DOCSLIB.ORG

Daryl R. Kipke

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Daryl R. Kipke DARYL R. KIPKE Department of Biomedical Engineering Email: [email protected] 2212 Lurie Biomedical Engineering Building Office: (734) 764-3716 1101 Beal Avenue Fax: (734) 786-0072 University of Michigan URL: nelab.engin.umich.edu Ann Arbor, MI 48109-2099 EDUCATION 1991 Ph.D., Bioengineering University of Michigan, Ann Arbor, MI 1988 M.S.E., Electrical Engineering University of Michigan, Ann Arbor, MI 1986 M.Sc., Bioengineering University of Michigan, Ann Arbor, MI 1985 B.Sc., Engineering Science University of Michigan, Ann Arbor, MI PROFESSIONAL EXPERIENCE 2001-present Associate Professor (tenured) University of Michigan, Ann Arbor, MI 1998-2001 Associate Professor (tenured) Arizona State University, Tempe, AZ 1992-1998 Assistant Professor Arizona State University, Tempe, AZ 1991-1992 Post-doctoral Research Fellow Syracuse University, Syracuse, NY 1991-1992 Adjunct Instructor Syracuse University, Syracuse, NY 1986-1991 Graduate Research Assistant University of Michigan, Ann Arbor, MI Primary appointment in Department of Biomedical Engineering Member of Hearing, Balance, and Chemical Senses Program faculty Member of Neuroscience Program faculty 2001-pres. Principal Investigator, Neural Engineering Laboratory, University of Michigan 2003-pres. Director, National Center for Neural Communication Technology, University of Michigan 2004-pres. Co-Founder and President/CEO, NeuroNexus Technologies, Inc., Ann Arbor, Michigan 2002-2006 Group leader for Biomedical Sensors and Subsystems, NSF Engineering Research Center for Wireless Integrated Microsystems, University of Michigan 2002-2006 Co-Founder and Chief Scientific Officer, Neural Intervention Technologies, Inc., Ann Arbor, Michigan. 2004-2006 Group leader for BioMEMS, NASA Bioscience and Engineering Institute, University of Michigan AWARDS AND HONORS • National Institutes of Health FIRST award (1995) • National Science Foundation CAREER award (1995) • American Heart Association – Arizona Affiliate, Grant-in-Aid (1997) • U.S. delegate to U.S.-South Korea joint Bioengineering Symposium (1998) • Fellow, American Institute of Medical and Biological Engineering (2004) • Department Achievement Award, Department of Biomedical Engineering, University of Michigan (2005) 1 Daryl R. Kipke Vitae • National Academies Keck Futures Initiative Conference Fellowship (2006) RESEARCH AREAS • Implantable microscale neural interface devices for applications in neuroscience and functional neurosurgery • Neuroprostheses and brain-machine interface systems • Auditory neurophysiology and neural plasticity PUBLICATIONS Peer-reviewed journal papers 1. Witte, R. S., P. J. Rousche, and D.R. Kipke, “Fast wave propagation in auditory cortex of an awake cat using a chronic microelectrode array”, Journal of Neural Engineering (In press) 2. Nunamaker, E. A., E. Purcell, and D.R. Kipke, “In vivo stability and biocompatibility of implanted calcium alginate disks”, Journal of Biomedical Materials Research: Part A (In press) 3. Johnson, M.D. O. Kao, and D.R. Kipke, “Spatiotemporal pH dynamics following insertion of neural microelectrode arrays”, Journal of Neuroscience Methods (In press, doi:10.1016/j.jneumeth.2006.09.023). 4. Marzullo, T.C. and C.R. Miller and D.R. Kipke, “Suitability of the cingulated cortex for neural control”, IEEE Transactions on Neural Systems and Rehabilitation, 14(4), pp 401-409, 2006. 5. Otto, K. J., M. D. Johnson, and D. R. Kipke, "Voltage pulses change neural interface properties and improve unit recordings with chronically implanted microelectrodes," IEEE Trans Biomed Eng, 53 (2), pp 333-340, 2006. 6. Ludwig, K. A., J. Uram, J. Yang, D. C. Martin, and D.R. Kipke, "Chronic recording performance of silicon microelectrode arrays with conductive polymer recording sites," J Neural Engin. 3 (1), pp. 59-70, 2006. 