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Introductory materials © 2006 [Posted: August 20, 2006] • • • • (Also in ) • • • • • • • • Editorial Comments Hendren v. Campbell was a 1977 state court ruling on the constitutionality of using the creationist textbook Biology: A Search for Order in Complexity in public school biology classes. Biology was produced by the in 1970 and several controversies regarding its usage in public schools occurred in the 1970s, until the Hendren decision more or less dissuaded further attempts.

The judge in Hendren ruled unambiguously that creationism was a specific sectarian religious view, and that the various attempts to disguise it as 'science' for the purposes of use in public schools -- a trend already quite obvious in the 1970s -- were a sham. Judge Dugan wrote, 'The question is whether a text obviously designed to present only the view of Biblical Creationism in a favorable light is constitutionally acceptable in the public schools of Indiana. Two hundred years of constitutional government demand that the answer be no.'

Being a state court decision, Hendren was soon obscured by the much more famous federal court cases and. However, given the recent attention paid to the 'intelligent design' textbook Of Pandas and People in the case, it is worthwhile to examine the very similar themes apparent in this case from almost 30 years ago. Biology: A Search for Order in Complexity and the Hendren decision are discussed in Ed Larson's (2003) book Trial and Error, pp. 134-135 and 144-146, in the context of the overall legal history of creationism. The Hendren decision was also discussed in a by Fred Edwords, and William Thwaites Biology in the same issue. Creationists discussed the Hendren decision in a, a creationist publication run by Seventh-Day Adventists. A second, revised edition of Biology: A Search for Order in Complexity was published in 2004.

The new edition is in color and again promotes the young-earth creationist view. It to be aimed primarily at the home school market. Usbflashcopy 1 6 Keygen Photoshop. Notes on the HTML Adaptation A copy of the Hendren opinion was discoved in the archives. The copy is legible but is obviously itself a second or third generation xerox.

It was scanned and, and then the resulting text was manually edited to put in matching HTML formatting and correct the obvious OCR errors. The text was then run through a spellcheck in Microsoft Word, which caught most of the remaining errors. However, some minor OCR errors may remain. The original document was obviously typed on a typewriter, perhaps by a court clerk or secretary. It therefore contains a fair number of typos and dropped words. Typos or other errors found in the original document have been marked with [sic] or comments in square brackets.

The original decision contains no 'sic' marks whatsoever, in quoted passages or otherwise. They have all been added in the HTML edit. Therefore any typos found in quotes of creationist works could well have been introduced during the writing or typing of the opinion, and might not be found in the original creationist work. Anyone wishing to cite these quotes should therefore look up the original creationist publication. [] References. John N Moore, Harold Schultz Slusher, and the Creation Research Society Textbook Committee (1970)..

Grand Rapids: Zondervan Publishing House. Leslie MacKenzie, David K. Arwine, Edward J. Shewan, and Michael J. McHugh, editors. (2004)., 2nd edition. Arlington Heights, Ill.: Christian Liberty Press.

Katherine Ching (1977). Origins 4(1):46-49 (1977).

Frederick Edwords (1980). Creation/Evolution, 1(1), Summer 1980. Larson (2003)., New York: Oxford Universtity Press, USA. William Thwaites (1980). Creation/Evolution, 1(1), Summer 1980. Decision by the Court STATE OF INDIANA ) ) COUNTY OF MARION ) SS: IN THE MARION SUPERIOR COURT, NO. S577-0139 JON HENDREN, by ROBERT HENDREN, ROBERT HENDREN, in his own right and E.

THOMAS MARSH, Plaintiffs. - vs - GLENDEN CAMPBELL, BETTY CROWE, HAROLD H NEGLEY, STERLING N. SALTON, JANET N. WICKERSHAM, WILLIAM LYON and BETTY LOU JERREL, Individually and in their official capacity as Members of the Indiana Textbook Commission. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) OPINION I. STATEMENT OF FACTS: Before the Court is a Verified Petition for Review (Amended Complaint) filed on March 23, 1977 on behalf of a ninth grade student, Jon Hendren, his father and another parent of a student in the West Clark Community School Corporation. The defendants are members of the Indiana Textbook Commission.

The Textbook Commission is responsible for the adoption of textbooks to be used in the public schools of Indiana. In the general area of biology the Commission adopted seven books, including the one at issue. From that list local school boards may then adopted texts to be used for a period of five years. Five school systems co-adopted this text with another text..

Two systems, West Clark Community Schools and South Ripley Community Schools adopted only A Search for Order in Complexity. In all of these systems the text is in current use in the first year of the five year cycle. On March 18, 1977 the Textbook Commission pursuant to an order of the Court convened a hearing on the use of this text.

The Commission issued findings of fact on that date denying the request of the plaintiffs that the text be withdrawn. (Exhibit A) II. NATURE OF THE CASE: This petition is brought under the Indiana Administrative Adjudication Act IC 1971, 4-22-1-2 et seq. In a judicial review of the action of the Textbook Commission.

The general rule in Indiana has been that the reviewing Court use the test of an agency's factual determination as [to] whether there was substantial evidence in the adminstrative [sic] record to support the agency's finding.. More recently appellate courts have found that 'Judicial attempts to define the meaning of substantial evidence have met with less than unqualified success.' Accordingly Courts may review the whole record, rather than merely evidence supporting the agency's findings. The Court is also asked to view the Commission's findings and the text in light of the of the and of the Constitution of the United States,, and I.C. 1971 20-10.1-9- 11 which provides: 'The Commission on textbook adoptions shall not approve a textbook which contains anything of a partisan or sectarian character'. ISSUES: • Was the finding of the Commission arbitrary, capricious, or an abuse of discretion or not otherwise in accordance with the law because it violates statuatory or constitutional prohibitions? • Were the findings of the Commission supported by substantial evidence at the administrative hearing?

• Does the textbook violate statuatory and constitutional guarantees and prohibitions? REVIEW OF THE COMMISSION HEARINGS TESTIMONY AND EXHIBITS: At the hearing of the Commission, the Plaintiffs called ten witnesses, among them being biologists and theologians. The Attorney General called one witness, one of the authors of the text. All of the Plaintiff's witnesses complained that the book was 'sectarian' in viewpoint. One witness, Dr. Hendix, was also a member of the State Science Advisory Committee that wrote guidelines for science instruction for the State of Indiana.

Hendix testified that the book was outside of state guidelines. The witness had recommended disapproval of the book. The witness for the Attorney General, Dr.

Butler, was one of the authors of the book. Butler felt the book was 'in accord' with his own Christian perspective.. A witness for the plaintiff, Donald L.

