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Melville on Science vs. Creation Myth

From Melville's under-appreciated Mardi: On a quest for his missing love Yillah, an AWOL sailor...

Non-coding DNA Function... Surprising?

The existence of functional, non-protein-coding DNA is all too frequently portrayed as a great...

Yep, This Should Get You Fired

An Ohio 8th-grade creationist science teacher with a habit of branding crosses on his students'...

No, There Are No Alien Bar Codes In Our Genomes

Even for a physicist, this is bad: Larry Moran, in preparation for the appropriate dose of ridicule...

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Michael WhiteRSS Feed of this column.

Welcome to Adaptive Complexity, where I write about genomics, systems biology, evolution, and the connection between science and literature, government, and society.

I'm a biochemist

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The NY Times has another story about a possible link between cell phones and brain cancer. Apparently, this controversy has flared up not because of any new scientific research, but because several neurosurgeons told Larry King that they don't hold cell phones to their ears. There are several points to keep in mind: 1. While neurosurgeons know how to diagnose and treat brain cancer, don't expect them to have any special expertise on the molecular causes of cancer - that's not what they study. Some individual neurosurgeons do have expert knowledge on this (there is one who happens to work in the lab next door to me), because they are surgeons and scientists who study the causes of cancer. But being a neurosurgeon does not automatically make one an expert on the causes of brain cancer.
Over at Cosmic Variance, Sean tells us that the purpose of Harvard is not to educate people. Lately, there has been a dustup between Harvard, with its fat endowment, and various groups, including the Massachusetts state government, which think that money could be better spent elsewhere. Harvard educates just a small number of students - so what is it doing with all that money? Maybe Harvard could do better things with its money, but as Sean argues, educating more students is not one of them. I'm often asked where I want to work after I finish my postdoctoral fellowship.
Physicist and author Brian Green had an interesting opinion piece in yesterday's NY Times, arguing that we need to care about more than just science literacy - we have to promote excitement about science:
Science is a way of life. Science is a perspective. Science is the process that takes us from confusion to understanding in a manner that’s precise, predictive and reliable — a transformation, for those lucky enough to experience it, that is empowering and emotional.

Much of the coverage of autism in the media focuses on the arguments of advocates, scientists, and government officials over the relationship between vaccines and autism. But out of the spotlight, a bigger story is brewing: the hunt for autism genes, a technically difficult hunt which is pressing forward using all of the tools modern genetics has to offer. If you are like me, news stories about autism have left you with only a vague impression of the current scientific state of understanding, the impression that researchers strongly deny any link between autism and vaccines, but have little else to say about what the real cause of autism might be.

If that is your impression, you'll perhaps be surprised to learn that roughly 20% of autism cases in the US are linked to known genetic changes, a minor fraction of autism cases to be sure, but much higher than I would have guessed. That autism has a genetic basis is a well-established finding, and while this by no means rules out environmental factors, genetics is at the core of the recent progress scientists have made in understanding autism. The genetics of autism, however, is not simple - no surprise, since autism involves our most complex organ, the brain, in one of its most complex functions, social interaction. Untangling the genetic and environmental factors that underlie autism will be tough, but in the process we will learn more about how many different genes work together in a child to control the developing brain.

Can one ever hear too many stories about Richard Feynman? Cosmic Variance brought my attention to a great piece from Physics Today by Daniel Hillis (who worked with Feynman in the 80's to build a pioneering computer) that shows us how a great scientist continued to tackle interesting problems well into his 60's. How did Feynman do it - how did he keep finding interesting problems to work on?
From Slashdot, a physics professor gets upset that undergrad physics majors at his school aren't required to learn any programming. (Check out the comments for an interesting discussion.) To make matters worse, some faculty in his (her?) department argue that the physics majors only need to learn Excel, which just adds fuel to the fire:
In principle, as a spreadsheet with simple flow control in combination with visual basic capabilities, Excel can do many things at the cartoon level we care about scientifically. But I'm not interested in giving students toys rather than tools.