7. Subbaroyan, J., D.C. Martin, and D.R. Kipke, "A finite-element model of the mechanical effects of implantable microelectrodes in the cerebral cortex," J Neural Engin., 2:103-113, 2005 8. Williams, J.C., M. Holecko, S. P. Massia, P. J. Rousche, and D. R. Kipke, "Multi-site incorporation of bioactive matrices into MEMs-based neural probes," J Neural Engineering, 2, pp. L23-L28, 2005. 9. Gage, G. J., K. A. Ludwig, K. J. Otto, E. L. Ionides, and D. R. Kipke, "Naive coadaptive cortical control," J Neural Engineering, 2(2), pp 52-63, 2005. 10. Otto, K. J., P. J. Rousche, and Kipke D.R., "Best-frequency dependent behavior induced by cortical microstimulation in auditory cortex of rat," J Neural Engineering, 2(2), pp 42-51, 2005. 11. Johnson, M. D., K. J. Otto, and D. R. Kipke, "Repeated voltage biasing improves unit recordings by reducing resistive tissue impedances," IEEE Trans Neural Syst Rehabil Eng, 13(2), pp.160-165, 2005. 12. Otto, KJ, PJ Rousche, and DR Kipke, “Microstimulation in auditory cortex provides a substrate for detailed behaviors”, Hearing Research, 210(1-2), pp 112-117. 2005. 13. Becker, T. A., M. C. Preul, W. D. Bichard, D. R. Kipke, and C. G. McDougall, "Calcium alginate gel as a biocompatible material for endovascular AVM embolization: six-month results in an animal model," Neurosurgery, vol. 56, pp. 793-801, 2005 14. Witte, R.S. and Kipke, D. R., "Enhanced contrast sensitivity in auditory cortex as cats learn to discriminate sound frequencies," Cognitive Brain Research, vol. 22, pp. 171-184, 2005 January, 2007 Page 2 of 19 Daryl R. Kipke Vitae 15. Vetter, R.J., J. C. Williams, J. F. Hetke, E. A. Nunamaker, and D.R. Kipke, "Spike recording performance of implanted chronic silicon-substrate microelectrode arrays in cerebral cortex," IEEE Trans Biomed Eng, (51) 6:896-904, 2004 16. Wise, K.D., D. J. Anderson, J. F. Hetke, D. R. Kipke, and K. Najafi, "Wireless implantable microsystems: High-density electronic interfaces to the nervous system," Proceedings of the IEEE, (92) 1:76-97, 2004. 17. Rathnasingham, R., S. C. Bledsoe, J. D. McLaren, and D. R. Kipke, "Characterization of implantable microfabricated fluid delivery devices," IEEE Trans. in Bio. Eng. 2004, 51(1): 138-145. 18. Kipke, D.R., R.J. Vetter, J.C. Williams, and J.F. Hetke, Silicon-substrate intracortical microelectrode arrays for long-term recording of neuronal spike activity in cerebral cortex. IEEE Trans Rehab. Engin, 2003. 11(2): 151-155. 19. Rousche, P.J., K.J. Otto, M.P. Reilly, and D.R. Kipke, Single-electrode intracortical micro-stimulation of rat auditory cortex: an evaluation of behavioral performance. Hearing Research, 2003. 179(1-2): p. 62- 71. 20. Becker, T.A., D.R. Kipke, M.C. Preul, W.D. Bichard, and C.G. McDougall, In vivo assessment of calcium alginate gel for endovascular embolization of a cerebral arteriovenous malformation model using the Swine rete mirabile. Neurosurgery, 2002. 51(2): p. 453-8; discussion 458-9. 21. Becker, T.A. and D.R. Kipke, Flow properties of liquid calcium alginate polymer injected through medical microcatheters for endovascular embolization. J Biomed Mater Res, 2002. 61(4): p. 533-40. 22. Clement, R.S, D.R. Kipke, and P. Carter (2002), “Measuring the electrical stapedius reflex with stapedius muscle EMG recordings ”, Annals of Biomedical Engineering, 30(2): 169-179. 23. Rousche, P.J., D. Pellinen, D. Pivin, J.C. Williams, R. Vetter, and D. R. Kipke (2001), “ ‘Flexible’ Polyimide-based intracortical electrode arrays with bioactive capability”. IEEE Trans. on Biomedical Engineering, 48(3):361-371. 24. Becker, T.A., D.R. Kipke, and T. Brandon (2001), “Calcium alginate gel: A biocompatible and mechanically stable polymer for endovascular embolization”, Journal of Biomedical Materials Research, 54, 76-86, 25. Williams, J.C., R.L. Rennaker, and D.R. Kipke (1999), “Long-term neural recording characteristics of wire microelectrode arrays implanted in cerebral cortex”, Brain Research Protocols, 4:303-313. 