We can study cars and all their physical relationships and know exactly how they work. It in no way prepares us to understand traffic

Bible: 0, Universe: 1

Basically, the bill will make sure teachers can discuss creationism in the classroom, as well as global warming denialism. The House version states,

This bill prohibits the state board of education and any public elementary or secondary school governing authority, director of schools, school system administrator, or principal or administrator from prohibiting any teacher in a public school system of this state from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught, such as evolution and global warming.

That whole “strengths and weaknesses” is for all intent and purpose a lie; we’ve seen it many times before. Of course science has strengths and weaknesses, but what these people are looking to do is be able to say any kind of antiscience rhetoric in the classroom and not get called on it. What the bill should call for is legislators to be tested on the strengths and weaknesses of their creationist beliefs that clearly contradict what’s known about the real world. Or, better yet, how what they’re trying to do violates the Constitution of the United States.

I would pay good money to sit and listen to that.

I also wonder how the Tennessee lawmakers would feel if, say, teachers used this potential law to teach about Islam, or astrology, or Wiccan beliefs. That would be interesting indeed.

If you want more, Josh Rosenau has a great summary, as does Cara Santa Maria at the Huffington Post, and, of course, the NCSE. It’s not clear to me that the Governor will sign this bill; Josh’s post has more on that. But even if he doesn’t, all those creationist climate change deniers will simply try again in some different way.

If you live in Tennessee, you should let the Governor know how you feel, and right away. Otherwise…

Jesus.

Female chimpanzees treat sticks and small logs as dolls by cuddling them, creating games and even putting them to bed, new research finds.

Since young male chimps were less inclined to play dollies, the authors say their study presents the first evidence of an animal species in the wild in which play differs between males and females.

“Our data fit with previous studies of humans and other primates to suggest that there is something innate that predisposes girls and boys to react differently to the same objects,” co-author Sonya Kahlenberg of Bates College told Discovery News.

Yet more evidence that female primates (including humans) are predisposed to have different preferences with respect to behavior. It’s really not all social programming, and science has know this for a while. It’s not popular research, so people don’t talk about it much.

This guy is a treasure.

Phenomenal, only all I can see is terrorism. Sometimes I hate being security-minded.

The problem, often not discovered until late in life, is that when you look for things like love, meaning, motivation, it implies they are sitting behind a tree or under a rock. The most successful people recognize, that in life they create their own love, they manufacture their own meaning, they generate their own motivation.

For me, I am driven by two main philosophies, know more today about the world than I knew yesterday. And along the way, lessen the suffering of others. You’d be surprised how far that gets you.

Tyson is the new Sagan.

A new study, forthcoming in Psychological Science, and led by Jason Moser at Michigan State University, expands on this important concept. The question at the heart of the paper is simple: Why are some people so much more effective at learning from their mistakes? After all, everybody screws up. The important part is what happens next. Do we ignore the mistake, brushing it aside for the sake of our self-confidence? Or do we investigate the error, seeking to learn from the snafu?

The Moser experiment is premised on the fact that there are two distinct reactions to mistakes, both of which can be reliably detected using electroenchephalography, or EEG. The first reaction is called error-related negativity (ERN). It appears about 50 milliseconds after a screw-up and is believed to originate in the anterior cingulate cortex, a chunk of tissue that helps monitor behavior, anticipate rewards and regulate attention. This neural reaction is mostly involuntary, the inevitable response to any screw-up.

The second signal, which is known as error positivity (Pe), arrives anywhere between 100-500 milliseconds after the mistake and is associated with awareness. It occurs when we pay attention to the error, dwelling on the disappointing result. In recent years, numerous studies have shown that subjects learn more effectively when their brains demonstrate two properties: 1) a larger ERN signal, suggesting a bigger initial response to the mistake and 2) a more consistent Pe signal, which means that they are probably paying attention to the error, and thus trying to learn from it.