One of my favorite talks from General Conference last week was the talk given by Elder Holland. He talks about how Christ descended below all things and how God's power was withdrawn from him so that he could truly suffer all things. I am grateful for the Atonement and my Savior. I know He can do all things and has suffered for my sins so that I can become perfected in Him. This Easter I am grateful that Christ suffered in Gethsemane, and died on the cross but even more grateful that He was resurrected the third day and that He lives! Christ has made it possible for me to have power over death and sin. I am very thankful this Easter. Here is a clip from the talk. (I hope).
Another source that has helped me understand the Atonement is the book "Believing Christ" by Stephen E. Robinson. I had him as a New Testament teacher and it has really helped personalize the Atonement for me.
Sunday, April 12, 2009
Saturday, April 11, 2009
English 315 Paper-Part I
I'm going to post my paper for English 315. I feel strongly about the subject and it's also something I put a lot of time and effort into. Look for it to show up here in pieces.
Introduction
Schools routinely offer students some kind of sex education almost yearly, usually starting in fifth grade. These lessons typically educate students on disease transmission, HIV/AIDS, and abstinence, which is using the practice of abstaining from sexual intercourse to prevent pregnancy or contraction of disease. While abstinence is the only practice that guarantees 100 percent prevention of disease and pregnancy there is a gap between refraining from sexual intercourse and dealing with pregnancy, contraception and sexually transmitted disease (STD). Even though 15-24 year-olds represent only 25 percent of the sexually active population they account for nearly one-half of all new sexually transmitted infections (Kohler, Manhart, & Lafferty, 2008, pp. 344-345). There is a great need to educate this age group with proper sex education.
States and local school districts are left to choose what type of education they offer in their schools. However, because of certain federal laws, states are ineligible for federal funding if they present anything other than abstinence-only sex education (Starkman & Rajani, 2002, p. 316). This governmental control of money pressures states to format their curriculum into abstinence-only programs in order to qualify for federal funding.
Adolescents are feeling the effects of becoming sexually active as is shown in the rates of pregnancies and sexually transmitted diseases. “Over 800,000 adolescents become pregnant each year, 80 percent of these pregnancies are unintended. An estimated 18.9 million sexually transmitted infections occurred in 2000 in the United States; almost half of these in adolescents and young adults under 25” (Santelli et al., 2006, p. 74). These effects could be lessened through good sex education programs. By providing abstinence-only sex education, schools limit students’ abilities and resources when faced with decisions about sex. Because many adolescents are or will become sexually active, they should receive comprehensive education and support from their schools’ sex education programs. The federal government should not influence these programs by granting or withdrawing funding on condition of compliance.
Current Practices
School-based sexuality education programs can usually be separated into two different types, comprehensive sex education and abstinence-only-until-marriage education. A comprehensive sex education program is one that teaches abstinence as a method to prevent pregnancy and disease but may also instruct on topics such as family planning, reproduction, body image sexual orientation, values, decision making, communication, dating and relationships. An abstinence-only sex education program solely focuses on the practice of abstinence. Each state is left to decide its own standards for sex education. Local school districts can add to state law in developing requirements but cannot go against it. Most schools have curriculums that combine both types according to the school district’s policies. According to the Sex Information and Education Council of the U.S. (SIECUS, 2007), the following are four types of abstinence-based sex education programs:
Abstinence-based–These programs stress the benefits of abstinence. They also teach information about sexual behavior, contraception and disease-prevention methods.
Abstinence-only–These programs center on abstinence from all sexual behaviors. Often times they do not include information about contraception or disease-prevention methods.
Abstinence-only-until-marriage–Programs based on this idea emphasize abstinence from all sexual behaviors outside of marriage and typically present marriages as the only morally correct context for sexual activity. Contraception or disease-prevention methods may be taught, but if they are failure rates are emphasized.
Fear-based–These include abstinence-only and abstinence-only-until-marriage programs designed to control teen sexuality through fear, shame and guilt. They often present negative messages about sexuality, distorted images about STDs and condoms, and biases based on gender, sexual orientation, marriage, family structure and pregnancy.
A study conducted by the Centers for Disease Control and Prevention (CDC) gathered information on what is actually being taught in classrooms.