26. Clement, R.C., R.S. Witte, P.J. Rousche, and D.R. Kipke (1999), “Functional connectivity in auditory cortex using chronic, multichannel unit recordings”, Neurocomputing, 26-27:347-354. 27. Witte, R.S., K.J. Otto, J.C. Williams, and D.R. Kipke (1999), “Pursuing dynamic reorganization in auditory cortex using chronic, multichannel unit recordings in awake, behaving cats”, Neurocomputing, 26-27:593-600. 28. Williams, J.C., R.L. Rennaker, and D.R. Kipke (1999), “Stability of chronic multichannel neural recordings: Implications for a long-term neural interface”, Neurocomputing, 26-27:1069-1076. 29. Levy, K.L. and D.R. Kipke (1998). “Mechanisms underlying the cochlear nucleus octopus cell’s onset response: Synaptic effectiveness and spike threshold”. Journal of the Acoustical Society of America, 103(4):1940-1950. 30. Kipke, D.R. and Levy, K.L (1997). “Sensitivity of the cochlear nucleus octopus cell to synaptic and membrane properties: A modeling study”. Journal of the Acoustical Society of America, 102(1):391- 402. 31. Levy, K.L. and D.R. Kipke (1997). “A model of the cochlear nucleus octopus cell”. Journal of the Acoustical Society of America, 102(1):403-412. January, 2007 Page 3 of 19 Daryl R. Kipke Vitae 32. Kipke, D.R., B.M. Clopton, and D.J. Anderson (1991). “Shared-stimulus driving and connectivity in groups of neurons in the dorsal cochlear nucleus”, Hearing Research 55:24-38. In review 33. Seymour, J. P. and D. R. Kipke, “Biosensor design for reduced encapsulation in the CNS”, Journal of Biomaterials (in revision) 34. Nunamaker, E. A. and D. R. Kipke, “A hydrogel dura mater replacement for use with intracortical electrodes”, Journal of Neural Engineering (in revision) PUBLICATIONS Book chapters or edited volumes 1. Rousche, P. J. and D. R. Kipke, "Next generation of cortical devices," in Neuroprosthetics: Theory and Practice, K. Horch and G. S. Dhillon, Eds. London: Imperial College Press, 2004. 2. Kipke, D.R, D. S. Pellinen, and P. J. Rousche, "CNS recording electrodes and techniques," in Neuroprosthetics: Theory and Practice, K. Horch and G. S. Dhillon, Eds.: World Scientific Pub. Co., 2004. 3. Si, J., D.R. Kipke, S. Lin, A.B. Schwartz, and P.D. Perepelkin (1997). “Motor Cortical Information Processing” in Strategies in the Study of Biological Neural Networks (H. Eichenbaum and J.L. Davis, Editors). Wiley Press, New York. 4.
Load more

Recommended publications
  • Arizona State University Washington Center Event Guide
    Arizona State University Washington Center Event Guide ASU Washington Center 1834 Connecticut Avenue, NW Washington, DC 20009 Main: (202) 446-0380 Fax: (202) 446-0390 https://washingtoncenter.asu.edu welcome On behalf of Arizona State University, welcome to the Washington Center. We are pleased you are considering hosting your program with us. The Washington Center has been home to ASU in Washington, DC since March of 2010. Located north of Dupont Circle, the 108 year-old four-story townhome has been retrofitted to offer intimate event space to accommodate meetings, events, receptions and classes. The below information has been compiled as a resource to help in your planning. Our staff will also gladly assist you with your planning needs. Please don’t hesitate to ask. reserving the ASU Washington Center When booking a room at the Washington Center, we will request the following information. For your convenience, the below questions are also available as a Google form that may be submitted online. • What is the date/time you are seeking to host your function? • How much time will you need for set-up and breakdown? • How many people do you expect to attend? • What type of function is it? (Standing reception, seated presentation, class, etc.) • What is the topic of your discussion or the purpose for your function? • What audio/visual equipment will you need? The ASU Washington Center has many built-in audio/visual capabilities. We will also be happy to help you contract with a local AV provider should we not be able to accommodate all your needs.
