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Wednesday addams
Tutustu aiheeseen liittyviin aiheisiin
OK, to understand better why the Boss backed away like that, it helps to know that THIS is a picture of Little Hella. She was quite a snarky child, apparently- well, She had two older brothers, so you can imagine. Himself treasures all those memories but there are parts He'd rather not repeat. (And, yes, when They were adapting to modern American life, She really did ask if the cookies were "made with real Girl Scouts." She was an adult then but she'd heard stuff about the American…
Some Of The Best Moment Of Wednesday Addams In ''the Addams Family''
This is your bitchy resting face. | 17 Signs That You Are Wednesday Addams. Good heavens...I AM Wednesday Addams!!
Wednesday From Addams Family Quotes. QuotesGram
Wednesday Addams–and 22 more amazing Halloween costumes to try this year
And did her best to rally other glorious women to her cause. | 19 Times Wednesday Addams Was A Total Misandrist
I love sleeping, it's like being dead without the commitment #wednesday #adams #morning
Wednesday Addams Inspiration.
And finally, when she said the truest thing that's ever been said. | 17 Times Wednesday Addams Truly Understood Your Ice-Cold Heart
I would rather be Wednesday Addams than Barbie girl.

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Respiration of tetrapods With few exception the respiratory organs of tetrapods are paired hollow sacs or lungs. They are absent in some Amphibian, notably Salamanders living in torrential streams,and reduced in forms which have external gills as adults. The lungs develop as a ventral outgrowths of the pharynx and it is generally accepted that they are homologous with the swim bladder and lungs of fishes.
All lungs have a thin epithelial layer abundantly supplied with blood but their internal complexity varies a great deal. In many amphibian it is little more than a hollow sac, as in lung fishes, there being few infoldings of the internal wall to produce an increase in surface area for gaseous exchange.
Respiration in Amphibia In Amphibia,the two lungs communicates separately with a single laryngotracheal chamber which is supported by small cartilages but there are no well- defined trachea or bronchial tubes. This chamber opens into the hind end of the pharyngeal cavity through a slit-like glottis which is operated by muscles. The walls of the lungs contain numerous elastic fibers and plain muscle fibers are also present which enable the lung to make spontaneous contractions when isolated.
Ventilation of the Frog When a frog is observed at rest, movements of the throat are visible at frequencies between 80 and 120 per minute. These form the so called * Bucco-pharyngeal movement. During this activity, 1-The nostrils are partly open 2-The glottis closed The result is that air contained in the bucco-pharynx is constantly renewed. Gaseous exchange is thought to occur in the vascularised mucous membranes and would assist in respiration.
*Pulmonary ventilation It is essentially a buccal force- pump, involving changes in volume of the buccal cavity co-ordinate with the operation of valves in the nostrils and the glottis. The mechanism is illustrated diagrammatically in next figure where Four main phases are recognizable. 1 -In the first stage a-The glottis is closed.
b- The nostrils open c- The floor of the mouth is lowered by the action of the sternohyoideus muscle. d-Lastly,air enters the bucco-pharynx because of the reduction in pressure. 2 - In the next (2 nd )stage. a-The nostrils closed. b-The glottis is open. c-Air is forced from the lungs into the bucco- pharynx as the flanks contract.
d-The effects result in a passive extra lowering of the floor of the mouth.
The mixed air now contained in the bucco- pharyngeal cavity is forced into the lungs(3 rd stage) through the open glottis and by contraction of the petrohyoideus muscles which raise the hyoid plate. This latter activity may be repeated several times until finally stage four, with the lung filled, the glottis closes and the extra air is forced out through the open nostrils.
The pulmonary ventilation represents a mechanism in which a co-ordinated activity of the nostril valves, glottis and hyoid apparatus is demonstrated. After periods of intense activity, frogs may show continuous pulmonary ventilation but at rest it is more usual to observe bucco-pharyngeal movements interrupted periodically by the pulmonary movements. This way of ventilation gives a maximum use of oxygen and water loss is kept to a minimum.
The cutaneous respiration Many amphibians are able to live beneath the water surface for very long periods. Under these conditions, oxygen is mainly obtained through the SKIN which is profusely supplied with blood derived from the pulmo-cutaneous arch. Table 6 shows the important role of cutaneous respiration at different times of the year. 1) Most of carb.dioxide loss is through the skin at all times of the year. 2) But,uptake of oxygen by skin is most important during winter months.
It accounts for two-thirds of the total oxygen uptake during the winter but only a quarter in the summer.
Respiration of Reptiles All reptiles possess lungs, and none passes through an aquatic larval stage with gills, as do many of the amphibians. In snakes, presumably as an adaptation to their long, thin bodies, the left lung is reduced in size or entirely lacking. Although lungs are the primary means of respiration in all reptiles and the only means of respiration in most reptiles, a number of species are also able to utilize other parts of the body for the absorption of oxygen and the elimination of carbon dioxide.
In aquatic turtles, for example, the tissues (mucous membranes) lining the insides of the mouth are capable of extracting oxygen from the water; some snakes, family Acrochordidae, and sea snakes, family Hydrophiidae, as well as the soft-shelled turtle, Trionyx, can use their skin for respiration when submerged.
Skin and scales Part of the ability of the amphibians' descendants, the reptiles, to invade dry-land environments was the development of a dry skin that served as a barrier to moisture and greatly reduced the loss of body water. These scales are not the same as (that is, not homologous to) the scales of fishes, which are bony, are formed in the dermis, and lie beneath the epidermis.
In lizards and Snakes the scales do not increase in size as the animal grows; consequently, the old scales must be periodically shed and replaced by a new set of somewhat larger scales. Shedding may also occur when the outer layer becomes worn or when much food is consumed, as well as for causes not yet fully understood. In the shedding, or molting, process, also called ecdysis, the older upper layer of the epidermis with its attached scales loosens and breaks away from a newer layer that has developed beneath it.
In turtles and crocodilians the large epidermal scales, or scutes, are not molted but are retained and are enlarged and thickened by additional layers of keratin from beneath; the uppermost layers of the scutes, however, may be lost through wear(to wasted by use or time) or other factors.