Nead, observed that the main-line Protestant denominations, including Presbyterians, Methodist, United Church of Christ, Christian Church(Deciples [sic] of Christ), and certain elements of the Lutheran's [sic] and American Baptist Convention had not considered the theological basis of the book viable for many years.. The Plaintiff also introduced nine exhibits including the book, Teachers Guide, and various letters and booklets from the publisher. In terms of the purpose of the textbook, a letter from Henry M. Morris, PhD., Director of the Institute for Creation Research relates: 'The Institute for Creation Reasearch [sic] in the research division of the Christian Heritage College, and all of the students in the College are given 90 class hours of instruction in creationism, so that they are all well-equipped to be leaders in the creationist movement in the future.' In another exhibit, Dr.

LaHaye, President of Christian Heritage College, discusses 'the ministry of the Institute for Creation Research.' Unique missionary organization.' , '.it has a remarkable evangelistic and spiritual outreach.' In a distribution brochure, including the text at issue, the publisher states: 'We are seeking to inform the public about the latest findings regarding special creation, but we also desire to publish and distribute material which will educate the reader concerning scriptural evidence and religious thought, and which will help build up the body of Christ.'

Morris, in an article entitled 'Creation in the Christian School' relates: 'Although a considerable part of ICR's activity is aimed at the restoration of creationism in the nation's public schools and state universities, we realize this is difficult to accomplish and is a long-range goal rather than one quickly attainable.' 'In the public schools, for example, we urge that creationism be taught as an alternative to evolutionism not on a religious basis, but strictly on a scientific basis.' 'In a private Christian school, however, this neutral approach is neither necessary or desirable. Although students in such schools should be taught about evolution, the cirriculum [sic] should stress throughtout [sic] that creation is the only Biblical position and the only realistic scientific position as well.' EXAMINATION OF THE TEXTBOOK AND TEACHER'S GUIDE: The textbook A Search for Order in Complexity, of some 595 pages and the Teachers Guide, of some 96 pages, were published in 1974 in revised editions by the Zondervan Publishing House. Distribution and promotion was thereafter done through the Institute for Creation Research. The text itself includes some 29 chapters with corresponding teacher's guide with suggested answers to questions for students in the text.

The text in its preface indicates: 'There are essentially only two philosophic viewpoints of orgins [sic] among modern biologists -the doctrine of evolution and the doctrine of special creation. Proponents of the former postulate the gradual appearance of the various forms of life and of life itself by natural processes over vast ages of time. Exponents of the latter assume the essentially instantaneous origin of life and of the major kinds of living organisms by special creative acts utilized directly by the Creator Himself.' The text asserts that the two viewpoints 'cannot really be harmonized. Since they represent diametrically opposite viewpoints of orgins'. [sic] The index to the text seems, on its face, to support the assertion that the text attempts to present both viewpoints for consideration by the thoughtfull [sic] student. Under 'Creation Theory' are found 47 reference pages in the index while 88 reference pages are listed for 'Evolution Theory'.

The 'Glossary of Terms' also seems to support a balance[d] view by defining the viewpoints as follows: ' Creation, the sum total of acts by the Creator or Supreme Being who brought into existence the universe, the earth, and a1 life, including mankind that is therein.' 'Evolution, the explanatory belief system that all life, including mankind, came from an inorganic begining [sic] from one celled forms through multicellular organizations of two-cell layered and three-celled layered [sic?] forms of animals and moss and ferns and flowering plants.'

In fact, the text consistantly [sic] presents creationism in a positive light and evolution in a negative posture. The preface summarizes the program of the text followed in the text itself. Discussing the evolution and creation 'models' the preface presents a definition of each followed by tests and predictions necessary to support each theory.

As to evolution, the text asserts 'basic predictions' as being: '.processes which tend to produce functional similarities.with no 'gaps' of any consequence between adjacent kind; [sic]' '.processes which tend to produce new entities in an even higher state of order and integration;' '.that variety and complexity of the world and all its inhabitants tend to increase as time increases.' Discussing the evolution predictions the text, the authors state at page XIX: 'the inference of a continuous array of such similarities.is not supported by the data.' 'Secondly, study of various processes does bear out the evolutionary inference.' 'Once again, however, this evidence is not very compelling.

(and)' seem always to fail in to one, of two categories.' (These categories). 'may be used better to support the principles of conservation and decay rather than origination and integration, as proponents of the evolution model would suggest.'

'The inference that the complexity of life should have increased with the passage of geologic time.is seriously weakened by the necessity of cricular [sic] reasoning in its development' The preface disputes 'index fossils' starting at page XX: '.the fossil record does not necessarily reflect slow, uniformitarian evolutionary change over vast ages, but rather contains a graphic record of violence and death on a worldwide scale.' Summarizing, the preface concludes: 'The evolution mode contains numerous deficiencies and discrepancies. One may adhere to it as an act of faith, but it is fallacious and misleading to label it 'science' As to the creation model, the preface relates at page XX and XXI: 'That there was a period of special creation in the past, during which the world was brought into existence out of nothing but the power of the Creator.' 'The features of the creation model are confirmed by most or all of the actual observed phenomena of nature, thus demonstrating the validity of the creation model as being scientifically sound.' 'Similarly, the second law (increasing entrophy) [sic] is essentially a confirmation of the universal law of decay and death postulated in accordance with the biblical version of the creation model.' 'In fact, there seems to be no way of accounting for most of the great fossil beds of the world.except in terms of very rapid burial and lithification, such as might be possible, in accordance with the biblical deluge, and accompanying volcanic and tectonic activity and inferred subsequent glaciological phenomena.'

Summarizing the creation model, the preface concludes at page xxii: 'On this basis, the creation model is a framework of interpretation and correlation which is at least as satisfactory as the evolution model.' 'However, (the various principals and laws) all may be correlated far more easily with the creation model than with the evolution model.' 'Furthermore, the data and principles of physics, chemistry and the other physical sciences are much more esily [sic] understood within the framework of the creation model than in that of the evolution model.'

Finally at pages xxii and xxiii of the preface, the editor states' [sic] 'Evidences usually presented in support of evolution as a model of origins are accurately presented and considered. At the same time, it is explicit throughout the text that the most reasonable explanation for the actual facts of biology as they are known scientifically is that of biblical creationism.' 'We hope this approach will be attractive first of all to the many private schools directed by those seeking to maintain an educational philosophy and methodology consistant [sic] with traditional Christian perspectives. We trust it will also be of interest and use in public school systems by teachers desiring to develop a genuine scientific attitude in their students rather than an artifically [sic] induced evolutionary worldview.' Most of the chapters in the text itself deal with non-controversial elements of biological science such as insects, chemical principles, algae, one-celled organisms, and so on. The book is, replete, however, with references to biblical topics, the.' Wonderful findings of God's creation' and 'divine creation' as being the only correct viewpoint to be considered.