“The study discovered that 86 percent of all high schools taught about abstinence as the most effective way to avoid pregnancy and STDs, 82 percent taught about risks associated with multiple partners, 77 percent taught about human development topics (such as reproductive anatomy and puberty), 79 percent taught about dating and relationships, 65 percent taught about condom efficacy, 69 percent taught about marriage and commitment, 48 percent taught about sexual identity and sexual orientation, and 39 percent taught students how to correctly use a condom” (SIECUS, 2007).
Another study shows that “more than 20 percent of both males and females reported receiving abstinence instruction without receiving information on birth control and only 62 percent of sexually experienced female teens reported receiving instruction before they first had sex.” (SIECUS, 2007).
Topics most consistently covered include abstinence and HIV awareness. A government-conducted study found most programs reviewed “contained false, misleading, or distorted information about reproductive health, including inaccurate information about contraceptive effectiveness, the risks of abortion, and other scientific errors. These curricula treat stereotypes about girls and boys as scientific fact and blur religious and scientific viewpoints” (Santelli et al., 2006, p. 76). States and school districts are picking and choosing topics that are deemed the most important and possibly the least controversial. They neglect the topics of contraception, sexual orientation and sex outside of marriage. If they do cover these topics the material may be outdated and incorrect. This selectiveness creates a gap between what these teens learn in sex education and the reality of the issues that come along with being sexually active.
A Comparison of Three States
States have the autonomy to decide what kind of sex education programs are taught in schools. This means that the types and information taught will vary from state to state. Each state can regulate guidelines for topics, choose curricula and approve textbooks. Some states have broader views of sex education than others, thus impacting what teens are learning in school. Three examples of different programs include the states of Alabama, Washington, and Utah.
Alabama
The Alabama law stipulates the minimum requirements for what must be included in sex education. The codes states that classes must teach “abstinence from sexual intercourse is the only completely effective protection against unwanted pregnancy, sexually transmitted diseases, and AIDS when transmitted sexually.” This is a common practice among many states because abstinence is the only 100 percent guarantee against all of these conditions. The code also states that “abstinence from sexual intercourse outside of lawful marriage is the expected social standard for unmarried school-age persons” (See Alabama State Code Section 16-40A-2). This law imposes certain morals and values on an entire population that consists of a variety of people with diverse backgrounds. These lawmakers are expecting everyone to remain abstinent until marriage even though it is an unrealistic prospect.
Sex education materials are produced locally in Alabama. Studies have shown some of the curricula in Alabama has outdated and unsubstantiated information. For example, the WAIT (Why Am I Tempted) Training contains messages of fear and shame and biased views of gender, sexual orientation and family type. The following passage demonstrates this: “Men sexually are like microwaves and women sexually are like crockpots….A woman is stimulated more by touch and romantic words. She is far more attracted by a man’s personality while a man is stimulated by sight. A man is usually less discriminating about those to whom he is physically attracted” (Krauth-Mackenzie). This biased information contains gender discrimination and does not give teens the most accurate information about human sexuality. How do adults expect teens to make good decisions when they are given false information about human sexuality?
Washington
In Washington the state law does not require schools to implement comprehensive sex education. This decision is left up to local school districts. The law does require information to be “medically and scientifically accurate, age-appropriate, and appropriate for students regardless of race, gender, disability status or sexual orientation.” It also states that “abstinence may not be taught at the exclusion of other materials and instruction on contraceptives and disease prevention.” State law also requires yearly HIV/AIDS education starting in fifth grade. Students may “opt-out” of the HIV/AIDS curriculum with written notification from a parent. This ensures abstinence-only cannot be the only method taught in schools, and it ensures teens receive a well-rounded and inclusive education about sexual health. (See Revised Code of Washington Section 28A.230.020, 28A.230.070, 392-410-140).
The state of Washington has created guidelines that may be voluntarily implemented throughout the state. “These guidelines promote broad, comprehensive, positive sexuality education programs that provide information about abstinence and contraception, and are consistent with characteristics of programs that have been rigorously evaluated using quantitative research and have been shown to be effective in reducing risk-taking behaviors” (SIECUS, 2007). Washington is well prepared to teach its students a more comprehensive sex education program than other states by ensuring that the programs provided cover more topics and have current and correct information.