Reptiles are bitter adapted to a land habitat than amphibians and this is associated with more efficient ventilation. The lungs have an increased internal surface and they communicate with the pharyngeal cavity by a distinct tracheal tube supported by circular rings of cartilage.Fig.12 shows a different forms of reptilian's lung.
Many reptiles have secondarily acquired an aquatic habit which in some instances is associated with a decrease in the respiratory area. In aquatic turtles,for example, the lung volume is about 3-6 ccs./100g.where in their terrestrial relatives it may be 21 vols.%.
As in amphibians,three mechanisms for obtaining oxygen have been described: 1-Bucco-pharyngeal, 2- Pulmonary,and 3- Cutaneous. The last of these is apparently not so important because the HORNY layers of the skin not only prevent water loss but also hinder any gaseous exchange.However, there is evidence for the importance of cutaneous respiration in some aquatic reptiles.
Oscillations of the pharyngeal floor occur in many reptiles but their function is doubtful. Any gaseous exchange which they assist is very slight, as shown by determination of the carbon dioxide content of the expired air, their function appears to be mainly Olfactory.
Pulmonary ventilation Lungs being filed by the action of a costal pump. Ribs are universal among reptiles(they are absent in modern Amphibia). Movement of ribs is produced by the intercostal muscles which expand the cage in the thorax and produce a reduction of the pressure within the lung. Inspiration is active and a suction pump is the main mechanism ventilating the lung where Expiratory movements are partly passive but
may be assisted by contraction of transverse abdominal muscles and smooth muscles of the lungs themselves. As in Fig.15 ventilation in Lizards has THREE –phase sequence of movements. 1- initial expiratory phase (E 1 ). 2-Large inspiratory phase (I ). 3-Finally a brief expiratory movement (E 2 )is passive and results from movements of the abdominal viscera. A pause ensues before the next respiratory act.
During the pause the lung is inflated and the glottis closed so that gaseous exchange continues. The gas contained in the lung is held at a pressure which exceeds atmospheric. Ventilation of the lungs themselves is certainly diphasic in character, for the glottis is open at the beginning of the initial expiratory phase and closes before the final passive expiration.
The glottis and nostrils are guarded by sphincters in most lizards. The nostril valves play little part in normal ventilation of the lungs but their importance in aquatic forms is much greater. Thus in some turtles which are wholly marine, it has been observed that the nostrils may be filled with highly vascular tissue which plugs them and prevents the entry of water.
Snake Respiratory System Anatomy Snakes have a small opening just behind the tongue called the glottis, which opens into the trachea, or windpipe. Unlike what mammals have, the reptile glottis is always closed, forming a vertical slit, unless the snake takes a breath. A small piece of cartilage just inside the glottis vibrates when the snake forcefully expels air from its lungs. This produces a snake's characteristic hiss. Snakes are able to extend their glottis out the side of their mouth while they eat, which allows for respiration while they consume large prey items.
The trachea is a long, straw like structure supported by cartilaginous rings. These rings are incomplete in that the snake looks more like a C than an O. A thin membrane completes the open part of the C. This configuration is also seen in lizards, but the function of the incomplete rings remains unknown. The trachea usually terminates just in front of the heart, and at this point it splits into the two primary bronchi, airways that direct air into either the left or right lung.
In most snakes the short left bronchus terminates in a vestigial, or rudimentary, left lung. The size and functional capacity of this lung varies depending on the species. It can be complete in some of the water snakes where it is used for hydrostatic purposes. The right bronchus terminates in the functional right lung.
Snakes breathe principally by contracting muscles between their ribs. Unlike mammals, they lack a diaphragm, the large smooth muscle responsible for inspiration and expiration between the chest and abdomen. Inspiration is an active process (muscles contract), whereas expiration is passive (muscles relax).
In the majority of species, only one lung is functional. This lung contains a vascularized anterior portion and a posterior portion that does not function in gas exchange. This 'saccular lung' is used for hydrostatic purposes to adjust buoyancy in some aquatic snakes and its function remains unknown in terrestrial species.lunghydrostatic
The portion of a snake's lung nearest its head has a respiratory function; this is where oxygen exchange occurs. The lung portion nearest the tail, regardless of the lung's size, is more of an air sac. The inside of these sac portions look more like the inside of a balloon than a lung. There is no exchange of respiratory gases
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Fast and Furious films are known for its use of flashy cars and even flashier locations but for its eighth film the franchise is taking a different route by featuring vintage cars.
In pics: Vin Diesel shoots for Fast & Furious 8 in Cuba, makes history
Fast and Furious 8 kicked off its production in Cuba last week and Universal Pictures has shared a set video to give an early look at the movie.
#F8 is making history in Cuba. #FastFridayshttps://t.co/vljANLtPuh— Fast & Furious (@FastFurious) May 6, 2016
In the video, actor Vin Diesel proudly introduces the movie as one of the first films to shoot in the country since the US and Cuba began to repair their diplomatic relations, reported Ace Showbiz.
The video includes behind-the-scenes footage of a car race on the street and shows star Michelle Rodriguez having fun dancing with some local people.
F Gary Gray (Straight Outta Compton) is directing the movie. Dwayne "The Rock" Johnson, Tyrese Gibson, Ludacris and Jason Statham are also returning, while Charlize Theron and Game of Thrones actor Kristofer Hivju are added as new cast members.
Read: Start your engines! Vin Diesel has shared the Fast & Furious 8 poster
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Sorority gives back to Army unit
Gamma Mu is the south Orange County chapter of Alpha Delta Kappa, an international sorority of women educators. At a recent meeting, Gamma Mu members packed and shipped boxes to soldiers stationed in the Middle East. Altruistic Chairwoman Twyla Zerwas used anysoldier.com to locate a United States Army unit in need of supplies.
The unit she chose is comprised of 40 men and 10 women stationed in a remote area. They listed a variety of needs on the website along with the statement, "You can send anything you would wish you had if you were stranded on a desert island."
The women of Gamma Mu mobilized. They purchased items including laundry soap, sunglasses, snacks, coffee, sheets, T-shirts, personal-hygiene products, books, cards, and games. All the items were packed tightly into 15 boxes and mailed to the address on the website. From there, the boxes will be sent on to the Army unit.