Throughout the text, while both viewpoints are mentioned, biblical creation is consistantly [sic] presented as the only correct 'scientific' view. Two entire chapters, in fact are devoted to lengthy discussions of the fallacies and weaknesses of the evolution viewpoint. Chapter 21 'weakness of Geoligic [sic] Evidence' goes into great detail disputing evolutionary theories as to fossils and geologic evidence. It explains fossils '.by the fact that most fossil material was laid down by the flood in Noah's time' Chapter 24, 'Problems for Evolutionists' devotes some eight pages to arguments refuting evolution theory.

There are no chapters or passages in the text which deal critically with biblical creationism. Also persuasive as to the avowed purpose of the book is the Teachers Guide.

This publication, designed for teacher [sic] in using the text, summarizes the text, offers suggestions for use and enrichment and provides answers to questions found at the end of textbook chapters. These questions are designed to test the student as to his understanding and study of each chapter. A review of some of the questions and corresponding 'correct' answers is instructive.

Question 10, page 163, text: 'To what extent was Alexander Flemming's [sic] discovery based on chance, and to what extent on training?' Answer, page 39, Teachers Guide: 'It was 'chance' (under the direction of God's providence) which allowed the penicillian [sic] spores to get into the culture dishes of bacteria.'

Question 8, page 77, text: 'Why does an old human skeleton of low type sometimes receive more attention than an old human skeleton of the same type as living men?' Answer, page 77, Teacher's Guide: 'Some persons believe that evolution has been amply demonstrated to be true. When a skeleton of low type is found, they jump to the conclusion that it is ancestral to modern man. Such persons forget that they are using their assumption of evolution as proof of evolution.'

Question 7, page 459, text: 'How does the Doctrine of evolution by natural selection explain the development of altruism, or doesn't it?' Answer, page 79, Teacher's Guide: 'If the doctrine of evolution were true, it would favor heartless ruffians such as bandits and weeds.

An altrusive [sic] person would be less 'fit' to survive. On the other hand, where a majority of a group of people recognize God, they appreciate and favor the alturistic [sic] person.' Question 7, page 471, text: 'Creationists believe there are limits to natural change.

Are they afraid to extrapolate, or are there reasons for such a belief?' Answer, page 81, Teacher's Guide: 'An evolutionist might say, if you recognize small changes, multiply them by the number of years the earth has existed and you will have learned, however, that there are limits beyond which small changes no longer accumulate.' Question 8, page 471, text: 'What do hydra, the opossom [sic] and the jack pine teach about development of complexity?' Answer, page 81. Teacher's Guide: 'A complex animal or plant does not, because of its complexity have an advantage in the struggle for existence.

Complexity must have been conferred by the Creator rather than by natural conditions such as we observe today.' APPLICATION OF STATUATORY AND CONSTITUTIONAL STANDARDS.

Numerous cases in the history of the United States have dealt with issues of the 1st Amendment to the Constitution. The United States Supreme Court has frequently determined that the authors of the Constitution did not merely prohibit the establishment of a state church or a state religion.

This nation's founders regarded such a matter as one to be carefully and seriously avoided. They stated through the Constitution that there should be 'no law respecting an establishment of religion.' The Supreme Court has interpreted this to mean that: 'A given law might not establish a state religion but nevertheless be one respecting that and in the sense of being a step that could lead to such establishment and hence offend the First Amendment.' The Court has not required total separation between church and state. Many regulations and laws involve the co-existence of church and state such as tax exemption of property used for religious worship. Judicial caveats against entanglement must recognize that the line of separation, far from being a wall, is a blurred, indistinct and variable barrier depending on all the circumstances of a particular relationship.

In fact a sense of neutrality has been a goal of the Courts as it relates to the state and religion. Justice Douglas pointed out 'We sponsor an attitude on the part of government that shows no partiality to any one group and that lets each flourish according to the zeal of its adhereants [sic] and the appeal of its dogma'. For example in Walz v. Tax Commission the Supreme Court found that: 'the legislative purpose of a property tax exemption is neither the advancement nor the inhibition of religion; it is neither sponsorship nor hostility.' In Walz it was pointed out that New York City had not given preference to any particular church or religious sect.

Instead a tax exemption was granted to houses of religious worship within a broad class of property. The Court had no problem with the fact that the state '.has an affirmative policy that considers these groups as beneficial and stabilizes influences in community life and finds this classification useful, desirable and in the public desirable.'

Justice Harlan pointed out in Walz: 'Two requirements frequently articulated and applied in our cases for achieving this goal are 'neutrality' and 'voluntarism'. These related and mutually reinforcing concepts are short-form for saying that the Government must neither legislate to accord benefits that favor religion or nonreligion, nor sponsor a particular sect, nor try to encourage participation in abregation [sic] of religion' As a result of the balancing of state and religion throughout this nation's history, courts have also recognized the constitutional rights of individuals to substitute private and parochial schools to exercise dissent and independent views. In fact it is well recognized that parochial schools in our society perform both religious and secular functions.

Their right to foster particular religious views is unquestioned. Their obligation to provide secular education regulated by the state is also certain. States may even provide certain benefits to parochial schools such as transportation, books, and allowing students to be released from public school classes to attend religious instruction. These types of benefits have not been held to subvert the prohibition of the First Amendment. Three tests have been offered by the Supreme Court to measure whether the action of the state has stepped beyond the prohibition of the First Amendment.

These tests are designed to prevent 'sponsorship', financial support, and active involvement if [sic?] the sovereign in religious activity'.31 There [sic] tests are: • The statute must have a secular legislative purpose. • The principal or primary effect must be one that neither advances nor inhibits religion.

• The statute must not foster an excessive governmental entanglement with religion. Three cases are particularly instructive. In, a public school biology teacher brought a action challenging an Arkansas statute which prohibited teachers from teaching Darwinian theory. Justice Fortas found that the statute was contrary to the First and Fourteenth Amendments pointing out that as early as 1872 the Supreme Court has said: 'The law knows no heresy, and is committed to the support of no dogma, the establishment of no sect.' He continued: There is and can be no doubt that the First Amendment does not permit the State to require that teaching and learning must be tailored to the principles or prohibitions of any religious sect or dogma.' Finding that the clear purpose of the statute was the advancement of fundamentalist sectarian conviction the Court found such purpose untenable under our Constitution. The Supreme Court was not pursuaded [sic] that the Arkansas statute was carefully worded to be lees explicit' than its predecessor the Tennessee 'monkey law' Pointing out that the Scopes trial may have induced the state to temper is [sic] statute, nevertheless, '.there is no doubt that the motivation for the law was the same: to suppress the teaching of a theory which it was thought, 'denied' [sic] the devine [sic] creation of man.'