Utah
The state of Utah has probably one of the strictest codes regarding sex education. Basic instruction includes teaching “the importance of abstinence from all sexual activity before marriage and fidelity after marriage as methods for preventing certain communicable diseases; and personal skills that encourage individual choice of abstinence and fidelity.” The curriculum “touches” on HIV/AIDS prevention, but this education is not consistent between school districts. State law prohibits instruction in “the intricacies of intercourse, sexual stimulation, or erotic behavior; the advocacy of homosexuality; the encouragement of the use of contraceptive methods or devices; or the advocacy of sexual activity outside of marriage.” This means that students cannot be taught about birth control or condoms thus limiting their knowledge of preventative measures that could help avoid unwanted pregnancy and sexually transmitted diseases. Most states start their sex education at grades 5 or 6 but, Utah sets its requirement for education starting at an older age in grade 8. Not every student will remain abstinent during their high school years. Consequently they are left unprotected because of their lack of knowledge of something that could have been beneficial. (See Utah State Code 53A-13-101, Utah Administrative Rule R277-474, and the Health Education Core).
Utah laws also state that any teacher who will be teaching any sex education must attend a state-sponsored course that covers the state designed curriculum and the Utah code regarding the teaching of human sexuality. Teachers are well trained to make sure they do not violate the state codes. In order for a student to participate in sex education they must have written permission from a parent or guardian; this is called an “opt-in” policy (SIECUS, 2007). As a state, Utah has decided what it does and does not want its students to learn about sex in school. This law is potentially problematic because it disregards anyone who is different than the social standard and it does not give the students comprehensive information about human sexuality.
Introduction
Schools routinely offer students some kind of sex education almost yearly, usually starting in fifth grade. These lessons typically educate students on disease transmission, HIV/AIDS, and abstinence, which is using the practice of abstaining from sexual intercourse to prevent pregnancy or contraction of disease. While abstinence is the only practice that guarantees 100 percent prevention of disease and pregnancy there is a gap between refraining from sexual intercourse and dealing with pregnancy, contraception and sexually transmitted disease (STD). Even though 15-24 year-olds represent only 25 percent of the sexually active population they account for nearly one-half of all new sexually transmitted infections (Kohler, Manhart, & Lafferty, 2008, pp. 344-345). There is a great need to educate this age group with proper sex education.
States and local school districts are left to choose what type of education they offer in their schools. However, because of certain federal laws, states are ineligible for federal funding if they present anything other than abstinence-only sex education (Starkman & Rajani, 2002, p. 316). This governmental control of money pressures states to format their curriculum into abstinence-only programs in order to qualify for federal funding.
Adolescents are feeling the effects of becoming sexually active as is shown in the rates of pregnancies and sexually transmitted diseases. “Over 800,000 adolescents become pregnant each year, 80 percent of these pregnancies are unintended. An estimated 18.9 million sexually transmitted infections occurred in 2000 in the United States; almost half of these in adolescents and young adults under 25” (Santelli et al., 2006, p. 74). These effects could be lessened through good sex education programs. By providing abstinence-only sex education, schools limit students’ abilities and resources when faced with decisions about sex. Because many adolescents are or will become sexually active, they should receive comprehensive education and support from their schools’ sex education programs. The federal government should not influence these programs by granting or withdrawing funding on condition of compliance.
Current Practices
School-based sexuality education programs can usually be separated into two different types, comprehensive sex education and abstinence-only-until-marriage education. A comprehensive sex education program is one that teaches abstinence as a method to prevent pregnancy and disease but may also instruct on topics such as family planning, reproduction, body image sexual orientation, values, decision making, communication, dating and relationships. An abstinence-only sex education program solely focuses on the practice of abstinence. Each state is left to decide its own standards for sex education. Local school districts can add to state law in developing requirements but cannot go against it. Most schools have curriculums that combine both types according to the school district’s policies. According to the Sex Information and Education Council of the U.S. (SIECUS, 2007), the following are four types of abstinence-based sex education programs:
Abstinence-based–These programs stress the benefits of abstinence. They also teach information about sexual behavior, contraception and disease-prevention methods.
