Aoccdrnig to rseerach at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?

http://www.mrc-cbu.cam.ac.uk/people/matt.davis/Cmabrigde/

Long before Galileo and long beyond the Gnome Project, science and religion
have had a rocky relationship. At times, they have learned to coexist in
the same world but recently they have grown apart. It seems more and more
we are forced to choose between being people of science or people of faith.

Dr. Murray Jensen from the University of Minnesota believes in a third
choice. (Even though he is a radical, tenured, college professor,
communist, pinko, Obama-loving, US hating liberal.) Faith and science can
strive for more than a mere tolerance of one another. Through Dr. Jensen's
presentation, participants can come to understand how science and religion
can learn and inform one another on such delicate issues as evolution, stem
cell research, and genetic engineering. His straight forward, non-technical
explanations to complicated issues will engage the listener and provide
lively conversations.

The Rev. Dr. Scott J. Suskovic
Senior Pastor
Christ Lutheran Church
Charlotte, NC

Science is a part of our everyday lives. But how much do we really know
about the scientific terms we hear thrown around in political arenas,
newscasts, and even in church documents and sermons? What is stem cell
research, genetic engineering, (add your own ideas here) or evolution and
what do they have to do with me and my decisions? Science and ethics have
always gone hand in hand. Dr. Murray Jensen provides answers to these
modern day questions about science and teases our minds into thinking about
what these scientific ideas mean for our daily lives and our daily decisions
as Americans and more importantly, as Christians.

Dr. Jensen has given three wonderful Adult Forum series here at St.
Philip's. We have had to bring in extra chairs every time! His materials
on current tends in scientific thought are well presented. He explains
complex scientific issues such as stem cell research, evolution, and genetic
engineering in terms that the everyday person can understand. You can tell
that Dr. Jensen teaches for a living as he is passionate, well prepared,
professional, and best of all his presentations are interesting and
engaging. Whenever we plan for future Adult Forums, Dr. Jensen is always at
the top of our list.

Let me know if this is not really what you had in mind. I have a list of
churches you can use to send out your flyer. Kids going to MX is definitely
a good cause. Thanks!

Ryan

-----Original Message-----
From: Murray Jensen [mailto:msjensen@umn.edu]
Sent: Friday, August 29, 2008 11:05 AM
To: Ryan Brodin
Subject: FW: Murray Jensen -Looking for a quote

----

Hi Murray,

sorry for the delay in response..i get busy and tend to ignore my email. I understand completely the no finace thing...I do a somewhat dated but useful lab that drives home BP and cardiac output. You don't need much..but you do need a BP cuff or such. Details below. Our classrooom is 6 flights up - so I often make my students run up the stairs as fast as possible during my lecture about cell respiration..drives home a few concepts - lactic acid for one, and later oxygen debt, and muscle fatigue. I also make them run down as fast as possible a few days before we discuss the concept of delayed onset muscle soreness. Some spirometry materials are fairly cheap these days - and sometimes reps will send out samples. You might look into some of the older texts for ideas..McArdle and Katch, Katch or Stuart Fox were popular when I was a exc.phys. student.

I looked online briefly and Mcgill has an interesting online tutorial - might be of help:
http://www.medicine.mcgill.ca/physio/vlab/exercise/vlabmenuexercise.htm

also - keep in mind that some of the equipment in the fitness center (is there one at your school?) may be able to keep track of mets and energy expenditure - it may not be 100% on target, but should be ok for academic exercises.

Here's the lab i do on cardiac output: it is extremely portable:

Students partner up.

1. take resting heart rate: measure pulse; record BPM

2. take resting BP (this can be awkward if using a cuff - but my students need to learn how to use a cuff): record resting
systolic and diastolic pressures

3. calculate resting pulse pressure: systolic - diastolic

4. estimate stroke volume: pulse pressure x 1.7 : report in ml

5. estimate cardiac output: BPM x Stroke Volume; report in ml.

Now have one partner exercise vigorously (interpretation of this is often highly variable - so again I suggest the stairs) -
then repeat all measures above.

Then have second partner do the same thing.

I find the BP cuff inexperience makes this a little frustrating as pulse and BP drop pretty quickly during recovery - so fumbling around tends to interfere.