Justice Black, in a concurring opinion, however, [discussed?] the difficulty of these cases. He expressed the doubts addressed by the Attorney General in this case as to whether neutrality is served by striking down such statutes. He reminded the Court: 'The Darwinian theory is said to challenge the Bible's story of creation: so too have some of those who believe in the Bible, along with many other's, [sic] challenged the Darwinian theory.

Since there is no indication that the literal Biblical Doctrine of the origin of man is included in the curriculum of Arkansas schools, does not the removal of the subject of evolution leave the State in a neutral position toward the supposedly competing religious and anti-religious Doctrines? 'Certainly the Darwinian theory precisely like the Genesis story of the creation of man is not above challenge' In Metzer v. Board of Public Instruction decided in march, [sic] 1977, Florida Courts reviewed a school board policy encouraging daily Bible reading to public school students and the distribution of Gideon Bibles. The Court found that this policy violated the prohibitions of the First Amendment. The School Board argued that its policy was justified in that it directed school officials [']to labor faithfully and earnestly for the advancement of the pupils in their studies, deportment and morals, and embrace every opportunity to inculcate, by precept and example, the principles of truth, honesty and patriotism and the practice of every Christian virtue.'

Citing a number of cases the Court demonstrated that the distribution of Gideon Bibles '.approximates an annual promotion and endorsement of the religious sects or groups which follow its teaching and precepts'. The school board's policy was found to constitute and [sic] unconstitutional preference to one religion over another. The court found that the purpose of a Florida 'Christian Virtues' statute was to advance a particular religion. They rejected arguments that the word 'Christian' was a mere adjective with little implication as to its application. 'The phrase 'Christian Virtue' suggests a very particular type of virtue that is tied particularly to one religion, and a type of virtue that is or may be at odds with minority religions [sic] concept of virtue. If the statute had required inculcation of 'Jewish virtue' or 'Moslem virtue' we have no doubt that the unconstitutionability [sic] of the statute would be conceded by all.'

Finally, the 1975 case of should be viewed with this action. In Daniel a Tennessee statute was examined which required that any textbook expressing an opinion about the origin of man would be prohibited from use unless it specifically stated that the opinion was a theory.

The statute also required that the biblical account of creation as set forth in Genesis be printed with commensurate attention and equal emphasis. Lastly, the statute required that biblical creation be printed without a disclaimer that it was a theory not represented by scientific fact. The Court of Appeals found that this statute violated the First Amendment.

They found that 'the result of this legislation is a clearly defined preferential position for the Biblical version of creation as opposed to any account of the development of man based on scientific research and reasoning.' The court argued that teaching and learning cannot be 'tailored' to the principles or prohibitions of any religious dogma.

Clearly, it is not the function of the courts to determine the validity or fallacy of any religious doctrine. In fact the Judiciary has long had an abborence [sic] to wandering into the thicket of conflicting dogmas and creeds.

Personal considerations of the court have no place in the determination of cases of this type. The constitution of the State of Indiana has expressed its confirmation and interpretation of the First Amendment by providing that 'no preference shall be given, by law, to any creed, religious society, or mode of worship.' In this case we do not have that situation of an obvious statuatory attempt to impose religious doctrines on the citizens of Indiana. On the contrary, we face a textbook which, on its face, appears to present a balanced view of evolution and Biblical Creation. The record and the text itself do not support this assertion of fairness. Since the Scopes controversy over fifty years ago, the courts of this county have faced repeated attempts by groups of every conceivable persuasion to impose particular standards, whether religious or ethical, on the populace as a whole. We may note that with each new decision of the courts religious proponents have attempted to modify or tailor their approach to active lobbying in state legislatures and agencies.

Softening positions and amending language, these groups have, time and again, forced the courts to reassert and redefine the prohibitions of the First Amendment. Despite new and continued attempts by such groups, however, the courts are bound to determine, if possible, the purpose of the approach. Clearly, the purpose of A Search for Order in Complexity is the promotion and inclusion of fundamentalist Christian doctrine in the public schools. The publishers, themselves, admit that this text is designed to find its way into the public schools to stress Biblical Creationism. The court takes no position as to the validity of either evolution or Biblical Creationism.

That is not the issue. The question is whether a text obviously designed to present only the view of Biblical Creationism in a favorable light is constitutionally acceptable in the public schools of Indiana. Two hundred years of constitutional government demand that the answer be no.

The asserted object of the text to present a balanced or neutral argument is a sham that breaches that 'wall of separation' between church and state voiced by Thomas Jefferson. Any doubts of the texts [sic] fairness is dispelled by the demand for 'correct' Christian answers demanded by the Teacher's Guide.

The prospect of biology teachers and students alike, forced to answer and respond to continued demand for 'correct' fundamentalist Christian doctrines, has no place in the public schools. The attempt to present Biblical Creationism as the only accepted scientific theory, while novel, does not rehabilitate the constitutional violation. After consideration of the text and the evidence at the agency hearing, the action of the Indiana State Textbook Commission is untenable.

Government cannot be insensitive to the Constitution and statutes of the nation and state. Their approval both advanced particular religious preferences and entangled the state with religion. The decision of the commission is without merit and violative of both statuatory and constitutional provision. FINDINGS OF THE COURT: • The findings of the Indiana Textbook Commission were arbitrary, capricious and an abuse of discretion. • The findings were inconsistant [sic] with the evidence at the administrative hearing.

• The findings of the Commission were in violation with I.C. 1971 20-10.1-9-11;, and the. • The textbook A Search for Order in Complexity, as used in the public schools, violates I.C.1971 20-10-l9-11, Article 1, Section 4 of the Constitution of the State of Indiana, and the First Amendment of the Constitution of the United States. IT IS THEREFORE ORDERED AND ADJUDGED that the findings of the Indiana State Textbook Commission are reversed, and the commission is ordered to make findings not inconsistant [sic] with this decision after re-hearing. 1 Baughgo Community Schools, Union Township Schools, Warsaw Community Community Schools, Morgan School District (Martinsville), East Washington School Corporation. Membership Corp. Comm'n, 239 Ind 525, 159 N.E.

