The level of support for evolution among scientists, the public, and other groups is a topic that frequently arises in the creation–evolution controversy, and touches on educational, religious, philosophical, scientific, and political issues. The subject is especially contentious in countries where significant levels of non-acceptance of evolution by the general population exists, but evolution is taught at public schools and universities. Nearly all (around 97%) of the scientific community accepts evolution as the dominant scientific theory of biological diversity, with 87% accepting that evolution occurs due to natural processes, such as natural selection. Scientific associations have strongly rebutted and refuted the challenges to evolution proposed by intelligent design proponents. There are religious sects and denominations in several countries for whom the theory of evolution is in conflict with creationism that is central to their beliefs, and who therefore reject it: in the United States, South Africa, India, Muslim world, South Korea, Singapore, the Philippines, and Brazil, with smaller followings in the United Kingdom, the Republic of Ireland, Japan, Italy, Germany, Israel, Australia, New Zealand, and Canada. Several publications discuss the subject of acceptance, including a document produced by the United States National Academy of Sciences. Scientific The vast majority of the scientific community and academia supports evolutionary theory as the only explanation that can fully account for observations in the fields of biology, paleontology, molecular biology, genetics, anthropology, and others. A 1991 Gallup poll found that about 5% of American scientists (including those with training outside biology) identified themselves as creationists. Additionally, the scientific community considers intelligent design, a neo-creationist offshoot, to be unscientific, pseudoscience, or junk science. The U.S. National Academy of Sciences has stated that intelligent design "and other claims of supernatural intervention in the origin of life" are not science because they cannot be tested by experiment, do not generate any predictions, and propose no new hypotheses of their own. In September 2005, 38 Nobel laureates issued a statement saying "Intelligent design is fundamentally unscientific; it cannot be tested as scientific theory because its central conclusion is based on belief in the intervention of a supernatural agent." In October 2005, a coalition representing more than 70,000 Australian scientists and science teachers issued a statement saying "intelligent design is not science" and calling on "all schools not to teach Intelligent Design (ID) as science, because it fails to qualify on every count as a scientific theory". In 1986,