Last week's molecule was a thymine dimer. The winners were Alex Ling and Matt McFarlane. [Monday's Molecule #211].
Today's molecule is an important part of a major pathway. Give the common name and identify the pathway. Explain briefly why this pathway is important.
Email your answers to me at: Monday's Molecule #212. I'll hold off posting your answers for 24 hours. The first one with the correct answer wins. I will only post the names of people with mostly correct answers to avoid embarrassment. The winner will be treated to a free lunch.
There could be two winners. If the first correct answer isn't from an undergraduate student then I'll select a second winner from those undergraduates who post the correct answer. You will need to identify yourself as an undergraduate in order to win. (Put "undergraduate" at the bottom of your email message.)
You're not going to believe what Denyse O'Leary just posted on Uncommon Descent: Junk DNA: Just because information is never used, doesn’t mean it is junk.
Further to Cornelius Hunter’s “Evolutionist: We do not promote any ‘spiritual ideologies,’” (in which he recounts that recent findings about RNA structure conservation suggest that even more of the mammalian genome is functional than supposed, hence there is less “junk DNA”:
I’ve never clearly understood Darwin’s fans attachment to junk DNA. It makes a good “anti-God” statement, as long as you are certain that the stuff is not and never could be any use. But that is precisely what is now widely contested. And it was a trap they need not have fallen into.
But a simple illustration will show that even if most of the information in DNA were never used, it would still be valuable. Let us say I have a directory of members of a club I belong to. I never use most of the phone numbers. Many numbers may never be used by anyone.
Does lack of use make that proportion of the directory junk?
Jerry Coyne posted this video and I thought it was so funny I just had to put it on my website blog.
I'm trying to understand how the rules announced by President Jo Ann Gora would work in practice.
Let's think about how they might affect three prominent atheists. Jerry Coyne is an evolutionary biology professor at the University of Chicago. He is a prominent atheist and he defends the position that science and religion are not compatible. He does not have to adhere to the Ball State University rules because the University of Chicago is a private school.
Daniel Dennett is a philosopher at Tufts University (private). He is a prominent atheist and no friend of religion.
Richard Dawkins was a professor and evolutionary biologist at Oxford University in the UK. He did not have to worry about following the Ball State University rules because they don't apply outside of the USA.
Let's imagine that all three became professors at Ball State University. They would have to pay attention to the rules outlined by President Jo Ann Gora. Here are the relevant passages from her recent message.
Creation science, intelligent design, and other worldviews that focus on speculation regarding the origins of life represent another important and relevant form of human inquiry that is appropriately studied in literature and social science courses. Such study, however, must include a diversity of worldviews representing a variety of religious and philosophical perspectives and must avoid privileging one view as more legitimate than others.
As a public university, we have a constitutional obligation to maintain a clear separation between church and state. It is imperative that even when religious ideas are appropriately taught in humanities and social science courses, they must be discussed in comparison to each other, with no endorsement of one perspective over another.
All three professors have written extensively about religion and their views are widely known. They attend conferences and give public lectures. They do not pull any punches when they talk about the evils of religion. Nobody would ever say that they go out of their way to avoid endorsing one perspective over another. Academics have opinions and they are not afraid to express them.
Most professors have graduate students. They do not hide their opinions from their graduate students. Nor do they hide them from their colleagues or the administrators in their university.
These professors aren't shy about expressing their points of view on blogs, twitter, Facebook, newspapers and just any other means of communication.
Now let's imagine that they are teaching an undergraduate course about atheism and religion in a humanities department at Ball State University. How is that supposed to work? Are they supposed to go out of their way to avoid "privileging one view as more legitimate than others"? And if so, are any of the students going to be fooled? They can all access the internet.
It's clearly a ridiculous rule unless it also applies outside of the classroom. Does it mean that professors at a public university must avoid criticizing religion at all times?