2d 121 (1959). 3 City of Evansville v. Southern Indiana Gas & Electric Co. [sic should have been underlined], 339 N.E. 4 Hearing before the Indiana Textbook Commission, March 16, 1977 p. 36 7 ID, Exhibit #4 8 ID, Exhibit #7 9 ID, Exhibit #9 10 ID, Exhibit #8 11 A Search for Order in Complexity, pp.

Xvii 12 ID pp xviii 13 ID pp 576, 577, 579. 556 16 ID pp xviii, xix 17 ID pp xix 18 ID p. Xx 19 ID pp 3,8 20 ID p. 415 21, 374 U.S.

203, 10 L.ed. 2d 844, 83 S.ct. 1560 (1963), 370 U.S. 2d 601, 82 S.ct. 1261 (1962), 366 US420 [sic] 6 L.Ed. 2d 393, 81 S.ct. 1101 (1961) 330 U.S.

771, 67 S.Ct. 504 (1947) 22, 403 U.S. 602, 29 L.Ed. 2d 745, 91 S.Ct.

2105 (1971), p. 757 (Footnotes Continued) Page Two. 679 (1952) p. 313 25, 397 U.S. 664, 25 L.Ed. 2d 697, 90 S.Ct.

1409 (1970) p. 28 [sic Sisters], 268 US 510, 69 LEd 1070, 45 Sct 571. 236, 20 L.Ed. 2d 1060, 88 S.Ct. 1923 (1968) 30 Averson, supra.

Allen, supra. Zorach, supra. 31 Walz, supra. 32 Lennon [sic Lemon], supra, p. 755 33, 393 U.S. 26 228, 89 S.Ct. 266 (1968) 34 ID, p.

234, L.Ed 2d 35 ID, p. 235 36 ID, p. 40 Meltzer v.

Board of Public Instruction of Orange City, Fla., 45 L.W. 2434, (1977). Orange County Board of Public Instruction, 128 So.

2d 181 (Fla.App. 1960) Tudor v. Board of Education, 100 A. 1953) Godwin v. Cross County School District, 394 F. Supp 417 (ED Ark.) 43 Meltzer, p.

2435 44, 515 F. 2d 485 (1975) 45 ID, p.

Description Helping Students Make Connections Across Biology Campbell BIOLOGY is the unsurpassed leader in introductory biology. The text’s hallmark values– accuracy, currency, and passion for teaching and learning–have made it the most successful college introductory biology book for eight consecutive editions. Each chapter is organized around a framework of three to six Key Concepts that provide the context for supporting details, helping students to distinguish the forest from the trees. • The Key Concepts are presented at the beginning of the chapter to orient students to the main ideas of the chapter. The Overview and chapter opening question engage students and set the stage for the chapter content. • Numbered Concept Heads remind students of the main ideas as they begin each section of the chapter and make it easy for instructors to assign selected sections.

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These questions can serve as discussion starters for active learning in lecture, discussion sections, or student study groups. • Selected Inquiry Figures invite students to read and analyze the original research article in the supplement Inquiry in Action: Interpreting Scientific Papers. • Research Method Figures illustrate important techniques in biology. • Scientific Inquiry Questions at the end of each chapter give students more opportunities to practice critical thinking by developing hypotheses, designing experiments, and analyzing real research data.

• Eight interviews with renowned researchers inspire students and show them the human side of science. The new Ninth Edition interviews feature Susan Solomon, National Oceanic and Atmospheric Administration, Boulder, Colorado; Bonnie Bassler, Princeton University; Joan Steitz, Yale University; Geerat J.

Vermeij, University of California, Davis; W. Ford Doolittle, Dalhousie University, Canada; Luis Herrera-Estrella, National Polytechnic Institute, Mexico; Baldomero M. Olivera, University of Utah; and Camille Parmesan, University of Texas, Austin. Carefully crafted figures help visual learners understand complex structures and processes and organize material into a clear hierarchy of ideas. New Visual Organizers highlight the hierarchy of information in multipart figures to help students understand and study the material.

• Exploring Figures help students access information efficiently by integrating text and visuals. • Guided Tour diagrams walk students through a figure like an instructor would, pointing out key structures, functions, and steps of processes. • In selected figures, a three-dimensional art style helps students visualize biological structures. • Figure legend questions prompt students to delve into a figure’s content and assess their understanding. Note that MasteringBiology ® is available for purchase and is not included with this version of the texbook. MasteringBiology is an online learning and assessment system proven to help students learn.

It helps instructors maximize class time with customizable, easy-to-assign, and automatically graded assessments that motivate students to learn outside of class and arrive prepared for lecture. The powerful gradebook provides unique insight into student and class performance. As a result, instructors can spend class time where students need it most. MasteringBiology empowers students to take charge of their learning through assignable tutorials, activities, and questions aimed at different learning styles. It engages students in learning biology through practice and step-by-step guidance—at their convenience, 24/7. • New items include Data Analysis Tutorials, Student Misconceptions Questions, Make Connections Tutorials, Experimental Inquiry Tutorials, Video Tutor Sessions, and an optional upgrade to include Virtual Labs. • Pre-built Reading Quizzes allow instructors to create quick and easy assignments in MasteringBiology to make sure students read the book before class.

Instructors can easily edit the questions and answers or import their own questions. • BioFlix ® 3-D Animations and Tutorials cover the most difficult biology topics with assignable tutorials plus self-study modules that include movie-quality animations, labeled slide shows, carefully constructed student tutorials, study sheets, and quizzes that support all types of learners. Topics include A Tour of the Animal Cell, A Tour of the Plant Cell, Membrane Transport, Cellular Respiration, Photosynthesis, Mitosis, Meiosis, DNA Replication, Protein Synthesis, Mechanisms of Evolution, Water Transport in Plants, Homeostasis: Regulating Blood Sugar, Gas Exchange, Immunology, How Neurons Work, How Synapses Work, Muscle Contraction, Population Ecology, and The Carbon Cycle. • The Study Area can be used by students on their own or in a study group. The Study Area includes a grading rubric for the Write About a Theme questions, revised Practice Tests and Cumulative Tests, BioFlix 3-D Animations, MP3 Tutor Sessions, Videos, Activities, Investigations, GraphIt!, Lab Media, Glossary with audio pronunciations, Word Study Tools (Word Roots, Key Terms, and Flashcards), and Art.