This marks the eighth year Gamma Mu has sent boxes to United States soldiers stationed overseas. Two years ago, the chapter received a U.S. flag from the unit that received the boxes that year. The flag was raised during a special ceremony conducted on base and dedicated to Gamma Mu in appreciation for the chapter's generosity. The flag is presented at each chapter meeting, reminding everyone of the service, sacrifice and dedication of our service men and women.
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Department of Biomedical Engineering. Undergraduate Handbook
- Hector Arnold
- 1 years ago
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1 Department of Biomedical Engineering Undergraduate Handbook Revised: June 2015
2 Table of Contents Preface 1 Department of Biomedical Engineering 2 BME Undergraduate Program Philosophy 3 BME Undergraduate Program Objectives and Learning Outcomes 4 Undergraduate Degree Requirements Class of Class of Class of Class of 2017 and Beyond 9 Undergraduate Program Policies Admission to the Undergraduate Program in BME 10 Advising 12 Placement and Qualifying Examinations 13 Honors Program 15 General Education Requirements 18 Concentration Electives 21 Directed Electives College of Engineering Policies Transferring Courses towards an Engineering Degree 21 Registration for Courses 27 Withdrawal Policy 30 Course Prerequisites and Co-Requisites 31 Grade Point Average 33 Dean s List 33 Academic Probation 35 Repeating Courses 36 Exclusion from the College 37 Time Limit on Undergraduate Degrees 38 Return to the College after an Extended Absence 38 Important Information
3 Undergraduate Engineering Advising Contacts 42 Academic Support Resources 43 Course Syllabus A Must Read Document 44 Programs and Options to Consider as You Pursue Your Degree AGRADE Program 48 Senior Rule 49 National Design Projects 50
4 Preface This Handbook is provided for students in the undergraduate Biomedical Engineering (BSBME) Program in the College of Engineering. It includes both policies set by the College of Engineering for all students as well information specifically related to Biomedical Engineering students. All students are responsible for knowing and following the policies outlined in this Handbook, the College of Engineering Pre-Professional Handbook, and the Undergraduate Bulletin. The Undergraduate Bulletin is published every two years. Changes to College Policy that take effect between editions will be included in revisions to the Pre-Professional Handbook as well as this BME Undergraduate Handbook. In some cases, program and policy changes will take effect for all students immediately or from a defined date. In other cases, students who entered the College prior to the enactment of a policy or program requirement will have the choice of following either the original or new policy. These grandfather provisions, if available, will be described in the various publications. Any questions about this Handbook or College policy can be directed to the BME Undergraduate Program Chair, the Associate Dean for Academic Affairs, and the undergraduate Academic Advisors. Per University policy, students must graduate under degree requirements that are listed in the Undergraduate Bulletin currently in effect or the two previous Bulletins. For instance, a student who applies to graduate in 2014 must meet the program, College, and University requirements listed in the , , or Undergraduate Bulletin. If something delays a student s progress through the undergraduate program so that she will not graduate under the Bulletin that was in effect at the time she entered Wayne State, then a conversation must be held as early as possible to identify what, if any, requirements have changed that must be accounted for. Note: Portions of this Handbook are taken directly or indirectly from the Undergraduate Bulletin of Wayne State University and the College of Engineering Pre-Professional Handbook. Biomedical Engineering Undergraduate Handbook Page 1
5 Department of Biomedical Engineering Mission: The mission of the Department is to enhance biomedical engineering education at Wayne State University in order to enable our graduates to attack the societal epidemics of premature death, pain, and disability that result from trauma and aging. Department Organization: The Department spans the College of Engineering and the School of Medicine. The Department is led by a chair that reports directly to the Dean of the College of Engineering. Two Associate Chairs, one representing Engineering and the other Medicine, assist with administrative responsibilities. Academic Programs are coordinated by the Graduate Program Chair (Grad Certificate, MS, and PhD) and the Undergraduate Program Chair (BS). Accreditation: The accrediting body for engineering programs in the US is ABET (www.abet.org). ABET requires that a program have at least one graduate before an application for accreditation can be considered. As the first BSBME class will graduate in 2014, the Department plans on submitting an application for accreditation in The program has been designed with this goal in mind. Biomedical Engineering Undergraduate Handbook Page 2
6 BME Undergraduate Program Philosophy An individual trained in biomedical engineering is not merely an engineer who has not taken a few courses in biology; nor is he/she a physiologist with some training in physics. A biomedical engineer brings together traditional engineering principals with the life sciences in a completely integrated fashion. The result is an engineer who views the human body as a complex system, its diseases and injuries as breakdowns in that system, and medical interventions as design alternatives for the repair of the system. As the population ages and medical costs skyrocket, biomedical engineers are required both to understand the mechanistic causes of injury and disease and to design and implement interventions to prevent and mitigate the suffering of individuals and reduce the cost of medical care to society. With this understanding, the Undergraduate Program in Biomedical Engineering is designed to completely, immediately, and continuously integrate the application of engineering with the medical domain. Starting in the first semester, students apply engineering to develop solutions to real world biomedical challenges. First and foremost, Wayne State BME students are engineers and a strong foundation in engineering is key to the program. The undergraduate program is also a cohort-based program. Students advance as a group, taking key courses as a block. This allows the students to develop a strong sense of camaraderie, which supports student learning. BME students participate in BME Design Labs each semester (fall and winter) of their academic program. The Design Labs are designed to meet multiple learning objectives: Students will apply engineering principals from their other coursework to the solution of biomedical engineering challenges. Students will demonstrate and refine professional skills, including those related to teamwork, communication, biomedical ethics, device regulation, and life long learning. Students will build and utilize a technical toolbox, including appropriate software tools and life science laboratory techniques. As a result of the academic rigor of the program, students applying to the BME program are reviewed critically to determine that they have a strong probability of success in the program. The cohort size is also limited in order to insure that students have sufficient interaction with their faculty and access to the broader resources of the College and Department. Biomedical Engineering Undergraduate Handbook Page 3
