*screams*
i'm giving into temptation. i've resisted for almost a week to post a bitch about my core ii massage class.
hands on finals for tomorrow are going to be different for each person. our instructer is going to be the recepient of each modality that gets done tomorrow. she went through and assigned tasks for people based on being able to give everyone a passing grade and trying to utilize areas that each person is interested in. my complaint on this is that it should include only modalities that we have studied this term. it should also be acceptable if more than one person did a specific modality. my assignment? to do reiki on her. wtf.
first, while i am second level, my attunement was long distance. up to this point, i've never done reiki on anyone other than myself and a little on mark when i was first attuned. then for some reason with school and then work, i got a little busy. focusing on school work has been more important than focusing on other stuff. second, reiki is not something we have actually gone over. i don't care if she printed up and passed out a handout that makes reference to some of the history behind reiki. (that she gave us right before our written final on monday) still, she didn't even go over it. third, i received my attunement as part of my spiritual path. it may sound really stupid, but i feel rather invaded. this is not a classroom that i feel comfortable doing energy work. this has nothing to do with the damn class. oh, and while student loans are covering my ass for school, they are 'loans' not handouts. i'm paying for this shit. blah
the second rant...last week instead of going over techniques and benefits of pre-menstrual massage as was planned, she changed her mind. she wanted to have a discussion on Quantum Physics. she brings up Newtonian science and the whole class glazed over. come on---i didn't even graduate from high school and even i know who isaac newton was in history. i brought up the little cartoon of the apple falling from the tree and hitting dude on the head. *sighs*....then she proceeds to spend 2.5 minutes looking up the definition of an 'atom' in her book. i'm sorry, i couldn't help myself. i explained to the class what an atom was while she was looking it up, only to have her repeat almost verbatim my definition.
but here is the kicker.....she actually told us that the Big Bang theory was proof of 'God'. then the class proceeded to get pissed as i told her 'no' that is not what the theory is stating. while it may be her thoughts that there was/is/whatthefuckever an entity sitting outside of the box that made the big bang happen---the theory doesn't state that there was an entity sitting there wiggling its nose.
this whole thing irritated me because it was once again a waste of my time and my money. why would you want to give a lecture sit in a circle and have an open discussion about something you know very little about. much less with a classroom full of people where the statement, "why does it matter? no one cares. we all agree that there is a god and somehow we are here and everything else doesn't matter." actually gets said in the classroom. once again, my pompous ass self had to tell her that if no one cared then we would all still believe that we would fall off the earth in our boats and that the universe actually revolved around our silly monkey asses.
and the reason i just couldn't help myself from typing.....
Kentucky could join debate on evolution
By Ryan Alessi
HERALD-LEADER POLITICAL WRITER
FRANKFORT - In Pennsylvania, an entire school board was swept out of office because of it.
In Kansas, the issue has sparked fiery debates during the course of state education board hearings and over a university class on the topic.
Kentucky could be next to join the national debate about intelligent design when the General Assembly convenes in January.
Senate President David Williams, a Burkesville Republican, said last week that some members of the GOP caucus have expressed interest in suggesting Kentucky schools teach intelligent design in science classes. However, no bill has been offered on that subject yet.
Some conservative groups have billed intelligent design, or ID, as a kind of compromise alternative to Darwin's theory of evolution and Christians' teachings on creationism.
The basic tenet of ID is that science alone cannot provide the answers for the origin of life. It credits a supernatural designer with creating the features of the universe.
"I don't know who would be really against talking about the belief or theory that many people hold: that there is intelligent design of human beings and there was a creation," Williams said. "Any time you have a free and open conversation concerning theories that people have ... I think it's very positive."
Critics, however, call ID a thinly veiled vehicle to infuse religion into public school science classrooms.
"It's not a theory because it doesn't generate testable predictions," said James Krupa, associate professor of biology at the University of Kentucky. "Why don't you just call it 'God theory'?"
Krupa suggests that if lawmakers want ID taught in schools, it should be in a theology class.
