Relates occurrences at the Asilomar conference that led to the drafting of guidelines for gene-transplant research. The guidelines allow some experiments, defer others until safer containment is available, and ban those considered highly dangerous. (GS)

The author proposes a framework for the study of behavior and personality that takes into account phylogeny (development of genetically related groups of organisms) as well as ontogeny (course of development of an individual organism). The adaptive function of behavior is stressed. The author states that individual personality is a unique…

This paper advocates that a creation model, as well as an evolution model, should be presented to students when discussing the origins of life. The author argues that the traditional evidence supporting evolution is circumstantial in nature, whereas a major prediction from the creation model (that gaps exist between distinct kinds of living…

Political and social implications of biological research, with particular reference to consequences for education, are discussed in this collection of papers presented at the 1969 convention of the National Association of Biology Teachers. Commentary papers by a panel of three, including at least one high school biology teacher and one expert in…

The first two papers in this booklet provide a review of the pervasiveness of symmetry in nature and art, discussing how symmetry can be traced through every domain open to our understanding, from all aspects of nature to the special provinces of man; the checks and balances of government, the concept of equal justice, and the aesthetic ordering…

Suggests that insects be studied because they are linked to man's well-being and because of their own intrinsic worth. (LS)

A citizen's task force appointed by the Department of Energy to study its energy education program has taken DOE sharply to task for not drawing the line between education and propaganda. The task force urged the agency to overhaul the whole operation. (Author/BB)

Examines two views about acceptance of Darwin's theory by scientists in Great Britain; that all scientists had accepted it within ten years after the publication of "Origin of Species," and that young scientists accepted the theory faster than old scientists. Concludes that both views are not accurate. (GA)

Two books are reviewed which discuss conservative critics of textbooks, especially critics of the presentation of evolution in biology textbooks. The article tells who these textbook watchers are and describes their aversions and preferences. (BB)

A brief summary of the year's activity. (BB)

Much active research and innovative thinking is taking place in the field. Current efforts attempt to synthesize the information that has been generated this far. This article reviews the synthesis publications of the past year. (MA)

Briefly discusses the views of Claude Levi-Strauss and Robert Ardrey who cite Rousseau as a personal influence even though they hold opposing anthropological ideals. The author claims that this situation is due to misinterpretations of Rousseau's work. An interpretation of Rousseau's anthropology is given reconciling the differences. (BC)

In this review educational researchers are apprised of some potentially important developments in evolutionary biology. The field is outlined as it is spelled out in two recent books on sociobiology and behavior. The relationship between the two areas is discussed. (Author/GC)

Argues that the concept of special creation deserves fair and equal treatment as opposed to evolution as a viable, competing scientific model of origins. Cites findings from archaeology, geology and other sciences to support the claims. (CP)

Describes a computer simulation of the evolution of species. This is a model for sorting out random and correlated paleontological events. (BB)