    [Show full text]
  • Murillo Campello
    MurilloCampello December 2020 Samuel Curtis JohnsonGraduateSchoo lofManagementPho ne:(607) 255-1282 CornellUniversityE-mail:[email protected] 381SageHall Ithaca,NY14853-6201 CurrentAppointments 2011—:LewisH.DurlandProfessorofFinance,JohnsonSchool,CornellUniversity 2010—:ResearchAssociate,NationalBureau ofEconomicResearch(CorporateFinance) 2018—2020:AcademicDirector,FinancialManagementAssociation PastAppointmentsandVisits 2019,2020(SpringSemester):VisitingProfessorofFinance,UniversityNovadeLisboa 2017 (SpringSemester):VisitingProfessorofFinance,UniversityofCambridge 2014(March), 2016(FallSemester):Visitin gProfessorofFinance,ColumbiaUniversity 2009—2011, 2013—2015, 2019(May/June):VisitingProfessorofFinance,UniversityofAmsterdam 2013,2014(July):VisitingProfessorofFinance,ChineseUniversityofHongKong 2013,2015(September):VisitingScholar,FederalReserveBank ofNewYork 2016 (September):VisitingScholar,FederalReserveBankBoardofGovernors(D.C.) 2014,2015(July):VisitingProfessorofFinance,University ofQueensland 2015,2016, 2017,2018, 2019(November):Visitin gProfessorofFinance,University ofManchester 2006—2010:FacultyResearchFellow,NationalBureauofEconomicResearch(CorporateFinance) 2009—2011:Alan andJoyceBaltzProfessorofFinance,UniversityofIllinois 2008—2009: I.B.E.ProfessorofFinance,University of Illinois 2006—2008:AssociateProfessorofFinance,University of Illinois 2002—2006:AssistantProfessorofFinance,UniversityofIllinois 2001—2002:AssistantProfessorofFinance,MichiganStateUniversity 2000—2001:AssistantProfessorofFinance,ArizonaStateUniversity
    [Show full text]
  • National Center for Postsecondary Improvement, Stanford University
    Learning•Teaching•Outcomes•Access School&Work•K-16Transitions Quality&Efficiency•Accountability Restructuring•Technology•Assessment Access•Accountability•Outcomes K-16Transitions•Quality&Efficiency Technology•Teaching•Restructuring How do we create change? • Who benefits? • Where is change occurring? • What’s at stake? • Why is change necessary? Who benefits? • Where is change occurring? • What’s at stake? Why is change necessary? • How do we create change? Where is change occurring? • What’s at stake? • Why is change necessary? • How do we create change? • Who benefits? • A Collaborative Research Venture Stanford University • University of Pennsylvania • University of Michigan he National Center for Postsecondary Improvement contributes to dialogue and policy analysis aimed at T defining a common ground amidst increasingly complex and often contradictory environmental demands. FROM THE DIRECTOR NCPI research: In the wake of fifty years of rapid higher education • Provides policymakers, institutions, and students and expansion, colleges and universities are now facing their parents with an understanding of the marketplace a rapidly changing set of local, national, and for higher education. international pressures. Pursuing an ambitious research agenda, the National Center for Postsec- • Helps consumers and institutions better understand ondary Improvement (NCPI) aims to provide its student outcomes. various constituent groups—faculty, researchers, • Provides researchers, policymakers, and institutions administrators, students, parents, policymakers, with information on institutional and state responses and employers—with analysis, recommendations, to changing environmental demands. and conceptual tools that will enable them to adapt to, and even thrive in, this environment. • Offers educators, employers, and policymakers insights to improve student transitions from school to school NCPI’s research, dissemination, and outreach efforts and school to work.