Abstinence-only–These programs center on abstinence from all sexual behaviors. Often times they do not include information about contraception or disease-prevention methods.
Abstinence-only-until-marriage–Programs based on this idea emphasize abstinence from all sexual behaviors outside of marriage and typically present marriages as the only morally correct context for sexual activity. Contraception or disease-prevention methods may be taught, but if they are failure rates are emphasized.
Fear-based–These include abstinence-only and abstinence-only-until-marriage programs designed to control teen sexuality through fear, shame and guilt. They often present negative messages about sexuality, distorted images about STDs and condoms, and biases based on gender, sexual orientation, marriage, family structure and pregnancy.
A study conducted by the Centers for Disease Control and Prevention (CDC) gathered information on what is actually being taught in classrooms.
“The study discovered that 86 percent of all high schools taught about abstinence as the most effective way to avoid pregnancy and STDs, 82 percent taught about risks associated with multiple partners, 77 percent taught about human development topics (such as reproductive anatomy and puberty), 79 percent taught about dating and relationships, 65 percent taught about condom efficacy, 69 percent taught about marriage and commitment, 48 percent taught about sexual identity and sexual orientation, and 39 percent taught students how to correctly use a condom” (SIECUS, 2007).
Another study shows that “more than 20 percent of both males and females reported receiving abstinence instruction without receiving information on birth control and only 62 percent of sexually experienced female teens reported receiving instruction before they first had sex.” (SIECUS, 2007).
Topics most consistently covered include abstinence and HIV awareness. A government-conducted study found most programs reviewed “contained false, misleading, or distorted information about reproductive health, including inaccurate information about contraceptive effectiveness, the risks of abortion, and other scientific errors. These curricula treat stereotypes about girls and boys as scientific fact and blur religious and scientific viewpoints” (Santelli et al., 2006, p. 76). States and school districts are picking and choosing topics that are deemed the most important and possibly the least controversial. They neglect the topics of contraception, sexual orientation and sex outside of marriage. If they do cover these topics the material may be outdated and incorrect. This selectiveness creates a gap between what these teens learn in sex education and the reality of the issues that come along with being sexually active.
A Comparison of Three States
States have the autonomy to decide what kind of sex education programs are taught in schools. This means that the types and information taught will vary from state to state. Each state can regulate guidelines for topics, choose curricula and approve textbooks. Some states have broader views of sex education than others, thus impacting what teens are learning in school. Three examples of different programs include the states of Alabama, Washington, and Utah.
Alabama
The Alabama law stipulates the minimum requirements for what must be included in sex education. The codes states that classes must teach “abstinence from sexual intercourse is the only completely effective protection against unwanted pregnancy, sexually transmitted diseases, and AIDS when transmitted sexually.” This is a common practice among many states because abstinence is the only 100 percent guarantee against all of these conditions. The code also states that “abstinence from sexual intercourse outside of lawful marriage is the expected social standard for unmarried school-age persons” (See Alabama State Code Section 16-40A-2). This law imposes certain morals and values on an entire population that consists of a variety of people with diverse backgrounds. These lawmakers are expecting everyone to remain abstinent until marriage even though it is an unrealistic prospect.
Sex education materials are produced locally in Alabama. Studies have shown some of the curricula in Alabama has outdated and unsubstantiated information. For example, the WAIT (Why Am I Tempted) Training contains messages of fear and shame and biased views of gender, sexual orientation and family type. The following passage demonstrates this: “Men sexually are like microwaves and women sexually are like crockpots….A woman is stimulated more by touch and romantic words. She is far more attracted by a man’s personality while a man is stimulated by sight. A man is usually less discriminating about those to whom he is physically attracted” (Krauth-Mackenzie). This biased information contains gender discrimination and does not give teens the most accurate information about human sexuality. How do adults expect teens to make good decisions when they are given false information about human sexuality?
Washington
In Washington the state law does not require schools to implement comprehensive sex education. This decision is left up to local school districts. The law does require information to be “medically and scientifically accurate, age-appropriate, and appropriate for students regardless of race, gender, disability status or sexual orientation.” It also states that “abstinence may not be taught at the exclusion of other materials and instruction on contraceptives and disease prevention.” State law also requires yearly HIV/AIDS education starting in fifth grade. Students may “opt-out” of the HIV/AIDS curriculum with written notification from a parent. This ensures abstinence-only cannot be the only method taught in schools, and it ensures teens receive a well-rounded and inclusive education about sexual health. (See Revised Code of Washington Section 28A.230.020, 28A.230.070, 392-410-140).