Indeed, that's precisely where the University of Kansas assigned the concept, which stirred controversy last month.
The Lawrence, Kan., Journal-World reported that the university's religious studies chairman, Paul Mirecki, who has since stepped down, wrote in an e-mail: "The fundies want it all taught in a science class, but this will be a nice slap in their big fat face by teaching it as a religious studies class under the category 'mythology.'"
Krupa said in order to be a scientific theory, a concept must be able to be tested and criticized.
"There is not a single existing study that has tested the theory of intelligent design," Krupa said, contrasting it to evolution. "Darwin actually got on the Beagle to test it."
Intelligent design can be traced back to at least 1802, when British philosopher William Paley wrote that the basic elements of the natural world can be attributed only to a cosmic creator.
That was the dominant line of thought until Darwin published On the Origin of Species in 1859.
Williams, however, said any ID debate doesn't have to digress into a blowout between creationism and evolution.
"I don't see us reinventing the Scopes Monkey Trial or anything," said Williams, referring to the 1925 Dayton, Tenn., case in which a high school biology teacher was convicted of illegally teaching evolution.
Rep. Bob Damron, the state House Democrats' caucus chairman, said the topic of intelligent design has yet to surface in their pre-session discussions.
He said that, while he hasn't studied the issue, he's concerned such steps might further damage the state's ratings in science curriculum.
Last week, the Thomas B. Fordham Institute in Washington, D.C., slapped Kentucky with a "D" grade in its 2005 review of state science standards. One big strike against Kentucky was "the absence of the word evolution."
The report noted, however, that the biology curriculum outlines some of evolution's main ideas without "that politically fulminating 'E'-word."
The state already permits science teachers to discuss creationism and even to read passages from the Bible during any instruction about the origins of humanity and earth, according to a 1990 law.
So, Krupa, the biology professor, has offered his own "theory" as to why some lawmakers might push ID next year anyway.
"National polls are saying 56 percent of the public is in favor of intelligent design," he said. "Especially if I'm a rural politician in Kentucky, this is a good way to get votes."
That theory, he noted, can be tested -- in next fall's elections.
hands on finals for tomorrow are going to be different for each person. our instructer is going to be the recepient of each modality that gets done tomorrow. she went through and assigned tasks for people based on being able to give everyone a passing grade and trying to utilize areas that each person is interested in. my complaint on this is that it should include only modalities that we have studied this term. it should also be acceptable if more than one person did a specific modality. my assignment? to do reiki on her. wtf.
first, while i am second level, my attunement was long distance. up to this point, i've never done reiki on anyone other than myself and a little on mark when i was first attuned. then for some reason with school and then work, i got a little busy. focusing on school work has been more important than focusing on other stuff. second, reiki is not something we have actually gone over. i don't care if she printed up and passed out a handout that makes reference to some of the history behind reiki. (that she gave us right before our written final on monday) still, she didn't even go over it. third, i received my attunement as part of my spiritual path. it may sound really stupid, but i feel rather invaded. this is not a classroom that i feel comfortable doing energy work. this has nothing to do with the damn class. oh, and while student loans are covering my ass for school, they are 'loans' not handouts. i'm paying for this shit. blah
the second rant...last week instead of going over techniques and benefits of pre-menstrual massage as was planned, she changed her mind. she wanted to have a discussion on Quantum Physics. she brings up Newtonian science and the whole class glazed over. come on---i didn't even graduate from high school and even i know who isaac newton was in history. i brought up the little cartoon of the apple falling from the tree and hitting dude on the head. *sighs*....then she proceeds to spend 2.5 minutes looking up the definition of an 'atom' in her book. i'm sorry, i couldn't help myself. i explained to the class what an atom was while she was looking it up, only to have her repeat almost verbatim my definition.
but here is the kicker.....she actually told us that the Big Bang theory was proof of 'God'. then the class proceeded to get pissed as i told her 'no' that is not what the theory is stating. while it may be her thoughts that there was/is/whatthefuckever an entity sitting outside of the box that made the big bang happen---the theory doesn't state that there was an entity sitting there wiggling its nose.
this whole thing irritated me because it was once again a waste of my time and my money. why would you want to give a lecture sit in a circle and have an open discussion about something you know very little about. much less with a classroom full of people where the statement, "why does it matter? no one cares. we all agree that there is a god and somehow we are here and everything else doesn't matter." actually gets said in the classroom. once again, my pompous ass self had to tell her that if no one cared then we would all still believe that we would fall off the earth in our boats and that the universe actually revolved around our silly monkey asses.
and the reason i just couldn't help myself from typing.....