    [Show full text]
  • A CSU-UC Phd Bridge Program to Increase Diversity in STEM the Cal
    Cal-Bridge: a CSU-UC PhD Bridge Program to Increase Diversity in STEM The Cal-Bridge program has the mission of creating opportunities for traditionally underrepresented groups to participate and advance in physics, astronomy, computer science, and computer engineering and to increase their numbers in PhD programs in those fields. Cal-Bridge consists of two programs: a CSU-UC PhD Bridge program and a summer research program (also known as CAMPARE). The main Cal-Bridge program is a partnership between 9 University of California (UC), 16 California State University (CSU), and over 30 community college campuses in California, with over 200 faculty from the two systems participating. Scholars are recruited from the CSU and community college campuses in our network, with the help of local faculty and/or staff liaisons at each campus. Community college students transfer to a participating CSU to join the program. Additional community colleges are joining the network as we find faculty and/or staff at those campuses to act as liaisons. The program uses research-validated selection methods to identify “diamonds-in-the-rough”, students from underrepresented groups who display strong socioemotional competencies, along with academic potential, and provides them with the support necessary to successfully matriculate to a PhD program, targeted at the UC campuses in the Cal-Bridge network. Once selected, Cal-Bridge Scholars benefit from financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to a wide variety of research opportunities, including at the participating UC campuses. Since its inception in 2014, the Cal-Bridge program has selected 127 scholars in 7 cohorts, including 69 Latinx, 14 Black/African American, and 57 women scholars (30 of the 57 women are from underrepresented minority groups).
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Jolyana Begay-Kroupa [email protected] Education 2009 M.A. - Social & Philosophical Foundations of Indian Education Thesis: “Through the Eyes of Navajo Students: Understanding the Impacts and Effects of the Fort Defiance Navajo Immersion Program” Arizona State University, Tempe, AZ Advisor: Dr. Mary Eunice Romero-Little 2004 B.A. - Multicultural / Multilingual Elementary Education Arizona State University, Tempe, AZ Professional Employment - Post Secondary Teaching Experience 2005 to Present Director of Development – Navajo Language & Culture Phoenix Indian Center, Phoenix, AZ Provide oversight of educational language and culture revitalization programs and Coalition driven activity, assuring all project deliverables are met and well coordinated with existing center-wide activity including staff supervision. Additionally, I teach Navajo language and culture courses including: Beginning Navajo Intermediate Navajo Navajo Weaving Navajo Singing Navajo Literacy 2008 to Present Navajo Language Instructor – American Indian Studies Arizona State University, Tempe, AZ Teach four levels of Navajo language courses including: Beginning Navajo I – AIS 194 (equivalent to NAV 101) Beginning Navajo II – AIS 194 (equivalent to NAV 102) Intermediate Navajo I – AIS 394 (equivalent to NAV 201) Intermediate Navajo II – AIS 394 (equivalent to NAV 202) 2014 to Present Navajo Language Instructor – Stanford Language Center Stanford University, Palo Alto, CA Teach First Year Navajo language courses via distance learning: First Year Navajo I First
    [Show full text]
  • CV-Sourav.Pdf
    SOURAV DUTTA --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Department of Physics, Purdue University, 525 Northwestern Avenue, West Lafayette, IN 47907 [email protected], Phone: (765) 496-3059 CURRENT RESEARCH INTEREST --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
    [Show full text]
  • Arizona State University
    Arizona State University Website:www.asu.edu Arizona State University (ASU) is a creating a new model for American higher education, an unprecedented combination of academic excellence, entrepreneurial energy and broad access. This New American University is a single, unified institution comprising four differentiated campuses positively impacting the economic, social, cultural and environmental health of the communities it serves. Its research is inspired by real world application, blurring the boundaries that traditionally separate academic disciplines. ASU serves more than 64,000 students in metropolitan Phoenix, Arizona, the nation's fifth largest city. ASU champions intellectual and cultural diversity, and welcomes students from all fifty states and more than one hundred nations across the globe. ASU is coeducational and operates on a semester calendar. WUE programs are limited to ASU’s New College of Interdisciplinary Arts & Sciences (West Campus) and to select majors in the College of Technology and Innovation (Polytechnic Campus). See the complete list of participating programs for the 2009 – 2010 academic year below. New College of Interdisciplinary Arts & Sciences, Degree Type West Campus American Studies BA Applied Computing BS Applied Mathematics BS Applied Science BAS Communication Studies BA/BS English BA Ethnicity, Race, First Nation Studies BA History BA Integrative Studies BA Interdisciplinary Arts & Performance BA Life Sciences BS Political Science BA/BS Psychology BA/BS Religion & Applied Ethics Studies BA Social &