The state of Washington has created guidelines that may be voluntarily implemented throughout the state. “These guidelines promote broad, comprehensive, positive sexuality education programs that provide information about abstinence and contraception, and are consistent with characteristics of programs that have been rigorously evaluated using quantitative research and have been shown to be effective in reducing risk-taking behaviors” (SIECUS, 2007). Washington is well prepared to teach its students a more comprehensive sex education program than other states by ensuring that the programs provided cover more topics and have current and correct information.
Utah
The state of Utah has probably one of the strictest codes regarding sex education. Basic instruction includes teaching “the importance of abstinence from all sexual activity before marriage and fidelity after marriage as methods for preventing certain communicable diseases; and personal skills that encourage individual choice of abstinence and fidelity.” The curriculum “touches” on HIV/AIDS prevention, but this education is not consistent between school districts. State law prohibits instruction in “the intricacies of intercourse, sexual stimulation, or erotic behavior; the advocacy of homosexuality; the encouragement of the use of contraceptive methods or devices; or the advocacy of sexual activity outside of marriage.” This means that students cannot be taught about birth control or condoms thus limiting their knowledge of preventative measures that could help avoid unwanted pregnancy and sexually transmitted diseases. Most states start their sex education at grades 5 or 6 but, Utah sets its requirement for education starting at an older age in grade 8. Not every student will remain abstinent during their high school years. Consequently they are left unprotected because of their lack of knowledge of something that could have been beneficial. (See Utah State Code 53A-13-101, Utah Administrative Rule R277-474, and the Health Education Core).
Utah laws also state that any teacher who will be teaching any sex education must attend a state-sponsored course that covers the state designed curriculum and the Utah code regarding the teaching of human sexuality. Teachers are well trained to make sure they do not violate the state codes. In order for a student to participate in sex education they must have written permission from a parent or guardian; this is called an “opt-in” policy (SIECUS, 2007). As a state, Utah has decided what it does and does not want its students to learn about sex in school. This law is potentially problematic because it disregards anyone who is different than the social standard and it does not give the students comprehensive information about human sexuality.
Tuesday, April 7, 2009
Celebrate Today!
Today:
-I am officially staying for summer. I am so excited for all of what that means.
1. I get to hang out with Jenn a little while longer. 2. I can play with so many friends. 3. I get to enjoy Utah in the spring and summer which makes up for the long winters. 4. I get to graduate earlier. 5. There are so many plans rolling around in my head, I don't know what to do first.
-Even though I didn't get to enjoy the sun I am happy that it was warm.
-I decided I WILL try to apply for the BYU MPH program even though I probably won't get in.
-Looking forward to getting my bike fixed so I can ride it around P-town.
-Conference talks are online, (this means I can catch the ones I fell asleep for).
-I didn't fall asleep in the class I always fall asleep in.
-I turned in my 11 pg. paper for english, I might post it here someday.
-As a reward for turning in my paper I opened up some Easter candy my mom sent me.
-My mom sent me a ginormous box of Easter candy after I told her I wanted some. She loves me! I have to share with my siblings though.
-I love working with the freakin' sexy ticket office girls!
-As I walked home from work and then back up to school the full moon was beautiful to look at and appreciate.
-Now I am procrastinating another paper writing in my blog.
-I am officially staying for summer. I am so excited for all of what that means.
1. I get to hang out with Jenn a little while longer. 2. I can play with so many friends. 3. I get to enjoy Utah in the spring and summer which makes up for the long winters. 4. I get to graduate earlier. 5. There are so many plans rolling around in my head, I don't know what to do first.
-Even though I didn't get to enjoy the sun I am happy that it was warm.
-I decided I WILL try to apply for the BYU MPH program even though I probably won't get in.
-Looking forward to getting my bike fixed so I can ride it around P-town.
-Conference talks are online, (this means I can catch the ones I fell asleep for).
-I didn't fall asleep in the class I always fall asleep in.