A few months ago Jerry Coyne learned that an astronomy professor (Eric Hedin) at Ball State University (Indiana, USA) was advocating an intelligent design perspective in his course on "The Boundaries of Science." Jerry contacted the Chair of the department to request that the administration intervene to prevent this professor from expressing his personal opinion in class. Jerry also contacted the Freedom From Religion Foundation and the FFRF lawyers sent a letter to Ball State University threatening them with a lawsuit for exposing students to intelligent design creationism in science class. Jerry Coyne, FFRF, and a host of others, think this course is forbidden by the US Constitution.
The failure to recognize the implications of the non-coding DNA will go down I think as the biggest mistakes in the history of molecular biology.
John Mattick
abc AustraliaJohn Mattick has just published a paper dealing with the controversy over the ENCODE results and junk DNA. As you might imagine, Mattick defends the idea that most of our genome is functional. He attempts to explain why most of the critics are wrong.
The title of the paper is "The extent of functionality in the human genome" (Mattick and Dinger, 2013). It's published in the HUGO Journal. Recall that HUGO (Human Genome Organization) gave Mattick a prestigious award for his contributions to genome research. (See The Dark Matter Rises for a discussion of these contributions.)
UPDATE: Mike White also discusses this paper at: Having your cake and eating it: more arguments over human genome function.
Mattick's paper begins by mentioning three of the papers that were critical of ENCODE results: Dan Graur's paper (Graur et al. 2013), Ford Doolittle's paper (Doolittle, 2013), and the paper by Niu and Jiang (2013).
He begins by addressing one of Dan Graur's points about conservation.
John Mattick is a Professor and research scientist at the Garvan Institute of Medical Research at the University of New South Wales (Australia).
John Mattick publishes lots of papers. Most of them are directed toward proving that almost all of the human genome is functional. I want to remind you of some of the things that John Mattick has said in the past so you'll be prepared to appreciate my next post [The Junk DNA Controversy: John Mattick Defends Design].
Mattick believes that the Central Dogma means DNA makes RNA makes protein. He believes that scientists in the past took this very literally and discounted the importance of RNA. According to Mattick, scientists in the past believed that genes were the only functional part of the genome and that all genes encoded proteins.
If that sounds familiar it's because there are many IDiots who make the same false claim. Like Mattick, they don't understand the Central Dogma of Molecular Biology and they don't understand the history that they are distorting.
Mattick believes that there is a correlation between the amount of noncoding DNA in a genome and the complexity of the organism. He thinks that the noncoding DNA is responsible for making tons of regulatory RNAs and for regulating expression of the genes. This belief led him to publish a famous figure (left) in Scientific American.
Mattick has many followers. So many, in fact, that the Human Genome Organization (HUGO) recently gave him an award for his contributions to the study of the human genome. Here's the citation.
Theme
Genomes
& Junk DNAThe Award Reviewing Committee commented that Professor Mattick’s “work on long non-coding RNA has dramatically changed our concept of 95% of our genome”, and that he has been a “true visionary in his field; he has demonstrated an extraordinary degree of perseverance and ingenuity in gradually proving his hypothesis over the course of 18 years.”
Let's see what this "true visionary" is saying this year. The first paper is "The dark matter rises: the expanding world of regulatory RNAs" (Clark et al., 2013). Here's the abstract ...
The ability to sequence genomes and characterize their products has begun to reveal the central role for regulatory RNAs in biology, especially in complex organisms. It is now evident that the human genome contains not only protein-coding genes, but also tens of thousands of non–protein coding genes that express small and long ncRNAs (non-coding RNAs). Rapid progress in characterizing these ncRNAs has identified a diverse range of subclasses, which vary widely in size, sequence and mechanism-of-action, but share a common functional theme of regulating gene expression. ncRNAs play a crucial role in many cellular pathways, including the differentiation and development of cells and organs and, when mis-regulated, in a number of diseases. Increasing evidence suggests that these RNAs are a major area of evolutionary innovation and play an important role in determining phenotypic diversity in animals.