    [Show full text]
  • UM-Dearborn Engr and Computer Science.Pdf
    TRANSFER GUIDE WASHTENAW COMMUNITY COLLEGE College of Engineering and Computer Science Bachelor of Science in Engineering Transferring to the University of Michigan-Dearborn is easier than you think! Utilize this transfer guide for a smooth transition into the College of Engineering and Computer Science (CECS). MICHIGAN DIFFERENCE Classes are small—undergraduate lectures average 24 At the University of Michigan-Dearborn, we emphasize students and the student/faculty ratio is 15:1. Whatever your hands-on learning, small class sizes, engaged faculty and a course of study, you’ll get plenty of personal attention and commitment to impact southeast Michigan. Students are support. developed to become Difference Makers in the workplace and in the community long before graduation. BACHELOR OF SCIENCE IN ENGINEERING MAJORS • Bioengineering (BENG) We are addressing challenges to the region head-on through • Computer Engineering (COEN) pioneering research, strategic partnerships and civic • Electrical Engineering (EE) engagement. We are creative thinkers, innovators and • Industrial and Systems Engineering (IMSE) leaders, and we’re proud to call Dearborn home. Our • Manufacturing Engineering (MFGE) beautiful campus, once the grounds of the Henry Ford Estate, • Mechanical Engineering (ME) continues to foster his bold spirit of entrepreneurship and • Robotics Engineering (RE) collaboration. For other College of Engineering and Computer Science After graduation from UM-Dearborn, you will become a majors, please see the Bachelor of Science Transfer Guide. member of the University of Michigan Alumni Association – one of the largest living alumni networks in the world. RESOURCES FACULTY & THE CLASSROOM For more transfer information, visit your hub: umdearborn.edu/wcc All of our bachelor’s, master’s, doctoral and professional degree programs are designed and led by highly qualified and To determine credit evaluation for courses not listed, view engaged faculty, not teaching assistants.
    [Show full text]
  • Curriculum Vitae
    6/14/21 CURRICULUM VITAE Edward Hance Shortliffe, MD, PhD, MACP, FACMI, FIAHSI [work] Chair Emeritus and Adjunct Professor, Department of Biomedical Informatics Vagelos College of Physicians and Surgeons, Columbia University in the City of New York [email protected] – https://www.dbmi.columbia.edu/people/edward-shortliffe/ Adjunct Professor of Biomedical Informatics College of Health Solutions Arizona State University, Phoenix, AZ [email protected] – https://isearch.asu.edu/profile/1098580 Adjunct Professor, Department of Healthcare Policy and Research (Health Informatics) Weill Cornell Medical College, New York, NY http://hpr.weill.cornell.edu/divisions/health_informatics/ [home] 272 W 107th St #5B, New York, NY 10025-7833 Phone: 212-666-8440 — Mobile: 917-640-0933 [email protected] – http://www.shortliffe.net Born: Edmonton, Alberta, Canada Date of birth: 28 August 1947 Citizenship: U.S.A. (naturalized - 1962) Spouse: Vimla L. Patel, PhD Education From To School/Institution Major Subject, Degree, and Date 9/62 6/65 The Loomis School, Windsor, CT. High School 9/65 7/66 Gresham's School, Holt, Norfolk, U.K. Foreign Exchange Student 9/66 6/70 Harvard College, Cambridge, MA. Applied Math and Computer Science, A.B., June 1970 9/70 1/75 Stanford University, Stanford, CA PhD, Medical Information Sciences, January 1975 9/70 6/76 Stanford University School of Medicine MD, June 1976. 7/76 6/77 Massachusetts General Hospital, Boston, MA Internship in Internal Medicine 7/77 6/79 Stanford University Hospital, Stanford, CA Residency in Internal Medicine Honors Graduation Magna Cum Laude, Harvard College, June 1970 Medical Scientist Training Program (MSTP), NIH-funded Stanford Traineeship, September 1971 - June 1976 Grace Murray Hopper Award (Distinguished computer scientist under age 30), Association for Computing Machinery, October 1976 Research Career Development Award, National Library of Medicine, July 1979—June 1984 Henry J.