-I turned in my 11 pg. paper for english, I might post it here someday.
-As a reward for turning in my paper I opened up some Easter candy my mom sent me.
-My mom sent me a ginormous box of Easter candy after I told her I wanted some. She loves me! I have to share with my siblings though.
-I love working with the freakin' sexy ticket office girls!
-As I walked home from work and then back up to school the full moon was beautiful to look at and appreciate.
-Now I am procrastinating another paper writing in my blog.
Friday, April 3, 2009
Sleep Position Shows Personality
Think about what position you normally sleep in and then read this article. It's pretty interesting. -
Sleep position gives personality clue. If you want an insight into somebody's true personality, then try to catch a glimpse of the way they sleep. Scientists believe the position in which a person goes to sleep provides an important clue about the kind of person they are.
Professor Chris Idzikowski, director of the Sleep Assessment and Advisory Service, has analysed six common sleeping positions - and found that each is linked to a particular personality type.
"We are all aware of our body language when we are awake but this is the first time we have been able to see what our subconscious posture says about us.
"What's interesting is that the profile behind the posture is often very different from what we would expect."
The Foetus: Those who curl up in the foetus position are described as tough on the outside but sensitive at heart. They may be shy when they first meet somebody, but soon relax.
This is the most common sleeping position, adopted by 41% of the 1,000 people who took part in the survey. More than twice as many women as men tend to adopt this position.
Log (15%): Lying on your side with both arms down by your side. These sleepers are easy going, social people who like being part of the in-crowd, and who are trusting of strangers. However, they may be gullible.
The yearner (13%): People who sleep on their side with both arms out in front are said to have an open nature, but can be suspicious, cynical. They are slow to make up their minds, but once they have taken a decision, they are unlikely ever to change it.
Soldier (8%): Lying on your back with both arms pinned to your sides. People who sleep in this position are generally quiet and reserved. They don't like a fuss, but set themselves and others high standards.
Freefall (7%): Lying on your front with your hands around the pillow, and your head turned to one side. Often gregarious and brash people, but can be nervy and thin-skinned underneath, and don't like criticism, or extreme situations.
Starfish (5%): Lying on your back with both arms up around the pillow. These sleepers make good friends because they are always ready to listen to others, and offer help when needed. They generally don't like to be the centre of attention.
The remainder of those in the poll said the position they fell asleep varied or did not know.
Professor Idzikowski also examined the effect of various sleeping positions on health.
He concluded that the freefall position was good for digestion, while the starfish and soldier positions were more likely to lead to snoring and a bad night's sleep.
Professor Idzikowski said: "Lying down flat means that stomach contents can more readily be worked back up into the mouth, while those who lie on their back may end up snoring and breathing less well during the night.
"Both these postures may not necessarily awaken the sleeper but could cause a less refreshing night's sleep."
The research also found that most people are unlikely to change their sleeping position. Just 5% said they sleep in a different position every night.
Sleep position gives personality clue. If you want an insight into somebody's true personality, then try to catch a glimpse of the way they sleep. Scientists believe the position in which a person goes to sleep provides an important clue about the kind of person they are.
Professor Chris Idzikowski, director of the Sleep Assessment and Advisory Service, has analysed six common sleeping positions - and found that each is linked to a particular personality type.
"We are all aware of our body language when we are awake but this is the first time we have been able to see what our subconscious posture says about us.
"What's interesting is that the profile behind the posture is often very different from what we would expect."
The Foetus: Those who curl up in the foetus position are described as tough on the outside but sensitive at heart. They may be shy when they first meet somebody, but soon relax.
This is the most common sleeping position, adopted by 41% of the 1,000 people who took part in the survey. More than twice as many women as men tend to adopt this position.
Log (15%): Lying on your side with both arms down by your side. These sleepers are easy going, social people who like being part of the in-crowd, and who are trusting of strangers. However, they may be gullible.
The yearner (13%): People who sleep on their side with both arms out in front are said to have an open nature, but can be suspicious, cynical. They are slow to make up their minds, but once they have taken a decision, they are unlikely ever to change it.
Soldier (8%): Lying on your back with both arms pinned to your sides. People who sleep in this position are generally quiet and reserved. They don't like a fuss, but set themselves and others high standards.