This is his main theme. Mattick believes that a large percentage of the human genome is devoted to making regulatory RNAs that control development. He believes that the evolution of this complex regulatory network is responsible for the creation of complex organisms like humans, which, incidentally, are the pinnicle of evolution according to the figure shown above.
The second paper I want to highlight focuses on a slightly different theme. It's title is "Understanding the regulatory and transcriptional complexity of the genome through structure." (Mercer and Mattick, 2013). In this paper he emphasizes the role of noncoding DNA in creating a complicated three-dimensional chromatin structure within the nucleus. This structure is important in regulating gene expression in complex organisms. Here's the abstract ...
An expansive functionality and complexity has been ascribed to the majority of the human genome that was unanticipated at the outset of the draft sequence and assembly a decade ago. We are now faced with the challenge of integrating and interpreting this complexity in order to achieve a coherent view of genome biology. We argue that the linear representation of the genome exacerbates this complexity and an understanding of its three-dimensional structure is central to interpreting the regulatory and transcriptional architecture of the genome. Chromatin conformation capture techniques and high-resolution microscopy have afforded an emergent global view of genome structure within the nucleus. Chromosomes fold into complex, territorialized three-dimensional domains in concert with specialized subnuclear bodies that harbor concentrations of transcription and splicing machinery. The signature of these folds is retained within the layered regulatory landscapes annotated by chromatin immunoprecipitation, and we propose that genome contacts are reflected in the organization and expression of interweaved networks of overlapping coding and noncoding transcripts. This pervasive impact of genome structure favors a preeminent role for the nucleoskeleton and RNA in regulating gene expression by organizing these folds and contacts. Accordingly, we propose that the local and global three-dimensional structure of the genome provides a consistent, integrated, and intuitive framework for interpreting and understanding the regulatory and transcriptional complexity of the human genome.
Other posts about John Mattick.
How Not to Do Science
John Mattick on the Importance of Non-coding RNA
John Mattick Wins Chen Award for Distinguished Academic Achievement in Human Genetic and Genomic Research
International team cracks mammalian gene control code
Greg Laden Gets Suckered by John Mattick
How Much Junk in the Human Genome?
Genome Size, Complexity, and the C-Value Paradox
Clark, M.B., Choudhary, A., Smith, M.A., Taft, R.J. and Mattick, J.S. (2013) The dark matter rises: the expanding world of regulatory RNAs. Essays in Biochemistry 54:1-16. [doi:10.1042/bse0540001]
Mercer, T.R. and Mattick, J.S. (2013) Understanding the regulatory and transcriptional complexity of the genome through structure. Genome research 23:1081-1088 [doi: 10.1101/gr.156612.113]
I favor a strategy called "Teach the Controversy."1 I think high school teachers should directly address issues that are controversial in society. In science classes they should address and debunk common misconceptions about science.
There doesn't seem to be much of a problem with this idea in Canada but in the United States there is a lot of opposition to the idea. Check out Jerry Coyne's recent post to see what I mean: Once again Larry Moran decries legal battles against creationism.
Let's focus on a specific example. First, we need some background. Many state legislatures in the USA have seriously considered, or passed, so-called Academic Freedom bills. On the surface, these bill look innocuous. They are designed to promote critical thinking in state schools. Part of that process involves challenging and debating controversial science topics. We all know, however, that the real propose is to allow teachers to challenge evolution by teaching alternative "theories" (i.e. creationism).
The state of Louisiana passed the Louisiana Science Education Act in 2008. You can follow the link to a detailed summary of why the legislation is opposed by many scientists and by many scientific and education organizations. So far, attempts to repeal it have failed and no group has been able to mount a successful legal challenge. If this ever gets to court it will soak up thousands of hours of time and effort and it's not clear what the result will be. It would be a disaster if the National Center for Science Education (NCSE) and the American Civil Liberties Union (ACLU) sued the state and lost.