• The Instructor Resources area includes PowerPoint ® lectures, clicker questions, Jpeg images, animations, videos, lecture outlines, learning objectives, strategies for overcoming common student misconceptions, Instructor Guides for supplements, a suggested grading rubric for grading short-answer essays, essay question suggested answers, test bank files, and lab media. • The Pearson eText includes powerful interactive and customization features, such as the ability to search, type notes, highlight text, create bookmarks, zoom, click hyperlinked words to view definitions, and link to media activities and quizzes. Professors can write notes and highlight material for their class using a new tool that works like an electronic pen on a whiteboard.

Make Connections Questions help students see how the different areas of biology are connected, from molecules to organisms to ecosystems. • Each Make Connections Question challenges students to move beyond memorization and gain a deeper understanding of biological principles by asking them to relate the content of a chapter to what they learned earlier in the course.

• Make Connections Questions are integrated into each chapter in selected Concept Checks, figure legends, Impact Figures, and in the end-of-chapter assessment section. Every chapter has at least three Make Connections Questions. • Make Connections Tutorials in MasteringBiology ® connect content from two different chapters using art from the book. Impact Figures motivate and inspire students by demonstrating the dramatic impact of recent discoveries in biology. • Impact Figures explore high-interest topics such as induced pluripotent stem cells and regenerative medicine (Chapter 20), the discovery of Tiktaalik (Chapter 34), and the use of forensic ecology to track elephant poaching (Chapter 56). • Captivating visuals in Impact Figures engage students. • The Why It Matters section explains the relevance of the research to students’ lives, global problems, and the field of biology itself. • Each Impact Figure ends with a suggested article for Further Reading and a What if?

Or Make Connections Question to develop critical thinking skills. Campbell ’s emphasis on evolution is more evident for students than ever before: At least one Evolution section in every chapter explicitly focuses on evolutionary aspects of the chapter material. These Evolution sections, highlighted by a new Evolution banner, demonstrate to students that evolution is central to every area of biology. Many Evolution sections contain new or updated material. Restructured Chapter Reviews help students master the chapter content more effectively and make it easier for instructors to assign review questions that are consistent with the level of questions that are provided in the Campbell Test Bank: • New Summary of Key Concepts Questions tie in to a main learning goal and actively engage students as they read the summary.

• All end-of-chapter questions, including the essay questions, have been reorganized according to Bloom’s Taxonomy to encourage higher-level thinking and better prepare students for the kinds of questions they will see on exams. The questions are organized into three levels: Knowledge/Comprehension, Application/Analysis, and Synthesis/Evaluation. These are the same levels used in the Campbell Test Bank.

• New Write About a Theme Questions ask students to write a short essay connecting the chapter’s content to one of the bookwide themes introduced in Chapter 1. A grading rubric are provided for students in the MasteringBiology Study Area. The same grading rubric and sample answers are provided in the MasteringBiology Instructor Resources area. • A New MasteringBiology ® section at the end of each chapter lists tutorials, activities, and questions that instructors can assign. This section also directs students to the eText and Study Area for additional resources. Figures throughout the Ninth Edition have been updated and revised for clarity.

• New Visual Organizers emphasize the hierarchy of information in multipart figures, helping students to efficiently access the material. • Selected figures have been rendered in a 3-D art style to enhance understanding. These figures have been carefully developed to provide a balance between realism and teaching effectiveness. Expanded MasteringBiology ® online resources include: •. Improved User Interface: MasteringBiology has been streamlined to make the system more user-friendly and efficient. Changes include the reorganization of the Item Library to match the Key Concepts structure in the text. • Make Connections Tutorials ask students to relate figures from two different chapters to make connections between topics covered in different parts of the course.

• Experimental Inquiry Tutorials allow students to replicate a classic biology experiment and learn the conceptual aspects of experimental design. Students can critically evaluate the experiment and make decisions about how to set up, interpret, assess, and evaluate other experiments. • Data Analysis Tutorials connect students with real data from online databases and guide them in analyzing and interpreting data in a controlled environment. • Student Misconceptions Questions: Assignable questions for each chapter address common student misconceptions, providing feedback to students to help them correct their misconceptions. The instructor can see which common misconceptions are proving most challenging for the class as a whole.

In the Instructor Resources area, the instructor is provided with effective in-class strategies for overcoming these misconceptions. • Video Tutor Sessions walk students through tough topics with clearly explained visuals and demonstrations. • MasteringBiology: Virtual Labs online environment promotes critical thinking skills using virtual experiments and explorations that may be difficult to perform in a wet-lab environment due to time, cost, or safety concerns. A discounted package price is available for students to access the virtual labs using the same login and password that they would use for their Campbell 9/e MasteringBiology resources. NEW CONTENT This section provides just a few highlights of new content and organizational improvements in Campbell BIOLOGY, Ninth Edition. Chapter 1 Introduction: Themes in the Study of Life We have added a separate new theme on energy flow while retaining a theme on environmental interactions.

Concept 1.3, on the scientific method, has been reframed to more accurately reflect the scientific process, with a focus on observations and hypotheses. A new Concept 1.4 discusses the value of technology to society while emphasizing the cooperative nature of science and the value of diversity among scientists. Unit One The Chemistry of Life For this edition, the basic chemistry is enlivened by new content connecting it to evolution, ecology, and other areas of biology. Examples of new material include omega-3 fatty acids, the isomeric forms of methamphetamine, arsenic contamination of groundwater, and the basis of mad cow disease.

The burgeoning importance of nucleic acids throughout biology has prompted us to expand our coverage of DNA and RNA structures in this first unit. In fact, a general aim for the first two units is to infuse the chapters with more detail about nucleic acids, genes, and related topics. Another enhancement, in this and the next two units, is the inclusion of more computer models of important proteins in contexts where they support students’ understanding of molecular function. Unit Two The Cell For Chapter 6, we developed an Exploring Figure on microscopy, which includes new types of microscopy, and we added micrographs of various cell types to the Exploring Figure on eukaryotic cells. We also expanded our description of chromosome composition, with the goal of preempting some common student misconceptions about chromosomes and DNA. New connections to evolution include an introduction to the endosymbiont theory in Chapter 6 and some interesting evolutionary adaptations of cell membranes in Chapter 7. We’ve added a new section to Chapter 8 on the evolution of enzymes with new functions, which not only strengthens enzyme coverage but also provides an early introduction to the concept that mutations contribute to molecular evolution.

In Chapter 9, we simplified the glycolysis figure and emphasized pyruvate oxidation as a separate step to help students focus on the main ideas. In keeping with our increased focus on global issues in the Ninth Edition, Chapter 10 has an Impact Figure on biofuels and a discussion of the possible effect of climate change on the distribution of C 3 and C 4 plants. In Chapter 11, we have added an Impact Figure to highlight the importance and medical relevance of G protein-coupled receptors.