7 BME Program Objectives and Student Learning Outcomes ABET requires all programs seeking accreditation to establish Program Objectives and Student Learning Outcomes. Program Objectives are defined as what graduates of the program will be able to do 3-5 years after graduation. Student Learning Outcomes describe what students will be able to at the time of graduation. Following discussion with the Program faculty and the Industrial Advisory Board, the following Program Objectives were established in The Program will develop graduates who can: Work in multidisciplinary teams to translate biomedical science to application. Utilize and advance engineering, mathematical, and biomedical tools to solve biomedical engineering problems and design biomedical engineering systems. Continue their education in engineering or biomedical fields based on a strong underlying foundation in both areas of study. The program student learning outcomes guide the program development, and establish that students will be able to: Apply knowledge of math, science, and engineering Design, conduct, and analyze & interpret data from experiments Design a system, component, or process to meet desired needs within realistic constraints Function on multidisciplinary teams Identify, formulate, and solve engineering problems Understand professional and ethical responsibilities Communicate effectively Understand the impact of engineering solutions in a global, economic, environmental, and societal context Recognize the need for and demonstrate the ability to engage in lifelong learning Demonstrate a knowledge of contemporary issues Use techniques, skills, and modern engineering tools necessary for engineering practice Apply principles of engineering, biology, human physiology, chemistry, calculus-based physics, mathematics (through differential equations), and statistics Solve biomedical engineering problems, including those associated with the interaction between living and non-living systems Analyze, model, design, and realize biomedical engineering devices, systems, components, or processes Make measurements on and interpret data from living systems ABET requires that these Objectives and Outcomes are reviewed and evaluated on a regular basis as part of a continuous improvement process. Biomedical Engineering Undergraduate Handbook Page 4
8 BME Undergraduate Curriculum The minimum degree requirements for the BSBME degree include 131 credit hours, at least 48 of which must be engineering credits and at least 32 of which must be math and science credits. The Curriculum has developed slightly since the Program s inception in The following pages describe the specific degree requirements, with recommended semester of completion, for the Classes of 2014 through Subsequent classes will follow the Class of 2017 requirements. Described are the standard curriculum recommendations. Students pursuing Honors and Pre-Med variations should confer with an academic advisor to review recommended course progression and additional requirements for those secondary curricula. Course names are available in the Undergraduate Bulletin. The basic components of the program include: Basic Math and Science (32 cr): MAT 2010, 2020, 2030, and 2150 CHM 1225, 1230, and 1240 PHY 2175 and 2185 Life Science (13 cr): BIO 1510 w/ Lab BME (and BME 2070 starting with the Class of 2017) BME 5010 and 4010 Biomedical Engineering Core (16 cr): Design: BME 1910, 1920, 2910, 2920, 3910, 3920, 4910, and 4920 BME 3470 Biomedical Engineering Concentration (15 cr): BME 4X10 Bridge Course 12 credits of Concentration Electives Core Engineering (27 cr): BE 1200 (through Class of 2015) BE 1300 and 2100 BE 1500 (starting with Class of 2016) BE 2550 (through Class of 2015) CHE 3200 ECE 3300 ME 2410 and credits of Directed Electives (starting with Class of 2016) General Education (28 cr): BC, IC, OC, CT, AI, FC, HS, PL, SS, and VP 1 This course was formerly identified as BME Biomedical Engineering Undergraduate Handbook Page 5
9 Directed electives and concentration electives should be selected from the course list provided. These must be presented and approved on a Concentration Plan worksheet. The Class of 2014 and 2015 must choose at least 4 credits of Concentration Electives from engineering courses. The Class of 2016 and beyond must choose at least 6 credits of Concentration and Directed Electives from engineering courses. The BME Program originally included CM 6010 as an additional 1-credit course. As that course is no longer available during the Academic Year, for the Classes of 2014 and 2015 it has been replaced with a single credit of Free Elective that can be satisfied by the 4 th credit of PS 1010 for Honors students or any other elective course. Biomedical Engineering Undergraduate Handbook Page 5
10 Class of 2014 Course Progression Year 4 Year 3 Year 2 Year 1 Fall BME 1910 BE 1200 CHM 1225/1230 MAT credits BME 2910 CHM 1240 ENG 3050 MAT 2030 ME credits BME 3470 BME 3910 BE 2550 CHE 3200 or ECE 3570 ENG credits BME 4910 CHE 3200 or ECE 3300 Conc Elective Conc Elective 15 credits Winter BME 1920 BE 1300 MAT 2020 PHY credits BME 2920 BME 2005 BE 2100 MAT 2150 ME credits BME 3920 BME 4010 BME 4X10 BME 5010 Gen Ed 14 credits BME 4920 Conc Elective Gen Ed (x 3) Free Elective 17 credits Spring/Summer BIO 1510 ENG credits PHY 2185 Gen Ed 7 credits Gen Ed Externship 3 credits Biomedical Engineering Undergraduate Handbook Page 6
11 Class of 2015 Course Progression Year 4 Year 3 Year 2 Year 1 Fall BME 1910 BE 1200 CHM 1225/1230 MAT credits BME 2910 CHM 1240 ENG 3050 MAT 2030 ME credits BME 3470 BME 3910 BE 2550 CHE 3200 ENG credits BME 4910 Conc Elective Conc Elective Gen Ed 14 credits Winter BME 1920 BE 1300 MAT 2020 PHY credits BME 2920 BME 2005 MAT 2150 ME 2420 PHY credits BME 3920 BME 4010 BME 4X10 BME 5010 Gen Ed 14 credits BME 4920 Conc Elective Gen Ed (x 2) Free Elective 14 credits Spring/Summer BIO 1510 ENG credits ECE 3300 Gen Ed 7 credits Gen Ed Externship BE credits Biomedical Engineering Undergraduate Handbook Page 7