Why not try a different strategy? Here's the text of the Louisiana Science Education Act
Section 1. R.S. 17:285.1 is hereby enacted to read as follows:
§285.1. Science education; development of critical thinking skills
A. This Section shall be known and may be cited as the "Louisiana Science Education Act."
B.(1) The State Board of Elementary and Secondary Education, upon request of a city, parish, or other local public school board, shall allow and assist teachers, principals, and other school administrators to create and foster an environment within public elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories being studied including, but not limited to, evolution, the origins of life, global warming, and human cloning.
(2) Such assistance shall include support and guidance for teachers regarding effective ways to help students understand, analyze, critique, and objectively review scientific theories being studied, including those enumerated in Paragraph (1) of this Subsection.
C. A teacher shall teach the material presented in the standard textbook supplied by the school system and thereafter may use supplemental textbooks and other instructional materials to help students understand, analyze, critique, and review scientific theories in an objective manner, as permitted by the city, parish, or other local public school board unless otherwise prohibited by the State Board of Elementary and Secondary Education.
D. This Section shall not be construed to promote any religious doctrine, promote discrimination for or against a particular set of religious beliefs, or promote discrimination for or against religion or nonreligion.
E. The State Board of Elementary and Secondary Education and each city, parish, or other local public school board shall adopt and promulgate the rules and regulations necessary to implement the provisions of this Section prior to the beginning of the 2008-2009 school year.
Why not find a few high school teachers and support them in an effort to adhere to the law by teaching critical thinking? They could choose a couple of examples of controversial ideas in Louisiana society and address them head-on in their science classes. I suggest two popular ideas that challenge the textbook description of evolution.
- The universe was created only 6000 years ago.
- Humans were created separately from apes.
The scientific community could support these teachers by preparing "support and guidance for teachers regarding effective ways to help students understand, analyze, critique, and objectively review scientific theories being studied" and by developing lesson planes to cover the material in just a few hours for each topic.
The evidence and lesson plans could be posted online and evolution supporters could publicize the lessons and show how effective it is to teach critical thinking by debunking some popular myths. At first there may be only a few teachers willing to take a stand but hopefully those numbers would grow as more and more teachers realize that they will have solid support from the scientific community.
Even students who aren't in the designated classrooms will become aware of the dangers of teaching the controversy. Maybe state politicians will have second thoughts. They might try and silence the teachers but that would be difficult given that the law specifically encourages teachers to teach the controversy. It would be interesting if they tried to stop the lessons by claiming that those ideas were religious and debunking them was an example of discrimination against religion.
I submit that this might be a far more effective strategy for changing people's minds than fighting another court case.
Please don't argue that those two ideas aren't "science" and should never be discussed in a science classroom. Those ideas are attacks on science and they are certainly part of the controversy about evolution—at least in Louisiana. Moreover, those are exactly the sorts of things that the politicians had in mind when they voted overwhelmingly for this law back in 2008. There's no better way to teach critical thinking than to use specific examples of bad science to show students how to recognize the difference between good science and bad science.
Many people think that teaching the controversy means bringing stupid ideas into the classroom and treating them as if they were respectable alternatives to real science. That's a false assumption. You can just as easily bring stupid ideas into the classroom and teach students why they are stupid ideas. That would be a good thing.
[Image Credit: The images are from Intelligently designed Sarcastic T-shirts. They don't necessarily support my position on this issue but they have cool T-shirts.]
1. I'm perfectly well aware of the fact that Teach the Controversy is a Discovery Institute slogan and ad campaign.
Last week's molecule was the the R stereoisomer of ibuprofen [((R)-2-(4-(2-methylpropyl)phenyl)propanoic acid]. The winner was undergraduate Jacob Toth. [Monday's Molecule #210].
Today's molecule is an easy one. All you have to do is give the common name and a brief explanation of its significance.