Unit Three Genetics In Chapters 13–17, we have added material to stimulate student interest—for example, a new Impact Figure on genetic testing for disease-associated mutations. As done throughout the Ninth Edition, we ask students to make connections between chapters so that they avoid the trap of compartmentalizing the information in each chapter. For instance, Chapter 15 discusses the Philadelphia chromosome associated with chronic myelogenous leukemia and asks students to connect this information to what they learned about signaling in the cell cycle in Chapter 12. Also, we encourage students to connect what they learn about DNA replication and chromosome structure in Chapter 16 to the material on chromosome behavior during the cell cycle in Chapter 12. Chapter 16 has a new figure showing a current 3-D model of the DNA replication complex, with the lagging strand looping back through it. Chapters 18–21 are extensively updated, with the changes dominated by new genomic sequence data and discoveries about the regulation of gene expression.

(The introduction to genes, genomes, and gene expression in Units One and Two should help prepare students for these revisions.) Chapter 18 includes a new section on nuclear architecture, which describes the organization of chromatin in the nucleus in relation to gene expression. The roles of various types of RNA molecules in regulation also receive special attention. In the section on cancer, we describe how technical advances can contribute to personalized cancer treatments based on the molecular characteristics of an individual's tumor. Chapter 19 discusses the 2009 H1N1 flu pandemic. Chapter 20 includes advances in techniques for DNA sequencing and for obtaining induced pluripotent stem (iPS) cells. Finally, the heavily revised Chapter 21 describes what has been learned from the sequencing of many genomes, including those of a number of human individuals.

Unit Four Mechanisms of Evolution For this edition, we have continued to bolster our presentation of the vast evidence for evolution by adding new examples and figures that illustrate key conceptual points throughout the unit. For example, Chapter 22 now presents research data on adaptive evolution in soapberry bugs, fossil findings that shed light on the origins of cetaceans, and an Impact Figure on the rise of methicillin-resistant Staphylococcus aureus. Chapter 23 examines gene flow and adaptation in songbird populations. Chapter 24 incorporates several new examples of speciation research, including reproductive isolation in mosquitofish, speciation in shrimp, and hybridization of bear species. Other changes strengthen the storyline of the unit, ensuring that the chapters flow smoothly and build to a clear overall picture of what evolution is and how it works. For instance, new connections between Chapters 24 and 25 illustrate how differences in speciation and extinction rates shape the broad patterns in the history of life.

We’ve also added earlier and more discussion of “tree thinking,” the interpretation and application of phylogenetic trees, beginning in Chapter 22. Unit Five The Evolutionary History of Biological Diversity One of our goals for the diversity unit was to expand the coverage of the scientific evidence underlying the evolutionary story told in the chapters. So, for example, Chapter 27 now presents new findings on the evolutionary origin of bacterial flagella. In keeping with our increased emphasis on big-picture “tree thinking,” we’ve added an “evogram” on tetrapod evolution in Chapter 34. (An evogram is a diagram illustrating the multiple lines of evidence that support the hypothesis shown in an evolutionary tree.) In addition, to help engage students, we’ve included new applications and woven more ecological information into our discussions of groups of organisms. Examples include new material on global growth of photosynthetic protists (Chapter 28), endangered molluscs (Chapter 33), and the impact of a pathogenic chytrid fungus on amphibian population declines (Chapters 31 and 34). Unit Six Plant Form and Function Plant biology is in a transitional phase; some professors prefer strong coverage of classical botany while others seek more in-depth coverage of the molecular biology of plants.

In developing the Ninth Edition, we have continued to balance the old and the new to provide students with a basic understanding of plant anatomy and function while highlighting dynamic areas of plant research and the many important connections between plants and other organisms. One major revision goal was to provide more explicit discussion of the evolutionary aspects of plant biology, such as the coevolution of insects and animal pollinators (Chapter 38). Updates include new findings in plant development in Concept 35.5 and new material on the dynamism of plant architecture as it relates to resource acquisition in Chapter 36.

Unit Seven Animal Form and Function In revising this unit, we strove to introduce physiological systems through a comparative approach that underscores how adaptations are linked to shared physiological challenges. In particular, we have highlighted the interrelationship of the endocrine and nervous systems at multiple points in the unit, helping students appreciate how these two forms of communication link tissues, organs, and individuals. Other revisions aim to keep students focused on fundamental concepts amid the details of complex systems. For example, many figures have been reconceived to emphasize key information, including new figures comparing single and double circulation (Chapter 42) and examining the function of antigen receptors (Chapter 43), as well as new Exploring Figures on the vertebrate kidney (Chapter 44) and the structure and function of the eye (Chapter 50). Chapter 43 has been significantly revised to support students’ conceptual understanding of basic immunological responses and the key cellular players.

Throughout the unit, new state-of-the-art images and material on current and compelling topics—such as circadian rhythms (Chapter 40), novel strains of influenza (Chapter 43), the effects of climate change on animal reproductive cycles (Chapter 46), and advances in understanding brain plasticity and function (Chapter 49)—will help engage students and encourage them to make connections beyond the text. Unit Eight Ecology Our revision was informed by the fact that biologists are increasingly asked to apply their knowledge to help solve global problems, such as climate change, that already are profoundly affecting life on Earth. As part of our increased emphasis on global ecology in this edition, we have made significant changes to Unit Eight’s organization and content. The organizational changes begin with the introductory chapter of the unit (Chapter 52), which includes a new Key Concept 52.1: “Earth’s climate varies by latitude and season and is changing rapidly.” Introducing the global nature of climate and its effects on life at the beginning of the chapter provides a logical foundation for the rest of the material. New content in Chapters 53 and 54 highlights factors that limit population growth, the ecological importance of disease, positive interactions among organisms, and biodiversity.

Chapter 55 now explores restoration ecology together with ecosystem ecology because successful restoration efforts depend on understanding ecosystem structure and function. Finally, the new title of the unit’s capstone, Chapter 56, reflects its emphasis on the combined importance of conservation and our changing Earth: “Conservation Biology and Global Change.” Several new Impact Figures in the unit show students how ecologists apply biological knowledge and ecological theory at all scales to understand and solve problems in the world around them. Table of Contents 1. Introduction: Themes in the Study of Life I.

THE CHEMISTRY OF LIFE 2. The Chemical Context of Life 3. Water and Life 4. Carbon and the Molecular Diversity of Life 5. The Structure and Function of Large Biological Molecules II. A Tour of the Cell 7.

