Though there have not been many responses in the realm of this discussion at the time of my posting, I feel my response to the security issue and teachers may be unpopular.
One thing I was able to point out to a classmate is I may be for the most part against personal use of school resources, but when it comes down to it, it's all a matter of degrees of use.
Though I personally do virtually nothing of a personal nature at my workplace, I certainly understand reasonable usage of resources. However, those who abuse the priviledge are exactly the ones who do not understand what reasonable means. I don't think many teachers understand the security issues involved in reading and downloading things from undauthorized sources.
I also may end up being in the minority with my views regarding the virtual dissections because I do see the value of the "real thing" over virtual in certain cases. I do see the value of a virtual method also, but gain, it's all a matter of the degree to which they are used. There certainly is a benefit in the reduction of expense, and the use of live specimens. I don't the the opportunity should be completely taken away. This is where I probably differ from many, in that I consider the real thing a tool and an opportunity, and not an obligation to do something I don't want to. Not all students will be grossed out by it.
Tracy
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What would you think about having two sections of the sciences classes. One with real life dissections and one with virtual dissections. In high school I dissected a fetal pig. I wasn't overly traumatized by it, but it didn't add to my education experience either. I feel like the kids who are interested in medicine, ie future nurses, doctors, paramedics, will sign up for the classes. I do think students should have a choice and not be made to do something that some people just can't bring themselves to do.
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