    [Show full text]
  • A Conversation with Sr. Elizabeth Carey
    September 2019 A Conversation with Sr. Elizabeth Carey You’ve heard of the FIVE brave nuns who came from Ireland to begin our school in 1954, but who was the SIXTH? by Debra LaPlante & Mary Jo Wahlers The following is our conversation with Sr. Elizabeth, the 6th nun to arrive, about her memories of the beginning years at SS. Simon & Jude School. How did it come about that you would be sent to Arizona? I had already made my final profession and knew the other Loreto Sisters who were here in Arizona as they were from County Westmeath, so I was sent to replace Sr. Carmel in 1955. (Sr. Maria Sheerin who is also currently living at the convent was also sent with Sr. Elizabeth to Arizona at that time, but she only stayed one year as she was called to do further studies.) Did you have any reservations about coming to Arizona? Like the original five, I thought I may not return to Ireland again, but five years later, I was lucky enough to be able to travel to see my family! As the Loreto Sisters grew in numbers throughout the United States, we often traveled to attend meetings in other cities in the U.S, or other countries, and were given the opportunity to visit our families in Ireland. Did you live in the convent here on campus? No, the convent wasn’t built yet, so we lived in a house on 27th Drive in the beginning years. We burned our garbage right at the house in those days, and never crossed the irrigation ditch.
    [Show full text]
  • Control Number 2203-1817 Applicant: University of Michigan (UM), Ann Arbor, MI Project Title: Integrated Biochemical and Electro
    Control Number 2203-1817 Applicant: University of Michigan (UM), Ann Arbor, MI Project Title: Integrated biochemical and electrochemical technologies (IBET) to convert organic waste to biopower via North American research and educational partnerships Principal Investigator: Prof. Lutgarde Raskin (UM) Team: Prof. Steven Skerlos (UM), Dr. Kuang Zhu (UM); Prof. George Wells (Northwestern University - NU), Prof. Jennifer Dunn (NU), Dr. Meltem Urgun Demirtas (Argonne National Laboratory - ANL), Dr. Yupo Lin (ANL), Lauren Valentino (ANL), Meridith Bruozas (ANL) Project Objectives: The overall goal of this project is to leverage resources and talents from five North American universities, a national lab, a water resource recovery facility, and two private companies to form a bioenergy technology research and educational consortium. We propose to develop an innovative, integrated biochemical and electrochemical technologies (IBET) system to produce pipeline-ready renewable methane from organic solid waste streams. This research effort will be integrated with an educational program to support next-generation workforce development. The IBET consists of two key modules that work synergistically: (i) a small- footprint, low-maintenance two-phase biogas production module, which enhances the production rate of biogas (60% methane and 40% carbon dioxide) and (ii) a tandem electrochemical and gas-phase bioreactor system to upgrade the biogas to renewable methane by capturing the carbon dioxide electrochemically and convert it to methane biologically. Compared to state-of-the-art technologies, the IBET system can generate high-purity renewable methane, rather than biogas only, increase the methane production rate by at least 40%, and reduce capital and operating costs by at least 20%. The educational platform will (i) provide cross-institutional research exchanges for Ph.D.
    [Show full text]
  • Arizona State University Military Activation Form
    Arizona State University Military Activation Form ______________________ ________________________ _____________________ Date Student’s Name (Printed) Phone Number ___________________________ _____________________________________________________ ASU ID Number Military Unit I, the above named student enrolled at Arizona State University for the _____________ semester, have been ordered to active duty to participate in “___________________________________.” Concurrent with my enrollment this semester, I have utilized the following services at the University and wish these commitments to be withdrawn with the appropriate refund, if any mailed to the individual and address listed below. I grant permission to the ASU Veteran Benefits & Certifications Office to work with the ASU offices listed below to facilitate the processing of any appropriate refunds. □ A copy of my orders is attached. As of this date, I would like the following action taken on my academic record for the time period indicated above. (Choose one) □ Incomplete (I have spoken with my instructor and am eligible to receive an incomplete grade.) □ Letter grade(s) (I am eligible to receive a letter grade for each of my classes.) □ I would like a complete withdrawal for the semester. □ I would like a combination of the above options. Please explain why and specify which option(s) for which courses.______________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________
    [Show full text]