and stem cell research has been largely social and political, while dissident viewpoints over global warming are often viewed as pseudoscience. Richard B. Hoppe, holder of a Ph.D. in Experimental Psychology from the University of Minnesota, described the tactic in the following way: With the Dover ruling describing "teach the controversy" as "at best disingenuous, and at worst a canard", intelligent design proponents have moved to a fallback position, emphasizing contrived flaws in evolution and overemphasizing remaining questions in the theory what they call the Critical Analysis of Evolution. The Critical Analysis of Evolution strategy is viewed by Nick Matzke and other intelligent design critics as a means of teaching all the intelligent design arguments without using the intelligent design label. Critical Analysis of Evolution continues the themes of the teach the controversy strategy, emphasizing what they say are the "criticisms" of evolutionary theory and "arguments against evolution," which continues to be portrayed as "a theory in crisis." Early drafts of the Critical Analysis of Evolution lesson plan referred to the lesson as the "great evolution debate"; one of the early drafts of the lesson plan had one section titled "Conducting the Macroevolution Debate". In a subsequent draft, it was changed to "Conducting the Critical Analysis Activity". The wording for the two sections is nearly identical, with just "debate" changed to "critical analysis activity" wherever it appeared, in the manner of how intelligent design proponents simply replaced "creation" with "intelligent design" in Of Pandas and People to repackage a creation science textbook into an intelligent design textbook. Repercussions The campaigns of intelligent design proponents seeking curricular challenges have been disruptive, divisive and expensive for the affected communities. In pursuing the goal of establishing intelligent design at the expense of evolution in public school science classes, intelligent design groups have threatened and isolated high school science teachers, school board members and parents who opposed their efforts. The campaigns run by intelligent design groups place teachers in the difficult position of arguing against their employers while the legal challenges to local school districts are costly, diverting funding away from education and into court battles. For example, as a result of the Dover trial, the Dover Area School District was forced to pay $1,000,011 in legal fees and damages for pursuing a policy of teaching the controversy. Four days after the six-week Dover trial concluded, all eight of the Dover school board members