Exclusion of the supernatural by science has restricted theories of origins to purely naturalistic processes. Large numbers of people are looking for broader explanatory approaches that accommodate their own experiences of love, morality and beauty. Published in Originsi v. 7, n. 1.

This study has shown that the majority of both graduate and undergraduate students favor the two-model approach for the teaching of origins. Published in Origins v. 6, n. 2.

The normal accumulation of organic debris and the subsequent formation of humus and true soil which proceeds relentlessly on modern growth surfaces does not readily account for several of the phenomena seen in the organic levels of Yellowstone. Published in Origins v. 6, n. 2.

Coral reefs take time to grow, and some have questioned whether certain coral reefs could have grown to their present size in the time since the Flood. Evidence reported here indicates that rates of coral reef growth are quite variable, depending on water temperature, carbonate concentration, and depth. At the surface, ultraviolet light inhibits coral growth, so surficial measurements of coral growth are not a good basis for estimating rates of growth. Under ideal conditions, coral is capable of growing fast enough to produce present coral reefs in the time since the Flood. Published in Origins v. 6, n. 2.

Reaction to the another reaction to the article, The Unity of the Creation Account. Published in Origins v. 7, n. 2.

Lack of academic freedom is claimed by students who want both creation and evolution taught in biology classes at Iowa State University, and is reflected in several Darwinian-based publications. Published in Origins v. 6, n. 2.

A review of the book, The Structure of Geology. Geology differs from sciences such as physics because it is largely "retrodictive", inductive, and historical. Published in Origins v. 6, n. 2.