Monday, September 19, 2005

David H. Bailey on Science and Mormonism

I happened to come across an old Times and Seasons post today that contains a link to papers of David H. Bailey. Bailey has written a number of essays on Mormonism and science, some of which have been published in Dialogue: A Journal of Mormon Thought. His website makes these essays available, as well as some that have not been published. One essay, "Mormonism and the New Creationism," was published in Dialogue but is not otherwise freely available.

I am adding Bailey's site to the sidebar.

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Sunday, September 18, 2005

General Authority Family Size

Just for the heck of it, I decided to graph up the number of children that General Authorities have. I got my information from the 2005 Church Almanac. I used frequency histograms, which means that it shows the frequency of a particular number of children.

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Here are the First Presidency and Quorum of the Twelve.


Here is the breakdown:

10 - Packer, Nelson
8 - Wirthlin
7 - Ballard, Scott
6 - Oaks, Eyring
5 - Hinckley, Faust
3 - Monson, Perry, Holland, Bednar
2 - Hales, Uchtdorf


Next are the Presidency of the Seventy, as well the First and Second Quorums--all General Authorities. (Remember, the rest of the quorums are Area Authorities.)



I will leave any analysis or conclusions to the reader.

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Wednesday, September 14, 2005

Finding Inspiration in Marching Penguins

An article from yesterday's New York Times explains how some religious-conservatives are drawing inspiration and life-lessons from the film "March of the Penguins." This has raised a few eyebrows.

George Will, quoted in the article, asks,

"March of the Penguins" raises this question: If an Intelligent Designer designed nature, why did it decide to make breeding so tedious for those penguins?
and concludes,
Reality's swirling complexity is sometimes lovely, sometimes brutal; its laws propel the comings and goings of life forms in processes as impersonal as Antarctica is to the penguins...

It is so grand that nothing is gained by dragging an Intelligent Designer into the picture for praise. Or blame.


PZ Myers, scientist and partisan, provides a reminder and observation:
Let's just remember that it is a seasonal monogamy—[penguins] get different breeding partners in different breeding seasons. This apparently justifies the practice of the Republican leadership in cashing in their old wives for new trophies.


Carl Zimmer reports from the future on some additional movies with family values. For example,
Harem of the Elephant Seals: Meet Dad: a male northern elephant seal who spends his days in bloody battles with rivals who would challenge his right to copulate with a band of females—but doesn’t life a finger (or a flipper) to help raise their kids.


For my part, I will just observe the irony that some who criticise evolution as promoting animalistic behavior apparently are looking to animals for lessons on life. Of course, the model animals must be carefully chosen.

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Sex-Ed: No Child Left Behind

Sometimes it is easy to take education for granted. When I see TV commercials warn that an oral contraceptive does not protect against sexually transmitted diseases, I have to remind myself that not everyone has had the benefit of learning that I have. Unfortunately, some of this seems to be by design.

I've come across several news stories about abstinence-only sex education over the past year. Several notable ones include:

1. "Abstinence-only sex education programs, a major plank in President George W. Bush's education plan, have had no impact on teenagers' behavior in his home state of Texas, according to a new study."

2. "A leading group of pediatricians says teenagers need access to birth control and emergency contraception, not the abstinence-only approach to sex education favored by religious groups and President Bush."

3. "The U.S. government's emphasis on abstinence-only programs to prevent AIDS is hobbling Africa's battle against the pandemic by downplaying the role of condoms, a senior U.N. official said on Monday."

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I'm all for encouraging abstinence, but not at the expense of the basic issues concerning sexual health. In terms of high school education, I think kids ought to be taught the basics about reproductive biology, sexually transmitted diseases, and contraception. Yes, teach about abstinence and warn that contraceptive methods are not foolproof, but give them a viable plan B. (But be careful about disparaging plan B, otherwise it seems pointless.) I think the same would basically apply for international efforts as well.

Disclaimers about oral contraceptives not protecting against STDs should be provided for the ignorant, not the intentionally uninformed.

(For basic information about sexually transmitted diseases see here.)

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Saturday, September 10, 2005

Thermodynamics, Relativity, and Evolution

I recently heard someone pull out the classic "evolution contradicts the second law of thermodynamics" argument (I'm not sure whether they were just throwing it out, or actually believed it), and it got me thinking. I'm not going to deal with rebuttals to the argument (for those see here or here), I want to go in a little bit of a different direction. (I will state at the outset that I am weak in physics. I encourage comments those of you who are strong.)

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Just out of curiosity I had a look through some of my college textbooks. I think that the first time I encountered the laws of thermodynamics in any substantive way was in basic inorganic chemistry. I still have my textbook and thermodynamics is explained. I looked through several other textbooks--biochemistry, biology, and cell biology. All of these books explain the second law of thermodynamics and most also explain how complex biological structures can exist in the face of it. None of them describe any problem for evolution.

