Feb
Latest anatomy physiology study news – PETA’s attack on ASU is shock and awe
Hey Readers! I've been comin across some crazy stuff the past few days from a few different blogs around the web which I just had to share with you. Check em out below...
PETA's attack on ASU is shock and awe
John Olson, professor of anatomy and physiology at ASU's Downtown campus, said in an interview that people from diverse backgrounds participate in the IUCAC ... Read More...
You might think that after almost 300 years' study, there's not much left to know about human anatomy, but Nicholson says there are still gaps in our ... Read More...
Bad driver? Genes may be at wheel
A study at the University of California, Irvine, reveals that people with a gene variation that gives them less of a brain protein linked to memory ... Read More...
That's all the news for today guys, so until next time, thanks for stopping by.
3 Responses to “Latest anatomy physiology study news – PETA’s attack on ASU is shock and awe”
Gaddafi’s INTERPOL Red Notice took 42 years. Assange–not charged with anything–was issued in a few days:
Thank you very much for uploading these!
In a 2006 gubernatorial debate, Sarah Palin said evolution and creationism should both be taught in public schools. But in an interview the following
day with the Anchorage Daily News, Palin said:
***
…she meant only to say that discussion of alternative views should be
allowed to arise in Alaska classrooms:
“I think there should be a prohibition against debate if it comes up
in class. It have to be of the curriculum.”
She added that, if elected, she would not push the state Board of
Education to add such creation-based alternatives to the required
curriculum.
***
Exclusive: Gov. Palin on & 2
Thursday, September 18, 2008
HANNITY: Did you only want to teach creationism in school and not
evolution? PALIN: No. In fact, growing up in a school house with
a science teacher as a dad, you know, I have great respect for science
being taught in our science classes and evolution to be taught in our
science classes. Teaching Evolution – Is There a Better Way?
by Ian Taylor
Should Evolution Be Immune From Critical Analysis?
by David Buckna
Teaching Origins in Public Schools
by David Menton
David Menton bio:
* Biomedical research technician at Mayo Clinic, Rochester, Minnesota in
the of Dermatology (1960-62)
* Associate Professor of Anatomy at Washington University School of
Medicine, St. Louis, Missouri (1966-2000)
* Associate Professor Emeritus of Anatomy at Washington University School
of Medicine (July 2000)
[snip]
Dr. David N. Menton is a former Associate Professor of Anatomy, Washington
University School of Medicine in St. Louis, now retired. In his September
1995 address (“Evolution: Is a scientific critique possible?”) at the
Abbey Centre in Abbotsford, British Columbia, Menton commented:
“What suggesting in the classroom is: not teaching creation. What suggesting you consider in the classroom is: teach evolution the way your
Minister of Education says you ought to–teach the curriculum the way they
say you ought to. I believe in obeying the laws. I come here to
tell you to get yourself thrown out of a job or anything like that…Do
what asked to do.”
“But there anyone going to stop you from presenting critical
evidence against evolution. No one.”
“I eagerly look forward to the first test case in where they drag a
teacher kicking and screaming into the who has done the job supposed to do. taught covered the
covered the points in the book–but they also
presented scientific evidence that is critical of these evolutionary
views–evidence generated by other evolutionists themselves. waitingfor the case when they take that person in the school and
say: have no right presenting scientific evidence from evolutionists
critical of
tell you–the approach that is being taken here guarantees one
guaranteeing this course is going to be going to teach evolution as a So Anyone with dissenting
points of view is going to get crushed. either going to go along
with the evolutionary paradigm, or be told that they speak out;
not going to win that round, and neither will you. going to
bore your kids silly.”
[snip]
The following suggested Origins of Life policy, which first appeared in
the Buckna/Laidlaw “Should evolution be immune from critical
analysis in the science classroom?” is a
realistic, practical and legal way for local and state school boards to
achieve a win-win with regard to evolution teaching. Even the ACLU, the
NCSE, and Americans United for the Separation of Church and State should
find the policy acceptable:
“As no theory in science is immune from critical examination and
evaluation, and recognizing that evolutionary theory is the only approved
theory of origins that can be taught in the [province/state] science
curriculum: whenever evolutionary theory is taught, students and teachers
are encouraged to discuss the scientific information that and
questions evolution and its underlying assumptions, in order to promote
the development of critical thinking skills. This discussion would include
only the scientific evidence/information for and against evolutionary
theory, as it seeks to explain the origin of the universe and the
diversity of life on our planet.”
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