I hope this helps a bit - EH

Long before Galileo and long beyond the Gnome Project, science and religion
have had a rocky relationship. At times, they have learned to coexist in
the same world but recently they have grown apart. It seems more and more
we are forced to choose between being people of science or people of faith.

Dr. Murray Jensen from the University of Minnesota believes in a third
choice. (Even though he is a radical, tenured, college professor,
communist, pinko, Obama-loving, US hating liberal.) Faith and science can
strive for more than a mere tolerance of one another. Through Dr. Jensen's
presentation, participants can come to understand how science and religion
can learn and inform one another on such delicate issues as evolution, stem
cell research, and genetic engineering. His straight forward, non-technical
explanations to complicated issues will engage the listener and provide
lively conversations.

The Rev. Dr. Scott J. Suskovic
Senior Pastor
Christ Lutheran Church
Charlotte, NC

-----

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Test Study Survey

Course End Survey

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anatomy1135

1135

To get the points, you must fill this survey out completely! It should take about 5 minutes.

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Four Below

How to Succeed in School Without Really Learning : The Credentials Race in American Education

Think Geek . com

How the mind works

Med Terms - good site

My med terms

Joe and Carol Pinto.  Professional Garage Services, Inc. 763-427-4565

Advisors for students interesetd in Kin: Barner, Jabari J. and Telles, Arien H.

Snow Parking

Anatomy Bowl Image size 280 pixels high, The maximum width is 540 pixels.

Tyler Junior College - Images for anatomy bowl

Anatomy Bowl Wish List:

1 - break into games in progress

2 - group start .. stop the clock .. immediate start - and show scores at end of game on adm's computer

3 - report max score on Adm screen - users screen - and percentages .. "Results" screen at the end on Adm. screen -- with %%

4- delete old games from database -- do not want to see all the data - delete user data ..

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Please restart ab. umn.edu

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The Anatomy Bowl
Anatomy Bowl Image size 275 pixels high, The maximum width is 540 pixels.
Be familiar with the file naming system! -- Look in the “GR” folder.1. Resize the image (275 high and 540 wide – Maximum!)
2. Save as JPEG. (Anatomy bowl can only use jpeg files)
3. Add arrows and letters pointing to specific anatomical structures.
Think “what is this?” (Need to use some graphics program for this portion of your work)
Note: Always save a “blank” image – no arrows or letters. This is to use at a later time if needed.
Each image should have a maximum of 5 items to identify. Use the letters “A, B, C, D, and E” – to identify the 5 items.
Send Murray a few of the images – he’ll put them on the server.
Save a copy of these files so you know their names.
5. Using the Anatomy Bowl Content Manager (A web based program)– create questions. To do this you enter your list of options (Think multiple choice test) – and then select the correct answer. Also, select the difficulty. (100, 200, 300, etc.) – I’ll let you use your judgment here.
100 – 8th grade
200 – 12th grade
300 – college freshman
400 – 3000 level anatomy course
500 – advanced 3000 level questions
600 – don’t go here….
Very important: be sure to know what your doing with the question manager. You can do damage here if you goof up.
CHECK SPELLING!!!!

Murray Jensen teaches PsTL 1135—Human Anatomy and Physiology, PsTL
1131—Biological Science: Principles, and also freshman seminar PsTL 1903 -
The Science and Politics of Genetics and Reproduction. His research
interests include the use of technology in science education, cooperative
learning, and students’ understanding of evolution. He is a member of the
University's Academy of Distinguished Teachers, and has received both
University of Minnesota Alumni Association's Horace T. Morse Award for
outstanding contributions to undergraduate education, and the Society of
College Sciences Teaching's Outstanding Undergraduate
Science Teacher Award. Professor Jensen’s hobbies include tennis, mountain
biking, and distance running.

Math Ideas for PsTL 1135:

My students often have serious issues with dosage-math problems.

Cardiac output and minute/alveolar respiration problems are nice too.

1. From the values they can find in their textbook, have them calculate
the rate (RBCs/second) at which the marrow sends new RBCs into the
circulation. The answer will impress on them as it just did for me the
potency of erythropoeisis.

