Employer Profile:

Brevard Community College is located on Florida's Space Coast,
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