Email your answers to me at: Monday's Molecule #211. I'll hold off posting your answers for 24 hours. The first one with the correct answer wins. I will only post the names of people with mostly correct answers to avoid embarrassment. The winner will be treated to a free lunch.
There could be two winners. If the first correct answer isn't from an undergraduate student then I'll select a second winner from those undergraduates who post the correct answer. You will need to identify yourself as an undergraduate in order to win. (Put "undergraduate" at the bottom of your email message.)
This list is biased toward Americans and Englishmen. I'm sure there are many others who deserve to be in the top 25. There are other problems; for example, property values in the middle ages are probably inflated. Nevertheless, it's an interesting list of men (no women). They are ranked by their estimated net worth in 2012 inflation-adjusted American dollars. You can find out more details at: The 25 Richest People Who Ever Lived – Inflation Adjusted.
There don't appear to be any scientists (or philosophers) on the list. Three of my ancestors are on the list (#6, #15, and #16) but I didn't inherit a penny.
- Mansa Musa I of Mali (1280-1337): $400 billion
- The Rothschild family: $350 billion
- John D. Rockefeller (1839-1937): $340 billion
- Andrew Carnegie (1835-1919): $310 billion
- Tsar Nicholas II of Russia (1868-1918): $300 billion
- Mir Osman Ali Khan (1886-1967): $230 billion
- William The Conqueror (1028-1087): $229.5 billion
- Muammar Gaddafi (1942-2011): $200 billion
- Henry Ford (1863-1947): $199 billion
- Cornelius Vanderbilt (1794-1877): $185 billion
- Alan Rufus (1040-1093): $178.65 billion
- Bill Gates (1955 - ): $136 billion
- William de Warenne ( -1088) $147.13 billion
- John Jacob Astor (176-1848): $121 billion
- Richard FitzAlan (1306-1376): $118.6 billion
- John of Gaunt (1340-1399): $110 billion
- Stephen Girard (1750-1831): $105 billion
- Alexander Turney ("A.T.") Stewart (1803-1876): $90 billion
- Henry of Grosmont (Duke of Lancaster) (1310-1361): $85.5 billion
- Friedrich Weyerhauser (1834-1914): $80 billion
- Jay Gould (1836-1892): $71 billion
- Carlos Slim Helu (1940- ): $68 billion
- Stephen Van Rensselaer (1764-1839): $68 billion
- Marshall Field (1834-1906): $66 billion
- Samuel ("Sam") Moore Walton (1918-1992): $65 billion
- Warren Buffett (1930 - ): $64 billion
One of my ancestors is Katherine de Roet (1349-1403) better known as Katherine Swynford since she married Hugh Swynford. Katherine was the mistress (later wife) of John of Gaunt (1340-1399) and they had several children. I descend from one of them, John Beaufort (1373-1410).1
Katherine's father was Paon de Roet better known as Sir Gilles. He comes from Hainault in Belgium and he served Philippa of Hainault who became the wife of King Edward III of England.
Katherine's sister, also called Philippa (1346-1387) [Philippa Roet] was a prominent member of Queen Philippa's court in England. At first, she was a child companion of the children of Elizabeth of Ulster and the Queen but later on she was a lady-in-waiting. Geoffrey Chaucer became a page in the household of Elizabeth of Ulster in 1357 when he was 14 and Phillipa was 11.
Queen Philippa encouraged them to marry in September 1366. Chaucer and Philippa Roet had two sons and two daughters. The youngest son, Lewis, was born in 1381 and attended Oxford beginning in 1391. Chaucer noticed that his son was interested in science and he wrote A Treatise on the Astrolabe to explain the workings of an astrolabe that he gave him when he was about 10 years old.
A Treatise on the Astrolabe
Geoffrey Chaucer
Lyte Lowys my sone, I aperceyve wel by certeyne evydences thyn abilite to lerne sciences touching nombres and proporciouns; and as wel considre I thy besy praier in special to lerne the tretys of the Astrelabie. Than for as moche as a philosofre saith, "he wrappith him in his frend, that condescendith to the rightfulle praiers of his frend," therfore have I yeven the a suffisant Astrolabie as for oure orizonte, compowned after the latitude of Oxenforde; upon which, by mediacioun of this litel tretys, I purpose to teche the a certein nombre of conclusions aperteynyng to the same instrument.