Membrane Structure and Function 8. An Introduction to Metabolism 9. Cellular Respiration and Fermentation 10.

Photosynthesis 11. Cell Communication 12. The Cell Cycle III. Meiosis and Sexual Life Cycles 14. Mendel and the Gene Idea 15. The Chromosomal Basis of Inheritance 16. The Molecular Basis of Inheritance 17.

From Gene to Protein 18. Regulation of Gene Expression 19. Biotechnology 21. Genomes and Their Evolution IV. MECHANISMS OF EVOLUTION 22. Descent with Modification: A Darwinian View of Life 23.

The Evolution of Populations 24. The Origin of Species 25. The History of Life on Earth V.

THE EVOLUTIONARY HISTORY OF BIOLOGICAL DIVERSITY 26. Phylogeny and the Tree of Life 27. Bacteria and Archaea 28. Plant Diversity I: How Plants Colonized Land 30.

Plant Diversity II: The Evolution of Seed Plants 31. An Overview of Animal Diversity 33. An Introduction to Invertebrates 34. The Origin and Evolution of Vertebrates VI.

PLANT FORM AND FUNCTION 35. Plant Structure, Growth, and Development 36. Resource Acquisition and Transport in Vascular Plants 37. Soil and Plant Nutrition 38. Angiosperm Reproduction and Biotechnology 39. Plant Responses to Internal and External Signals VII.

ANIMAL FORM AND FUNCTION 40. Basic Principles of Animal Form and Function 41. Animal Nutrition 42.

Circulation and Gas Exchange 43. The Immune System 44. Osmoregulation and Excretion 45. Hormones and the Endocrine System 46. Animal Reproduction 47. Animal Development 48. Neurons, Synapses, and Signaling 49.

Nervous Systems 50. Sensory and Motor Mechanisms 51. Animal Behavior VIII.

An Introduction to Ecology and the Biosphere 53. Population Ecology 54. Community Ecology 55. Ecosystems and Restoration Ecology 56.

Conservation Biology and Global Change. About the Author(s) Jane B. Reece As Neil Campbell’s longtime collaborator, Jane Reece has participated in every edition of BIOLOGY. Earlier, Jane taught biology at Middlesex County College and Queensborough Community College. Her research as a doctoral student and postdoc focused on genetic recombination in bacteria. Besides her work on BIOLOGY, she has been a coauthor on Biology: Concepts & Connections, Essential Biology, and The World of the Cell. Urry Lisa Urry (Units 1-3) is a professor and developmental biologist, and recent Chair of the Biology Department, at Mills College.

After graduating from Tufts University with a double major in Biology and French, Lisa completed her Ph.D. In molecular and developmental biology at MIT. She has published a number of research papers, most of them focused on gene expression during embryonic and larval development in sea urchins.

Lisa is also deeply committed to promoting opportunities for women in science education and research. Cain Michael Cain (Units 4 and 5) is an ecologist and evolutionary biologist who is now writing full time. Michael earned a joint degree in Biology and Math at Bowdoin College, an M.Sc. From Brown University, and a Ph.D.

In Ecology and Evolutionary Biology from Cornell University. As a faculty member at New Mexico State University and Rose-Hulman Institute of Technology, he taught a wide range of courses including introductory biology, ecology, evolution, botany, and conservation biology.. Michael is the author of dozens of scientific papers on topics that include foraging behavior in insects and plants, long-distance seed dispersal, and speciation in crickets. In addition to his work on Campbell BIOLOGY, Michael is also the lead author of an ecology textbook. Wasserman Steve Wasserman (Unit 7) is a professor at the University of California, San Diego (UCSD). He earned his A.B. In Biology from Harvard University and his Ph.D.

In Biological Sciences from MIT. Through his research on regulatory pathway mechanisms in the fruit fly Drosophila, Steve has contributed to the fields of developmental biology, reproduction, and immunity. As a faculty member at the University of Texas Southwestern Medical Center and UCSD, he has taught genetics, development, and physiology to undergraduate, graduate, and medical students. He has also served as the research mentor for more than a dozen doctoral students and more than 50 aspiring scientists at the undergraduate and high school levels. Steve has been the recipient of distinguished scholar awards from both the Markey Charitable Trust and the David and Lucille Packard Foundation. In 2007, he received UCSD’s Distinguished Teaching Award for undergraduate teaching. Minorsky Peter Minorsky (Unit 6) is a professor at Mercy College in New York, where he teaches evolution, ecology, botany, and introductory biology.

He received his B.A. In Biology from Vassar College and his Ph.D. In Plant Physiology from Cornell University. He is also the science writer for the journal Plant Physiology.

After a postdoctoral fellowship at the University of Wisconsin at Madison, Peter taught at Kenyon College, Union College, Western Connecticut State University, and Vassar College. He is an electrophysiologist who studies plant responses to stress. Peter received the 2008 Award for Teaching Excellence at Mercy College.

Jackson Rob Jackson (Unit 8) is a professor of biology and Nicholas Chair of Environmental Sciences at Duke University. Rob holds a B.S. In Chemical Engineering from Rice University, as well as M.S. Degrees in Ecology and Statistics and a Ph.D. In Ecology from Utah State University. Rob directed Duke’s Program in Ecology for many years and just finished a term as the Vice President of Science for the Ecological Society of America. Rob has received numerous awards, including a Presidential Early Career Award in Science and Engineering from the National Science Foundation.

He also enjoys popular writing, having published a trade book about the environment, The Earth Remains Forever, and two books of poetry for children, Animal Mischief and Weekend Mischief. Campbell Neil Campbell combined the investigative nature of a research scientist with the soul of an experienced and caring teacher. He earned his M.A. In Zoology from UCLA and his Ph.D. In Plant Biology from the University of California, Riverside, where he received the Distinguished Alumnus Award in 2001. Neil published numerous research articles on desert and coastal plants and how the sensitive plant ( Mimosa) and other legumes move their leaves. Free Download Ota Themes For Blackberry 9790. His 30 years of teaching in diverse environments included general biology courses at Cornell University, Pomona College, and San Bernardino Valley College, where he received the college’s first Outstanding Professor Award in 1986.

Neil was a visiting scholar in the Department of Botany and Plant Sciences at the University of California, Riverside. In addition to his authorship of this book, he coauthored Biology: Concepts & Connections and Essential Biology with Jane Reece. For the Ninth Edition of this book, we honor Neil’s contributions to biology education by adopting the title Campbell BIOLOGY.