Freefall (7%): Lying on your front with your hands around the pillow, and your head turned to one side. Often gregarious and brash people, but can be nervy and thin-skinned underneath, and don't like criticism, or extreme situations.
Starfish (5%): Lying on your back with both arms up around the pillow. These sleepers make good friends because they are always ready to listen to others, and offer help when needed. They generally don't like to be the centre of attention.
The remainder of those in the poll said the position they fell asleep varied or did not know.
Professor Idzikowski also examined the effect of various sleeping positions on health.
He concluded that the freefall position was good for digestion, while the starfish and soldier positions were more likely to lead to snoring and a bad night's sleep.
Professor Idzikowski said: "Lying down flat means that stomach contents can more readily be worked back up into the mouth, while those who lie on their back may end up snoring and breathing less well during the night.
"Both these postures may not necessarily awaken the sleeper but could cause a less refreshing night's sleep."
The research also found that most people are unlikely to change their sleeping position. Just 5% said they sleep in a different position every night.
I am a freefaller. I HAVE to fall asleep on my stomach. I always wake up on my back though. I'm not sure I like the freefaller personality descriptions but I thought the concept was interesting. Now back to work on the research paper...
Tuesday, March 31, 2009
Twitterpation
No, this isn't the social networking site. I'm refering to the annual springtime phenomenon that occurs amongst the guys and gals here at BYU. (Bambi and Thumper experience twitterpation when the snow melts and the forest turns to spring. The weather gets warmer and people start hooking up. I just think it's really funny to watch and witness.
For example, Bethany* (*name has been changed) has recently had 2.5 men chasing after her. The .5 is a guy she would like to have chasing her. They have taken her on dates/tried to woo her unaware of any competition. Carol* has had two guys initating "hang outs" and starting to show interest. Where have they been all semester long?...Dorothy* is having great success with a fellow she kind of is "dating" but they will not be in the same state once the semester ends. Trisha* got invited to General Conference this weekend, (don't you love how church meetings are used as dates? ie. CES firesides). Jill* almost had a NCMO but denied the guy three times.
One questions why this happens? I have a few guesses. 1. These boys have had their eye on a certain girl all semester long and finally have enough guts to do something about it. 2. The promise of the semster ending soon means that they don't really have to decide if they want it to be serious or not. 3. They haven't received any action all semster long and now that it's getting warmer they really want it.
Do you have any other theories? How about any personal twitterpations? I'd love to hear. I am really entertained by them.
For example, Bethany* (*name has been changed) has recently had 2.5 men chasing after her. The .5 is a guy she would like to have chasing her. They have taken her on dates/tried to woo her unaware of any competition. Carol* has had two guys initating "hang outs" and starting to show interest. Where have they been all semester long?...Dorothy* is having great success with a fellow she kind of is "dating" but they will not be in the same state once the semester ends. Trisha* got invited to General Conference this weekend, (don't you love how church meetings are used as dates? ie. CES firesides). Jill* almost had a NCMO but denied the guy three times.
One questions why this happens? I have a few guesses. 1. These boys have had their eye on a certain girl all semester long and finally have enough guts to do something about it. 2. The promise of the semster ending soon means that they don't really have to decide if they want it to be serious or not. 3. They haven't received any action all semster long and now that it's getting warmer they really want it.
Do you have any other theories? How about any personal twitterpations? I'd love to hear. I am really entertained by them.
Tuesday, March 24, 2009
After work today I am meeting with my dance teacher to practice for the medals exams on Thursday. I'm a little nervous because 1. He is a guy. 2. He is a very confident and good looking guy. and 3. He is a really good dancer. I get the pleasure of being the last 180 girl he gets to practice with after three hours. Oh well, I plan on dancing confidently. And it sounds a little saucy to be able to say, "I have practice with my dance instructor..."
Also, for said dance practice I am wearing a skirt so that my teacher can watch my feet. So when walking to work today I was more dressed up than normal. This guy checked me out! It was a little exciting, especially since the last time I got checked out (that I know) was when I did true blue football and had to walk home looking like a smurf. That was really funny. People were really confused.