12 Class of 2016 Course Progression Year 4 Year 3 Year 2 Year 1 Fall BME 1910 BE 1500 CHM 1225/1230 MAT credits BME 2910 CHM 1240 MAT 2030 ME 2410 PHY credits BME 3470 BME 3910 BE 2100 CHE 3200 Directed Elective 15 credits BME 4910 Conc Elective Conc Elective Gen Ed 14 credits Winter BME 1920 BE 1300 MAT 2020 PHY credits BME 2920 BME 2005 ECE 3300 MAT 2150 ME credits BME 3920 BME 4010 BME 4X10 BME 5010 ENG credits BME 4920 Conc Elective Gen Ed (x 2) 13 credits Spring/Summer BIO 1510 ENG credits ENG 3050 Gen Ed 6 credits Gen Ed Externship BME credits Biomedical Engineering Undergraduate Handbook Page 8
13 Class of 2017 Course Progression Year 4 Year 3 Year 2 Year 1 Fall BME 1910 BE 1500 CHM 1225/1230 MAT credits BME 2910 BME 2070 CHM 1240 MAT 2030 ME 2410 PHY credits BME 3470 BME 3910 CHE 3200 ENG 3060 Directed Elective 14 credits BME 4910 Conc Elective Conc Elective Gen Ed 14 credits Winter BME 1920 BE 1300 BE 2100 MAT 2020 PHY credits BME 2920 BME 2010 ECE 3300 MAT 2150 ME credits BME 3920 BME 4010 BME 4X10 BME 5010 Gen Ed 14 credits BME 4920 Conc Elective Gen Ed (x 2) 14 credits Spring/Summer BIO 1510 ENG credits ENG 3050 Gen Ed 7 credits Gen Ed Externship BME credits Biomedical Engineering Undergraduate Handbook Page 9
14 Admission to the Undergraduate Program in Biomedical Engineering The BSBME program is highly selective and requires a secondary application from all students. Therefore, the first step is to apply to Wayne State. Either after receiving admission to the University, or concurrently, the BME Secondary Application must be submitted to the BME Department. Students are encouraged to apply early both to the University and to BME. Early application increases students eligibility for scholarship programs. In addition, BME enrollment is limited to 40 students per cohort and the class does fill. Applications are reviewed as they are received, and outstanding students are admitted on a rolling basis. The initial deadline for full consideration of a freshman/first year application is January 15. Applications received after that date will be considered on a space-available basis. Transfer applications for admission as a 2 nd year (or more advanced) student should be submitted by March 1. Applications are available for both freshmen (directly from high school) and transfer students. All students are expected to provide a personal statement describing their interest in BME as well as information on extracurricular activities. Some students will be invited to campus for an interview. Recommended Academic Background: All degree programs in Engineering require substantial work in mathematics, physics, chemistry, and other sciences, in addition to a strong ability to communicate both in written and oral forms. Biomedical engineering also requires a comfort with and knowledge of biological sciences. In order for students to have sufficient background to make adequate progress in the scientific, engineering, and communications requirements of the degree program, the following program of high school preparation is recommended: English: 4 years Algebra: 2 years Plane and Solid Geometry: 1.5 years Trigonometry: 0.5 years Physics: 1 year Chemistry: 1 year Biology: 1 year Social Sciences or Foreign Language: 2 years Electives: 3 years Students are encouraged to pursue more advanced coursework in mathematics (including calculus), chemistry, and biology although this is not required. However, all BSBME students are expected to be able to begin in the following courses and must have sufficient background to place into these (or more advanced) courses: MAT 2010 Calculus I CHM 1225 General Chemistry ENG 1020 Basic Composition BIO 1510 Basic Life Mechanisms Students who have not attained this background through high school may take foundational courses at a community college or university and then apply to the program.
15 Admission Requirements - Freshmen: Students applying directly from high school, including if they have earned dual enrollment or AP credit, are expected to meet the following minimum requirements: Overall cumulative gpa of 3.5 or higher Math/Science gpa of 3.5 or higher Minimum Math ACT score of 29 For the incoming class in 2012, the average statistics of the incoming class were a 3.97 Math/Science gpa and a 31.2 Math ACT score. Students admitted as freshmen will be admitted to the first year of the BME program and can expect to complete the program in four years. Due to the integration of BME design throughout the four years of the curriculum, students cannot complete the program in less than four years even with significant amounts of AP and dual enrollment credit. Students who do have substantial course credit before entering Wayne State are encouraged to consider pursuing a minor or a dual major. Admission Requirements - Transfer Students: Students who have completed one or more years of college-level coursework (university or community college) may apply as transfer students. Depending on the coursework completed, transfer students may be admitted as first year, 2 nd year, or (rarely) 3 rd year students. In general, transfer students must have earned a 3.5 or higher math/science gpa and a 3.3 or higher overall gpa in college-level coursework. Transfer students are asked to submit an unofficial copy of their high school transcript (even though it is not required by the University if a full year (32 credits) of college-level work had been completed). Students applying to join as a first year student must be able to place into MAT 2010, CHM 1225, ENG 1020, and BIO 1510 or higher. Such students, if accepted, will begin with their cohort in August of their matriculating year. Students accepted as transfer students into the 2 nd year of the program should have completed the following coursework (or equivalent) before the end of the Spring/Summer semester in which they join the program: Mathematics: MAT 2010 and MAT 2020 Chemistry: CHM 1225/1230 Physics: PHY 2175 (with lab if pre-med) Biology: BIO 1510 Engineering: BE 1300, BE 1500, and BE 2100 English: ENG 1020 Students who are admitted to the program as a 2 nd year transfer must complete BME 1925 during the Spring/Summer semester in order catch up with their cohort. It may be possible to complete some of the above courses during the spring/summer semester; however, course availability may be limited during the spring/summer and a discussion must be held with the BME Academic Advisor or Undergraduate Program Chair to confirm that such a plan is feasible and will not impact course progression. Due to the fact that there is no transfer equivalency and the course is not offered during the summer, BE 1500 may be taken concurrently with other courses during the fall semester. However, as the Fall 2 semester is very course-intensive, it is recommended that another course (e.g.
16 MAT 2030 or CHM 1240) be taken over the summer to free up space in the schedule. In order to best prepare for transfer into the BME program as a 2 nd year student, discussions should be held as early as possible to determine what classes should be taken in earlier semesters. Transfer Plans are available for all regional community colleges on the BME website.