[Little Lewis my son, I perceive well by certain evidences thine ability to learn sciences touching numbers and proportions; and as well consider I thy constant prayer in special to learn the treatise of the Astrolabe. Than for as much as a philosopher saith, "He wrappth him in his friend, that condescendth to the rightful prayers of his friend", therefore have I given thee a suffisant Astrolabe as for our horizons, compounded after the latitude of Oxford; upon which, by means of this little treatise, I purpose to teach thee a certain number of conclusions pertaining to the same instrument.
[Image credits: Wikipedia: Geoffrey Chaucer, Wikipedia: Chaucer Astrolobe]
1. Almost everyone who has European ancestors will eventually connect to European nobility so there are millions of people who descend from John of Gaunt [see Are You a Descendant of Charlemagne?]. If you know the names of all sixteen of your great-great-grandparents and their dates and places of birth, then chances are high that you can make the connection with only a little effort.
I've mentioned this before but it bears repeating. One of my Ph.D. students (Sharon Shtang) wrote her thesis on sequence comparisons and phylogenetic trees. She found a quotation from Emil Zuckerkandl and Linus Pauling in their 1965 review. They were commenting on using amino acid sequences to prove evolution. This seemed at the time to be an example of overkill since evolution was then, and is now, a fact. They said ...
Some beating of dead horses may be ethical, where here and there they display unexpected twitches that look like life.
I was reminded of this while reading Salvador Corova's latest post on Uncommon Descent because he refers to beating dead horses [If not Rupe and Sanford’s presentation (8/6/13), would you believe Wiki? In this case, yes]. I'm not going to make any comments. Read it and weep for the IDiots.
Theme
MutationEvolutionists reluctantly admit most evolution is free of selection and therefore non-Darwinian (neutral evolution). When pressed, they’ll say neutral drift is real, but they don’t like it when the dots are connected in a way that demonstrates neutral evolution refutes Darwinism, that there is a contradiction between Dawkins’ vision and neutral evolution! The way Darwinists deal with this violation of the law of non-contradiction is to pretend no contradiction exists. They’ll obfuscate and fog the issue with myriad technical terms and irrelevancies so that the illusion of non-contradiction is protected from public view. Confusion and the illusion of some higher knowledge are their friends, clarity and education of the public are their enemies.
If Dawkins had been faithful to the facts, he wouldn’t have even written The Blind Watchmaker because population genetics precludes his vision of evolution from being reality in anything but his silly Weasel simulations.
There is a simple formula from Wiki that says the rate of new mutations is the rate at which new mutations become features of every member of the population (a process called fixation).
http://en.wikipedia.org/wiki/Fixation_(population_genetics)
The population size is N and the Greek symbol μ (mu) is the mutation rate.
It stands to reason a slightly deleterious mutation is almost neutral, hence, approximately speaking the rate that slightly deleterious mutations become part of every member of the population is on the same order of the slightly deleterious mutation rate. That means if every human is getting 100 dysfunctional mutation per generation, about 100 dysfunctional mutations are getting irreversibly infused into humans every generation (a ratchet so to speak).
But as bad as that is, it’s actually worse in reality. Remember broken bacterial parts in anti-biotic resistance, or blindness in cave fish, or sickle cell anemia? Those are “beneficial” (in the Darwinian sense) mutations, but destructive in the functional sense. So it is actually generous the creationists are modeling the dysfunctional mutations as slightly deleterious (whereas a fair argument might actually model some of the dysfunctional mutations as “beneficial”). So the creationists are cutting Darwinists a lot of slack, and yet, even then the dysfunctional mutations will get fixed (become members of all individuals) in a population! Not to mention, lots of bad may get purged from a population only to get replaced with new generations of bad....
