Since the recovery and publication of texts from the Ancient Near East is a continuing endeavor, the materials already published need to be reexamined from time to time in the light of more recent information.

Court rulings against teaching creationism in the public schools have led some creationists to challenge the use of textbooks to promote the theory of evolution. Other creationists are preparing materials that could be used to present both creation and evolution in the public schools. Published in Origins v. 4, n. 2.

A review of the book, The Two-taled Dinosaur. Dinosaurs, and other fossils, can be interpreted in more than one way. Published in Origins v. 4, n. 2.

The book, Biology: A Search for Order in Complexity, has been adopted as a textbook in several schools, to which some parents, and evolutionists in general, have objected strongly on the basis that it teaches a religious view of origins. The matter is being fought out in the courts. Published in Origins v. 4, n. 1.

A review of the book, Scientific Creationism (Public School Edition). A science textbook with creationist sympathies would be a valuable contribution. This book, although many will find it useful, comes short of the goal. Published in Origins v. 4, n. 1.

A review of the book, How Life Began. The view presented is a kind of theistic evolution. Published in Origins v. 3, n. 2.

It may be surprising to some students of the Bible that the translation and meaning of the opening words of the Bible are disputed. For 2,000 years the first verse of the Bible has been officially translated into Western languages with the familiar words, "In the beginning God created the heaven and the earth." Now three authorized versions of the Jewish, Roman Catholic, and Protestant communities translate the first verse of the Bible differently.

Several scientists have acknowledged that the evidence for evolution is deficient, and new approaches and information are needed. Published in Origins v. 3, n. 1.

The State of California has adopted a policy of including varous theories of human origins, including creationism, in public school classes in social science. Published in Origins v. 3, n. 1.

The first three chapters of Genesis are of crucial importance for both the origins of our world and for determining relationships between man and woman. Without these chapters, any understanding of the mutuality between man and woman is impaired and one-sided.

The plural "let us" in the phrase "let us make man" in Gn 1:26 has a long history of interpretation, reaching into pre-Christian times. What does the plural "us" in this enigmatic phrase indicate?

The courts have struck down a law passed by the state of Tennessee requiring that creation be taught when evolution is taught. Published in Origins v. 2, n. 2.

The state of California has voted to place creation in the social studies class, but no book has been approved with creation in it. Published in Origins v. 2, n. 2.

The various lines of argumentation which have been presented in recent years by those who have been promoting the teaching of either the general theory of evolution or creation in public schools reveal some significant inconsistencies. Published in Origins v. 2, n. 1.

A survey of citizens in the Cupertino Union School District, California, showed that a strong majority favored inclusion of creation in the curriculum. Officials ruled against including the origin of life in science classes, but there is some possibility of including it in courses on social studies. Published in Origins v. 2, n. 1.

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The second Creation Convention was held in Milwaukee, Wisconsin, August 18-21, 1974. Published in Origins v. 2, n. 1.

The state of Tennessee had a law banning teaching of origins that denied the biblical story of creation. This law was repealed by the state legislature in about 1967, but was soon replaced with another bill requiring equal time for creation. This bill still awaits final action. Published in Origins v. 1, n. 2.

A survey of citizens in Del Norte County, California revealed that a strong majority favor inclusion of creation in the public school curriculum. Published in Origins v. 1, n. 2.

The age of the earth and the antiquity of man are of no particular theological import in and of themselves, though theologians have become interested in the subject because of the purported discrepancy between the biblical view of these periods and that now held by most modern scientists.