Kentucky could join debate on evolution
By Ryan Alessi
HERALD-LEADER POLITICAL WRITER
FRANKFORT - In Pennsylvania, an entire school board was swept out of office because of it.
In Kansas, the issue has sparked fiery debates during the course of state education board hearings and over a university class on the topic.
Kentucky could be next to join the national debate about intelligent design when the General Assembly convenes in January.
Senate President David Williams, a Burkesville Republican, said last week that some members of the GOP caucus have expressed interest in suggesting Kentucky schools teach intelligent design in science classes. However, no bill has been offered on that subject yet.
Some conservative groups have billed intelligent design, or ID, as a kind of compromise alternative to Darwin's theory of evolution and Christians' teachings on creationism.
The basic tenet of ID is that science alone cannot provide the answers for the origin of life. It credits a supernatural designer with creating the features of the universe.
"I don't know who would be really against talking about the belief or theory that many people hold: that there is intelligent design of human beings and there was a creation," Williams said. "Any time you have a free and open conversation concerning theories that people have ... I think it's very positive."
Critics, however, call ID a thinly veiled vehicle to infuse religion into public school science classrooms.
"It's not a theory because it doesn't generate testable predictions," said James Krupa, associate professor of biology at the University of Kentucky. "Why don't you just call it 'God theory'?"
Krupa suggests that if lawmakers want ID taught in schools, it should be in a theology class.
Indeed, that's precisely where the University of Kansas assigned the concept, which stirred controversy last month.
The Lawrence, Kan., Journal-World reported that the university's religious studies chairman, Paul Mirecki, who has since stepped down, wrote in an e-mail: "The fundies want it all taught in a science class, but this will be a nice slap in their big fat face by teaching it as a religious studies class under the category 'mythology.'"
Krupa said in order to be a scientific theory, a concept must be able to be tested and criticized.
"There is not a single existing study that has tested the theory of intelligent design," Krupa said, contrasting it to evolution. "Darwin actually got on the Beagle to test it."
Intelligent design can be traced back to at least 1802, when British philosopher William Paley wrote that the basic elements of the natural world can be attributed only to a cosmic creator.
That was the dominant line of thought until Darwin published On the Origin of Species in 1859.
Williams, however, said any ID debate doesn't have to digress into a blowout between creationism and evolution.
"I don't see us reinventing the Scopes Monkey Trial or anything," said Williams, referring to the 1925 Dayton, Tenn., case in which a high school biology teacher was convicted of illegally teaching evolution.
Rep. Bob Damron, the state House Democrats' caucus chairman, said the topic of intelligent design has yet to surface in their pre-session discussions.
He said that, while he hasn't studied the issue, he's concerned such steps might further damage the state's ratings in science curriculum.
Last week, the Thomas B. Fordham Institute in Washington, D.C., slapped Kentucky with a "D" grade in its 2005 review of state science standards. One big strike against Kentucky was "the absence of the word evolution."
The report noted, however, that the biology curriculum outlines some of evolution's main ideas without "that politically fulminating 'E'-word."
The state already permits science teachers to discuss creationism and even to read passages from the Bible during any instruction about the origins of humanity and earth, according to a 1990 law.
So, Krupa, the biology professor, has offered his own "theory" as to why some lawmakers might push ID next year anyway.
"National polls are saying 56 percent of the public is in favor of intelligent design," he said. "Especially if I'm a rural politician in Kentucky, this is a good way to get votes."
That theory, he noted, can be tested -- in next fall's elections.