But obvious math is something Darwinism hates dealing with! The above equation should be painful evidence against evolution being some process of increasing complexity from a primordial virus to incredible minds like Newton or Einstein. Darwinist won’t come to terms with it, they won’t come to terms with even a computer simulation based on population genetic models. Oh well! But anyway, Christopher Rupe and John Sanford will be presenting the results of a computer simulation that illustrates the above equation. It’s sort of like beating a dead horse or beating living puppies. It’s not very sporting, but Darwinists keep propping up that dead horse for creationists to keep beating.
Zuckerkandl, E. and Pauling, L. (1965) in EVOLVING GENES AND PROTEINS, V. Bryson and H.J. Vogel eds. Academic Press, New York NY USA
Trinity Western University is located in Langley, British Columbia, Canada. It wants to have a Law School so it has applied for accreditation from the Federation of Law Societies of Canada. Many people are opposed, including The Globe and Mail: Trinity Western should emulate its U.S. equivalents.
The Federation of Law Societies of Canada should not accredit a new law school at Trinity Western University. Doing otherwise would be to endorse the university’s discrimination against gays and lesbians. The FLSC should also use this occasion to follow the lead of its American counterpart and adopt anti-discrimination standards for all law schools seeking accreditation.
What's the problem? The problem is that Trinity Western University is a Christian college that requires that all students and staff adhere to certain "Christian" principles. Here's what they say in their Community Covenant.
This covenant applies to all members of the TWU community, that is, administrators, faculty and staff employed by TWU and its affiliates, and students enrolled at TWU or any affiliate program. Unless specifically stated otherwise, expectations of this covenant apply to both on and off TWU’s campus and extension sites. Sincerely embracing every part of this covenant is a requirement for employment. Employees who sign this covenant also commit themselves to abide by TWU Employment Policies. TWU welcomes all students who qualify for admission, recognizing that not all affirm the theological views that are vital to the University’s Christian identity. Students sign this covenant with the commitment to abide by the expectations contained within the Community Covenant, and by campus policies published in the Academic Calendar and Student Handbook.
...
People face significant challenges in practicing biblical sexual health within a highly sexualized culture. A biblical view of sexuality holds that a person’s decisions regarding his or her body are physically, spiritually and emotionally inseparable. Such decisions affect a person’s ability to live out God’s intention for wholeness in relationship to God, to one’s (future) spouse, to others in the community, and to oneself. Further, according to the Bible, sexual intimacy is reserved for marriage between one man and one woman, and within that marriage bond it is God’s intention that it be enjoyed as a means for marital intimacy and procreation. Honouring and upholding these principles, members of the TWU community strive for purity of thought and relationship, respectful modesty, personal responsibility for actions taken, and avoidance of contexts where temptation to compromise would be particularly strong.
In other words, gays and lesbians are not going to be welcome at the Law School.
It seems pretty straightforward to me. As Veronica Abbas points out "FLSC doesn’t need to need to emulate or follow the precedents of any other countries1 law schools, it should insist that Trinity Western University follow the Canadian Human Rights Act and BC Human Rights Code as a prerequisite for accreditation" [No Gays Need Apply].
1. If I were interested in correcting her spelling and grammar, I might suggest "country's"—but I would never do that, it would get me in big trouble! 
The Chair of my department1 asked me to post this job advertisement in case any biochemists might be interested. It's a challenging position in Dallas, Texas. You'll have plenty of opportunity to investigate some of the weirdest subjects in all of biology. All you really need is an inquisitive mind—with a few minor restrictions [Wanted: Young Creation Scientists].
ICR, together with the rest of the creation science movement, has made great strides in the last 40 years. In many areas, the superiority of the creation worldview has been clearly demonstrated. Even now, ICR is making exciting discoveries in the fields of biology and geology, and we have started new research initiatives in the field of astronomy. However, there is much work that still needs to be done, and this work is hindered by a lack of trained scientists.