17 Advising Advising for undergraduate students enrolled in the Biomedical Engineering Program comes from four sources: Namrata Murthy, Academic Advisor: Responsible for assisting students with development of a plan of work, selection of general education and elective courses, and maintaining academic progress. Enforces College of Engineering and University academic policy. Will set approved overrides to assist with registration. Professional Advisors: Point person for discussions regarding professional development, specifically completing the Concentration Course Selection form. Each class and concentration has an assigned member of the department faculty to advise them in selection of courses to fulfill their concentration requirements. See table at the bottom of this page, or on the program website. Undergraduate Program Faculty: Great sources of information regarding professional opportunities, links to industry and research internships, and general plan of work development. Dr. Richard Genik, Undergraduate Program Chair: Responsible for enforcing adherence to Departmental academic policy. Requests for waivers of Departmental policy should be addressed in writing to the Undergraduate Program Chair. Dean Darin Ellis, Associate Dean for Academic and Student Affairs: Responsible for oversight of all academic programs within the College and enforcement of College academic policy. Requests for waivers of College policy should be submitted in writing to the Associate Dean for Academic Affairs. This includes matters concerning the Basic Engineering courses of the core curriculum. Students must meet with their academic advisor first, and receive a referral, before seeing the Associate Dean for Academic Affairs. The Associate Dean also serves as the Judicial Officer for the College of Engineering. Students are encouraged to meet with their Academic Advisor at least on an annual basis. Meetings every semester can provide a student with up-to-date feedback on their academic progress. This meeting should include developing a detailed plan of work for the next four semesters of a student s curriculum. This plan of work is not unchangeable, but will provide a student with a road map towards their educational goal. Classes of Biomechanics Biomaterials Biomedical Instrumentation 2015, 2019 Dr. King Yang Dr. Harini Sundararaghavan Dr. Mohammad Nasiri Avanaki 2016, 2020 Dr. Albert King Dr. Mai Lam Dr. Zhifeng Kou 2017, 2021 Dr. John Cavanaugh Dr. Weiping Ren Dr. Mohammad Mehrmohammadi 2018, 2022 Dr. Mahendra Kavdia Dr. Andre Borisov Dr. Juri Gelovani
18 Placement and Qualifying Examinations Biomedical Engineering undergraduates are required to start in traditional, freshman engineering levels of coursework in biology, chemistry, English, and mathematics. Admission to the BME program is contingent upon this placement, either based on ACT scores (within the past two years), transfer credit, or placement test results. Chemistry Qualifying Examination: The sequence of chemistry courses for an undergraduate degree in engineering begins with CHM 1225 and CHM Qualification for these courses requires students to obtain a satisfactory score on the Chemistry Qualification Examination. Students without adequate background in Chemistry to obtain the necessary score on the Qualification Examination must enroll in CHM 1040 during the spring/summer semester prior to their matriculation. Students with transfer (C or higher) or AP exam credit for CHM 1220/1225 do not need to take the qualifying exam. There is no ACT score for Chemistry placement. Therefore, all incoming students must take the Chemistry Qualifying Exam for appropriate placement unless AP or transfer credit already exists on their record. English Placement Examination: All entering freshmen and transfer students shall determine their aptitude in English composition by taking the English placement examination or through their ACT English score. Students who have taken the ACT examination within 2 years of their desired enrollment in an English course can qualify for ENG 1020 based on an ACT-English score of 21 or higher. Prospective BME students whose ACT-English score or placement result indicates a need for additional instruction and practice in writing must elect and pass ENG 1010 before they can enroll in the BME Program. Students with transfer (C or higher) or AP exam credit for ENG 1020 do not need to take the placement exam. Students without current ACT scores may not enroll in ENG 1010 instead of taking the English Placement Examination. Therefore, students without either current ACT scores or transfer credit for ENG 1020 MUST take the English Placement Exam. Mathematics Qualifying Examination: The sequence of mathematics courses for the engineering student begins with MAT In order to register in MAT 2010, students must qualify based on either a recent (< 2 years old) Math ACT score or an appropriate result on the math qualifying examination. BME students must demonstrate placement into at least MAT 2010 through either a Math ACT score of 29 or higher, an appropriate score on the AP Calculus AB or BC examination, or transfer credit of MAT 2010 or higher (with a grade of C or higher). Students who do not have recent Math ACT scores or who believe that they should place into a higher math course may apply to take the Qualifying Examination. If Math ACT scores are still valid, the course placement will be based on the higher result of the two (e.g. a student who places into MAT 1800 with a 27 Math ACT will remain eligible to start in that course even if they have a poor result on the Qualifying Exam). The MAT 2010 Qualifying Examination is based on 3.5 years of college-preparatory mathematics, including algebra, plane and solid geometry, and trigonometry. Students cannot place higher than MAT 2010 through the Qualifying Exam. Students may transfer in credit for calculus or higher coursework through AP examinations or dual enrollment credit (grade of C or higher), allowing them to start in a higher math course.
19 Transfer students who do not transfer in credit equivalent to MAT 2010 must take the Mathematics Qualifying Examination, even if they are transferring in credit equivalent to a lower-level math course. Transfer students who have received a grade of C- or lower in Calculus 1 must also take the Mathematics Qualifying Examination in order to retake MAT (NOTE: The College of Engineering does not accept a transfer grade lower than a C for courses, including mathematics. Thus, transfer courses that do not meet this criterion must be repeated.) Biology Placement Exam In order to register for BIO 1510, students must meet one of the following placement requirements: 1) Composite ACT score of 21 or higher taken within 2 years of planned registration for the course; 2) appropriate placement on the Biology Placement Exam; or 3) satisfactory grade (C or higher) in BIO BME students who will run into the time limit on the ACT score (e.g. ACT taken during the junior year with a plan for Spring/Summer 1 registration), or do not have an ACT score, should contact the Undergraduate Program Chair to discuss options.