Now let's step back for a moment. The field of biology is broad--some specialties are deeply rooted in mathematics, physics, or chemistry. All of these people have been through basic college courses where the second law of thermodynamics was taught. If it was really a silver bullet fatal for evolution, shouldn't some of these people have noticed and made an issue of it within the scientific arena? Unless you posit a vast cover up, that should be a clue that the argument is actually baseless. On the contrary, I did a quick search and found this paper applying issues of thermodynamics and information theory to evoltuion.

This got me thinking even further. The first law of thermodynamics states that the total energy in the universe is constant--it can be converted into different forms, but it cannot be created or destroyed. Then I remembered the central equation of relativity, e=mc^2. This equation reveals that energy and matter can be converted into one another. With this little bit of knowledge, I might accuse phyicists: "The theory of relativity can't be true because it contradicts the first law of thermodynamics."

I found this PBS site where you can listen to a number of leading physicists explain the meaning of Einstein's equation. Sheldon Glashow actually says that the concept of conservation of energy (by which I understand him to mean the first law of thermodynamics) is wrong. Perhaps what he means is that the law could be generalized a little more to state that the amount of energy and mass in the universe is constant.

I recognize it is not a scholary reasouce, but Wikipedia actually says that the laws of thermodynamics break down in quantum mechanics.

I think there are several lessons here.

1. A little knowledge can be dangerous. Just on an intuitive level it seems ridiculous to me that a concept introduced to all science undergraduates would secretly mean the downfall of the central principle of biology. Yet some people seem to really believe it--you can easily find the claim in creationist literature.

2. It is a mistake to get caught up in the titles of scientific principles. Some people make a lot out of titles like "law" and "theory." Laws are not invincible and theories are not inherently weak. You have to look past the titles to the actual evidence and data.

3. Scientist are sometimes not sure how two concepts relate to each other. For them this represents a challenge to do additional research. For critics, such as creationists, this is taken as evidence that whichever concept they dislike is false.

4. In connection with #2 and #3, it is useful to remember that "unto every law there are certain bounds also and conditions" (D&C 88:38). Science is about discovering those laws, their bounds, and their conditions. Additional information may require a revision of the bounds and conditions. Sometimes this represents an expasion of the law; sometimes it is a contraction.

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Friday, September 09, 2005

Recent Brain Evolution

Science published two papers today that deal with two different genes (ASPM and Microcephalin) involved in brain development. Both genes have variants that show evidence of positive selection in the recent past--one as recent as about 6,000 years ago. Not all people have these variants though. For more information see commentary by John Hawks and Dienekes. Both are worth reading.

The bottom line is that it appears that the human brain is still evolving (which shouldn't be all that shocking, but we do tend to think of ourselves as a "finished" product). However nobody yet knows what effect that these gene variants have on the brain (if any).

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Thursday, September 08, 2005

Utah Board of Education Defies Buttars

The Utah state Board of Education has adopted a position that fully supports the teaching of evolution.

From the NCSE:

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About a dozen scientists in attendance endorsed the statement, telling the board that "intelligent design" is not good science. Duane Jeffrey, a professor of biology at Brigham Young (and NCSE board member) compared "intelligent design" to astrology and pyramid power, while Gregory Clark, a professor of bioengineering at the University of Utah, told the board, "Intelligent design fails as science because it does exactly that -- it posits that life is too complex to have arisen from natural causes, and instead requires the intervention of an intelligent designer who is beyond natural explanation. Invoking the supernatural can explain anything, and hence explains nothing."

At the meeting, Buttars told the board that he intended either to introduce legislation calling for the teaching of "intelligent design" or arrange for there to be a referendum on next year's ballot. He told the Deseret Morning News that his "Academic Freedom Act" would "enhance the effectiveness of science education while at the same time ensuring that students are given credible alternative explanations for the origin of life on earth"; the newspaper quoted the act as saying, "We believe that excluding recent scientific discoveries simply because they run counter to the Darwinian model of origins is not good educational policy." [What discoveries? Calling something "complex" is not much of a discovery - LDS-SR.]


Gov. Jon Huntsman Jr. has also expressed support for science and the exclusion of intelligent design from science classes.

The board of education's statement is also available here. (Scroll down.)

Way to go Utah! ...so far.

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Wednesday, September 07, 2005

Church Gives $3 Million to Fight Measles

From the American Red Cross:

“Put Your Shoulder to the Wheel” – the common hymn in The Church of Jesus Christ of Latter-day Saints beckons people to not stand idly by and watch as conditions deteriorate, but to get involved and work to make the world a better place. The challenge is one the Church itself is living up to, exemplified most recently by its $3 million donation to the Measles Initiative.

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