Also, for said dance practice I am wearing a skirt so that my teacher can watch my feet. So when walking to work today I was more dressed up than normal. This guy checked me out! It was a little exciting, especially since the last time I got checked out (that I know) was when I did true blue football and had to walk home looking like a smurf. That was really funny. People were really confused.
Thursday, March 19, 2009
Ode to the Fresh Prince
I wanted to rap at work today so I looked up the lyrics to the "Fresh Prince" theme song.
Now this is the story all about how
My life got flipped, turned upside down
And I'd like to take a minute just sit right there
I'll tell you how I became the prince of a town called Bel-Air
In west Philadelphia born and raised
On the playground where I spent most of my days
Chilling out, maxing, relaxing all cool
And all shooting some b-ball outside of the school
When a couple of guys said were up in no good
Started making trouble in my neighbourhood
I got in one little fight and my mom got scared
And said youre moving with your aunte and uncle in Bel-Air
I begged and pleaded with her the other day
But she packed my suitcase and sent me on my way
She gave me a kissin' and she gave me my ticket
I put my walkman on and said I might as well kick it
First class, yo this is bad,
Drinking orange juice out of a champagne glass
Is this what the people of Bel-Air livin' like,
Hmm this might be alright!
I whistled for a cab and when it came near the
Licensplate said fresh and had a dice in the mirror
If anything I could say that this cab was rare
But I thought now forget it, yo home to Bel-Air
I pulled up to a house about seven or eight
And I yelled to the cabby yo, home smell you later
Looked at my kingdom I was finally there
To settle my throne as the prince of Bel-Air
and here is a great article straight from 1990
D.J. Jazzy Jeff, Fresh Prince rap for Disney
Rap sensations D. J. Jazzy Jeff and the Fresh Prince are famous for hits such as "Parents Just Don't Understand" and "I Think I Can Beat Mike Tyson." But fans will see another side of them when the duo sings an unusual version of "Supercalifragilisticexpialidocious" on a Disney special.
The duo will appear on "Disneyland's 35th Anniversary Celebration," which will air from 6 to 7 p.m. Sunday over WMAQ-Channel 5.
"We like to keep our fans guessing," said the Fresh Prince, who does most of the duo's singing. "We like to do things that they won't expect. I think that keeps the group strong, ...
(I guess we didn't expect "Supercalifragilisticexpialdocious" to be rapped, that should've been good).
Now this is the story all about how
My life got flipped, turned upside down
And I'd like to take a minute just sit right there
I'll tell you how I became the prince of a town called Bel-Air
In west Philadelphia born and raised
On the playground where I spent most of my days
Chilling out, maxing, relaxing all cool
And all shooting some b-ball outside of the school
When a couple of guys said were up in no good
Started making trouble in my neighbourhood
I got in one little fight and my mom got scared
And said youre moving with your aunte and uncle in Bel-Air
I begged and pleaded with her the other day
But she packed my suitcase and sent me on my way
She gave me a kissin' and she gave me my ticket
I put my walkman on and said I might as well kick it
First class, yo this is bad,
Drinking orange juice out of a champagne glass
Is this what the people of Bel-Air livin' like,
Hmm this might be alright!
I whistled for a cab and when it came near the
Licensplate said fresh and had a dice in the mirror
If anything I could say that this cab was rare
But I thought now forget it, yo home to Bel-Air
I pulled up to a house about seven or eight
And I yelled to the cabby yo, home smell you later
Looked at my kingdom I was finally there
To settle my throne as the prince of Bel-Air
and here is a great article straight from 1990
D.J. Jazzy Jeff, Fresh Prince rap for Disney
Rap sensations D. J. Jazzy Jeff and the Fresh Prince are famous for hits such as "Parents Just Don't Understand" and "I Think I Can Beat Mike Tyson." But fans will see another side of them when the duo sings an unusual version of "Supercalifragilisticexpialidocious" on a Disney special.
The duo will appear on "Disneyland's 35th Anniversary Celebration," which will air from 6 to 7 p.m. Sunday over WMAQ-Channel 5.
"We like to keep our fans guessing," said the Fresh Prince, who does most of the duo's singing. "We like to do things that they won't expect. I think that keeps the group strong, ...
(I guess we didn't expect "Supercalifragilisticexpialdocious" to be rapped, that should've been good).
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