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I have no idea if this is true, but it is an interesting representation either way. (Graph of the percentage of adults per country who believe in evolution compared against GDP/capita)

What does it mean with grassroots organizing and activist result in legislation that seem to challenge the foundations of science? The academic freedom bill would: " 'create an environment ... that encourages students to explore scientific questions, learn about scientific evidence, [and] develop critical thinking skills' regarding 'scientific controversies.' " Who could be against critical thinking. But what if your definition of critical thinking is to provide alternative explanations of evolution that are not based in scientific knowledge or methods. What is that? What does it say that there are science teachers who may feel they are constrained in challenging theories of evolution? What is the right way for challenging consensus views? The bill seems to bring forth some very sophisticated "activism" in pushing forth anti-science, or Moore's idea of marginal scientists.

I like this line: Think of this way: If you come home to find your television and computer stolen, along with a note saying, "This removal of your goods shall not be construed as a burglary,"... It's interesting to think about the law around what is and is not taught in different cases. I sometimes have issues with the MA state frameworks as well in that certain things are emphasized and others left out.

Summarizes the evolution of the plant biotechnology industry in Europe and discuss relevant competitive issues. Also comments on the rise of public opposition to the use of genetically modified organisms (GMOs) in agriculture in Europe, and conclude by highlighting key aspects of the emerging European policy on GMOs, and its political economy.

This article is really interesting for several reasons -- it describes a model by a scientist about scientists, and the reception he got from his colleagues; it's an interesting model for thinking about scientists on its own; and in it the author of the article, the scientist, and a reviewer all claim that there have been "no real studies about science."

Interesting article, although I appreciated the stages described in the article, I think it is a much more nuanced process. Nevertheless, an interesting depiction. Thanks Pam!