20 Honors Program Students in the College of Engineering have the option of pursuing their degree through the Honors College or with Engineering Honors. Admission to the Honors College is by invitation to incoming freshmen only. If courses are chosen carefully, students can complete both University and College Honors requirements without any additional credit hour requirements. University Honors builds on the Engineering Honors program all credits earned as part of the Engineering Honors Program apply to the requirements for University Honors. A publication is available on the BME Website with specific suggestions for selection of Honors courses to most easily satisfy these requirements. University Honors Students interested in earning their degree with University Honors must first be invited to join the Honors College as an incoming freshman. In order to graduate with University Honors, students must complete 36 credits of Honors coursework, including the following: HON 1000 The City (SS) PS 1010 (Honors Section) American Government (AI) HON 3000 Service Learning HON 4XXX an Honors seminar in an area of the student s choice BE 5998 Honors Thesis In order to graduate with University Honors designated on the transcript, students must complete their overall undergraduate program with a minimum gpa of 3.3 as well as earning at least a 3.3 gpa in the honors designated courses. Final designation of honors-status at graduation, and subsequent documentation on the transcript and diploma, requires the approval of the Director of the Honors Program. Engineering Honors Students interested in earning Honors in Engineering in conjunction with their Bachelor of Science in Engineering must complete 24 credits of honors courses, including 12 credits of honors coursework in Engineering. To be eligible for the Engineering Honors Program, BME students must meet the following criteria: Have achieved high academic standards for admission: Enter the University with a 3.5 overall grade point average from High School Have earned a minimum of a 3.5 grade point average after at least 24 credits of University coursework Maintain a cumulative grade point average of 3.5 or higher, with at least a 3.3 in the Honorsdesignated courses, throughout the course of undergraduate study. The following are the required courses for students to earn Honors in Engineering: HON 42XX Honors Seminar (3 4 cr) Students should select an Honors Seminar that satisfies a remaining General Education requirement. This will then meet the student s general education requirement in this area.
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Elsevier announces first-ever journal of nanomedicine
Nanomedicine: Nanotechnology, Biology and Medicine to launch in March 2005.
St. Louis, MO, January 17, 2005 - Elsevier, the world-leading scientific and medical publisher, announces plans to launch the world's first peer-reviewed journal devoted to nanomedicine - the emerging science of using molecular machines to treat human disease. Nanomedicine: Nanotechnology, Biology, and Medicine, the official publication of the American Academy of Nanomedicine, will be published quarterly, with the first issue to appear in March 2005.
"Nanomedicine has developed very rapidly in recent years, with promising applications in areas such as recognition of cancer cells, stem cell labeling, and monitoring of DNA damage and repair," says Dr. Chiming Wei of Johns Hopkins University School of Medicine, the new journal's Editor-in-Chief. "We hope this journal will provide a new focal point for efforts to advance this revolutionary technology for maintaining and restoring human health."
Nanomedicine will be the first professional journal devoted solely to the medical uses of nanotechnology, bringing together experts from every scientific field involved in this new science. The journal will select and publish the most important papers in basic and clinical nanomedicine, diagnostic advances and applications, pharmacologic nanomedicine, engineering and biotechnology for clinical applications, and more.
Nanomedicine will also include up-to-date reviews of specific topic areas, reports on new equipment and techniques, and regular features on the commercialization of nanomedicine, ethics in the field of nanomedicine, and funding opportunities for nanomedicine research. In addition to original studies, first issue highlights include an essay by Robert A. Freitas, Jr., entitled "What Is Nanomedicine?" as well as an article on "The Pathway to Commercialization for Nanomedicine," coauthored by Dr. Wei.
Subscribers will have full access to each issue on the journal's website, www.nanomedjournal.com. Nanomedicine will also be accessible through Elsevier's ScienceDirect, the world's largest electronic collection of science, technology and medicine full text and bibliographic information.
"Emerging technologies such as nanotechnology and MEMS (Micro-Electro-Mechanical Systems) and materials, for example, biocompatible polymers and nanoparticles provide many promising opportunities for developing new drugs and innovative treatment methods to improve patients' quality of life," observes Tachung C. Yih, Ph.D., of University of Texas at San Antonio, Nanomedicine's Executive Editor. "The development of nanomedicine offers potential advantages over conventional medicine in terms of miniaturized size, implantability, portability, and efficacy. This landmark scientific publication will serve as a "journal of record" for the rapid advances taking place in this arena around the world."
# # #
About the American Academy of Nanomedicine
The American Academy of Nanomedicine (AANM) is an international society created to advance research and clinical applications in the field of nanomedicine. AANM is the only society devoted specifically to the emerging field of nanomedicine. The Society's membership includes basic and clinical investigators, engineers, molecular biologists, physicians, and others with an interest in the field. AANMprovides a forum to exchange ideas, communicate new findings, and encourage collaboration among the diverse disciplines represented in nanomedicine.
About Elsevier
Elsevier is a world-leading provider of information solutions that enhance the performance of science, health, and technology professionals, empowering them to make better decisions, deliver better care, and sometimes make groundbreaking discoveries that advance the boundaries of knowledge and human progress. Elsevier provides web-based, digital solutions — among them ScienceDirect, Scopus, Research Intelligence and ClinicalKey— and publishes over 2,500 journals, including The Lancet and Cell, and more than 35,000 book titles, including a number of iconic reference works. Elsevier is part of RELX Group, a world-leading provider of information and analytics for professional and business customers across industries. www.elsevier.com


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Comment Re:Makes no sense (Score 1) 95
An engineer would rather be working on projects of their own choosing. If I had the financial security, I would quit my job and venture off into my own projects that may or may not make money some day. I wouldn't need to make what someone else want's me to make just to pay the bills.


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Keep Process Analyzers On-Stream
Despite computer operation simplicity, personal skills are still needed to achieve the full benefits of process monitoring.04/22/2009
Streamline Your Sampling System
Selecting the right stream selection assembly can improve performance.04/03/2009
Technology Targets Towers
Innovations promise improved distillation column performance.04/02/2009
Take Control Down a Level
Sometimes you can design out the need for instrumentation.02/23/2009
Consider Cascade Control
Such configurations sometimes offer benefits for tubular exchangers.02/01/2009
Look Beyond Orifice Plates
Consider other types of elements for differential pressure measurement.12/29/2008
December 2008 Equipment & Services12/05/2008
Upstairs, Downstairs
Data Going Up, Data Going Down? Engineers and IT Shake Hands in the Middle as OPC Gives Way to XML, Web Services10/29/2008
It Takes Two . . .