Therefore, we appeal to any Bible-believing young person with an interest in science—have you considered cultivating that science interest for the glory of God?
Many young people choose careers for all the wrong reasons (e.g., maybe a college major is “easy” or they can earn a lot of money). Yet some choices in this area can have negative consequences later in life.What good is it to earn a large salary if your job is unfulfilling? Is it worth it to major in an easy field if you ultimately get a job that you dislike? Little wonder that so many adults are eager to retire from the workforce—they hate their jobs!
How much better to choose a career path that will bring ultimate fulfillment, a decision inspired by a God-given desire to work in a field that will bring glory to the Creator. Young Christian, if God has given you a desire to serve Him in a particular area, then consider His promptings. Maybe He is leading you to serve Him in the field of science. It may involve short-term sacrifice, but God’s best often requires hard work.
If you have an interest in science, then pursue it. An aptitude and a genuine love for science is a rare gift—maybe you can be the one to make a startling discovery or a life-changing advancement in the field. Maybe history will be different because of you. Perhaps you can be the one to finally break the evolutionary monopoly on our institutions of higher learning.
Of course, not everyone has an interest in science. God has given us all different gifts (1 Corinthians 12:4-7) and called us to different areas of service. But Christian young people might consider the challenge to seek God’s wisdom about their future, to consider His direction when they are making their career choices.
For those who do have an interest in science, we wish to offer a few words of advice. Work hard to get the best possible grades and push yourself to truly understand the material. When choosing a school, choose one with a rigorous academic program and a research program that truly interests you. Although you should not be dishonest about what you believe, it’s probably prudent to not draw attention to your creationist beliefs while you are a student, particularly if you are in a field that directly touches upon the origins controversy (such as paleontology, biology, or geology).
Given the increasing anti-Christian sentiment in society and the academic persecution in the secular universities, there may very well come a day when it will no longer be possible for a Bible-believing Christian to get an advanced degree in the natural sciences. Academically gifted young Christians should therefore “redeem the time” (Ephesians 5:16) before that door of opportunity closes.
They don't say how many letters of reference they need. They also don't mention salary. Something in the range of $100,000 - $120,000 would be typical for real scientists at a good school in Texas. ICR probably has to pay more in order to get the very best candidates.
Start-up funds are negotiable but you should probably ask for one million dollars to set up a decent lab. That's about the minimum you're going to need since your chances of getting NIH or NSF funding are pretty slim.
1. He has a great sense of humor. I'm not sure if he wants to be identified by name on this blog but you can find him on our website under Justin Nodwell, Chair.
Melissa Wilson Sayres blogs at mathbionerd and Panda's Thumb. A recent post on Panda's Thumb address a tweet from Daniel Wegmann where he said "Every non-lethal genome position is variable in the human population."
She asks "Is this true?" and proceeds to show that it is [How many mutations?]. She assumes that the human mutation rate is 1.2 × 10-8 per sit per generation. Multiply this by 7.16 billion people on the planet and you get an average of 86 mutations at every single base pair in the human genome.1
Many of these mutations will be deleterious and they will be quickly eliminated from the population if they are lethal or cause severe problems. Some moderately and slightly deleterious mutations will be present in the population because they haven't yet been eliminated by negative selection. (Some will have no effect if they are present in only one copy of your diploid genome.)
To a first approximation, the statement is pretty accurate. If it's true that most of our genome is junk then the nucleotide sequence is not important.2 As we sequence more and more genomes we should see heterogeneity at 90% of the base pairs in the genome. We haven't reached this sort of coverage but all available evidence is consistent with the idea that most positions can be variable.
1 I prefer a larger mutation rate of 100 new mutations per generation for a total of 112 mutations at every site.
2. This doesn't rule out functions that are not sequence-specific. Such functions are known to exist but there are no reasonable hypotheses that justify such functions for most of the genome.