Start with a male who weighs 80 kilos and a RBC count of 5.2
million/microliter. Oh, and show your work and page citations! I will leave
the math to those on the list.

2. Here's another: Give them a cardiac output, a heart rate, and ESV and
EDV. What is the ejection fraction? Ask them what the value indicates about
the patient's physiological state and why. Choose parameters that lead to
very high or very low ejection fractions to make the "diagnosis" apparent.
[Note, one of these numbers is a red herring.]

3. Have them calculate rate of alveolar ventilation from respiratory
rate and tidal volume. They will need to assume an anatomical dead space, of
course. Show your work.

I used to include quant in all assessments, but have just moved it to
the lab. You might remember a HAPS workshop I did on calculating SBP
from vertex height. We also calculated resting membrane potential from
K+ levels, did final blood concentrations of components after a given
dosage, alveolar ventilation with changes in dead space, amount of O2
dropped off at the tissues from reading the dissociation curve, muscle
strength based on cross-sectional area, and clearance rate calculations.
We still do most of this in the lab, and also teach them to do
statistics with Excel and to program spreadsheets.

Quant Skills

More Quant stuff from Pat

You can find online tutorials and problem generators at
http://faculty.alverno.edu/bowneps/new%20quant/qmenu.htm and a summary
of the quant currently required in the lab, with links to worksheets, at
http://faculty.alverno.edu/bowneps/new%20indexes/quantindex.html.

You might also look at Joel Michael's Problem Solving in Physiology, or
Burton's Physiology by Numbers.

Digestion (calories gained, energy expended etc.) is a 'math' module I have used in the past.

Physiology By Numbers: An Encouragement to Quantitative
Thinking, Richard F. Burton
Cambridge University Press, ISBN 0-521-42138-1, 1994

Drawing a better analogy from religion, we suggest that, instead of
preaching about evolution, science teachers should bear witness to the facts
supporting evolution, to its central role as a powerful scientific
explanation, and possibly even to its beauty and mystery.  We believe
students will respond much better to the winsome witness of a sensitive
science teacher than they will to the dogmatic sermons of an evolutionary
fundamentalist.  (p 107)  (Meadows et al., 2000)


Meadows, L., Doster, E., & Jackson, D. F. (2000). Managing the conflict
between evolution & religion. American Biology Teacher, 62(2), 102-107.

Food class ideas

Fast for a day - write a paper about fasting -- sun up to sundown? Religion and biology of fasting

Papers - central question at the top - summary of the whole paper - concise summary.

Two page paper on a comfortable food experience, two page paper on a food adventure - and a three page "compare and contrast" paper (final product).

Test at the end of class - why do we watch the Power Points? Exams!

World View Theory and Evolution Education

Parking Snow Mpls

NSTAmsjenn@u1192289

Authors - JCST - msjensen 135

College -msj42-msjensen

Rachel U - skeletal - 125-97-166-177-88

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Nature of Scinece NOS:

# Empirical NOS: Science is based, at least partially, on observations of the natural world;
# Tentative NOS: Scientific knowledge is subject to change and never absolute or certain;
# Inferential NOS: The crucial distinction between scientific claims (e.g., inferences) and evidence on which such claims are based (e.g., observations);
# Creative NOS: The generation of scientific knowledge involves human imagination and creativity;
# Theory-laden NOS: Scientific knowledge and investigation are influenced by scientists’ theoretical and disciplinary commitments, beliefs, prior knowledge, training, experiences, and expectations;
# Social and cultural NOS: Science as a human enterprise is practiced within, affects, and is affected by, a lager social and cultural milieu;
# Myth of the “Scientific Method”: The lack of a universal step-wise method that guarantees the generation of valid knowledge; and
# Nature of, and distinction between scientific theories and laws (e.g., lack of a hierarchical relationship between theories and laws).

Tme

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Your account number is 8 6896788 6.

*Murray,

The ad min code for R espon dus is: *928390615-368414107*
**
*Thank you,*
**
*Patrick**

T3

MS - where? Pruning ... brain cells, brain regeneration,

UMGuest jensenm urray@ gm ail.co m 42J..ie42