Heres How Three Users Learned the Steps to Prioritizing Process Data to Secure Useful Measures to Improve their Operations09/29/2008
Condition monitoring under control
Building vibration analysis into the control system boosts efficiency and productivity.09/29/2008
Keep operations safe
A four-phase risk reduction strategy can play a crucial role07/16/2008
A haphazard approach can hobble hazard reviews
Taking some simple steps can help you avoid common pitfalls in assessing changes06/02/2008
Improve your job security
Professional development courses can give you an edge06/01/2008
Loggers Keep Feeding Data-Hungry Users
Recorders and DAQs Have Survived the Advent of PCs, Adapted to Cooperate with Software-Based Historians and Continue to Serve in Applications Where Computers Can't Go04/24/2008
Build reliability in during design
Instrumentation that promises to improve reliability may not always be what they seem. You have to consider whether a site can properly maintain sophisticated instruments.12/19/2007
Improve control loop performance
Specification of control valves doesnt adequately emphasize the very basic requirement that valve position respond in a timely manner or even at all leading to process variability.10/18/2007
Become a cyber-security pacesetter
Today, most plants with control systems must contend with many pressures both to allow access to data and to secure those data.10/04/2007
Monthly Preview: December 2007
Here's a look at what will soon be featured on ChemicalProcessing.com. Be sure to check back for the latest articles, news and columns before you see it in print.10/02/2007
Put uncertainty analysis to work
Determine how much confidence to place in your data.09/07/2007
Diagnostics dig deeper
Todays plants come ready equipped with their own team of doctors in the shape of the many diagnostic and monitoring systems incorporated into instrumentation and other process equipment. And, like any good doctor, todays plant diagnostics can look beyond the symptoms of poorly performing instruments and provide insights into the health of the process itself.08/20/2007


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Storagepipe Solutions
information management, Business Continuity
Meet and exceed your business and IT goals with a range of solutions that help you get the most value from your information¡ªat every stage of its lifecycle. From universal challenges like business continuity to specialized industry requirements and applications from IBM, Microsoft Exchange or SQL Server, Oracle, and SAP¡ªwe¡¯ve got the solution to your business and IT challenges.Regardless of your organization¡¯s size, you¡¯re sure to find the solution you need. Storagepipe solutions for mid-size enterprises and Storagepipe products for small to medium businesses (SMBs) help you simplify information management with best-of-breed solutions at the right price¡ªall from one convenient source. And discover the benefits of Storagepipe's proven solutions¡ªdocumented, field-tested solutions that deliver proven ROI, reduced risk, and predictable results.
Meet and exceed your business and IT goals with a range of solutions that help you get the most value from your information¡ªat every stage of its lifecycle. From universal challenges like business continuity to specialized industry requirements and applications from IBM, Microsoft Exchange or SQL Server, Oracle, and SAP¡ªwe¡¯ve got the solution to your business and IT challenges.
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Storagepipe's Electronic Archiving service provides an automated policy-based archiving solution to create point-in-time archives that move older and inactive data off of production equipment and out of normal active backup cycles.
You can quickly and easily retrieve the archived data, control and manage your data and effectively extend your data storage capabilities without the need for more expensive online storage.
Storagepipe?s High Availability Service is an affordable and easy-to-use service that provides real-time data replication and failover for your physical and virtual servers.
We enable you to leverage our years of DR and business continuity experience and our secure, world class data centers to protect your critical applications and data.
That?s why Storagepipe offers a suite of Social Media Archiving and Mobile Content Archiving services that can help you automate the tracking and retention of social media content in such a way that data can be easily searched and quickly retrieved if needed.
Compliance impacts your entire organization and involves many stakeholders including the IT department, legal departments, HR departments or Chief Compliance Officers.
You get continuous and scheduled data protection services and significantly faster backup and recoverability than any other solution on the market because of the immediate access to your information.
Machine recovery capabilities make it possible to quickly recover entire systems to a comparable server, to a new server with different hardware, or even to a virtual machine.
Customers can rely on our proven cloud backup technology and experience and know that they can easily backup and restore their data anytime, anywhere and from any point in time.
The service supports a wide spectrum of businesses from small businesses with single file servers all the way up to complex multiplatform and multi-application environments.
In today's data driven organizations, businesses have to deal with increasing complexity, growth of corporate data, limited IT resources, new and increasing regulatory requirements and more advanced technological threats.
Storagepipe provides secure and reliable data protection solutions for businesses of all sizes.
Archiving data to meet regulatory and policy requirements.
Secure and reliable 24 x 7 x 365 off-site data backup.
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Sep 18, 2015
CRM : Top features that guarantee a positive ROI
An effective CRM system is the core requirement of every business that aims to evolve their customer base while retaining current ones. However as one comes across various CRM suites, they are introduced to multiple new features. This sometimes may puzzle the business owner as he evaluates these features as per his CRM needs.
As businesses have varied needs and scale, an off-the-shelf CRM system may not be the ideal choice for each one of them. As they tread the path of tailor made solutions, they may end up paying for features which look promising on the outside, but might not be profitable in the long run.
This calls for evaluating the CRM product (tailor made or otherwise), in a critical light. The goal should be to have an optimized CRM system, with fewer and simplified features.
We select some features , that we advocate as the "must -haves" for all CRM systems. They build a bedrock upon which one can further build their exclusive CRM approach.
Simple to use
A difficult to use CRM system not only affects adoption, but also kills the team's motivation to use it. Moreover, it is difficult for a new hire in the CRM team to adapt and the training time is also extended, directly affecting the ROI.
Therefore, though it may sound obvious, but simplicity should be the number one priority one must look for in a CRM system or solution.
Remote access and mobility
Why should your CRM team be restricted to your desk? The CRM system should very well be capable of being accessed from anywhere (and from any device). The major advantage of this is that it allows you to build a team which comprises of at-home agents and on-field CRM staff.
Conventionally, in field operations regarding customer relations and services, multiple data entry is involved. Customer data is entered on pen and paper on site and electronic records are made once the CR staff is in office.
This dual entry can be entirely eliminated from the Field CRM process once remote access to system and Enterprise Mobility approach is implemented.
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