TRINITY CENTRE FOR BIOENGINEERING

2010-2011

MSc in Bioengineering

Course Handbook

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MSc in Bioengineering

Course Handbook

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0BTABLE OF CONTENTS

Welcome from course directors 1 Table of Contents 2 Course Objectives 3 Course Structure 4 Annual Schedule & Dates of Examinations 5 M.Sc. Course Modules

Medical Sciences TCD students 6 Biomechanics 7 Bioinstrumentation 9 Biomaterials 11 Rehabilitation Engineering (optional module) 13 Neural Engineering (optional module) 14 Cell & Tissue Engineering (optional module) 15 Research Methods 16 Research Methods with Industrial Design 17

Bioethics 18 Thesis 19 All Ireland Faculty Members 30 Course Administrators 35 Course Regulations 36

Recommended reading material 39

Careers in Bioengineering 40

Campus Maps

TCD Campus Map 42 UL Campus Map 43 UCD Campus Map 44

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COURSE OBJECTIVES & LEARNING OUTCOMES

This programme aims to give a sound and broad basis in bioengineering. In particular, we aim to provide engineers and scientists with the education needed to practice bioengineering in the medical devices industry in Ireland. Specifically the aims are:

To give students a broad understanding of the key subjects of bioengineering, viz., biomechanics, biomaterials, bioinstrumentation, cell and tissue engineering, neural engineering and rehabilitation engineering.

By way of case studies and assignments, to give students a familiarity with bioengineering applied in the main surgical disciplines; e.g. orthopaedics, cardiology, gastroenterology, ENT Surgery.

To give students a sound understanding of how to apply the scientific method to research in an industrial context.

To give students the ability to exploit information technology for monitoring the performance of medical devices and related issues.

To give students a knowledge of how the medical device industry is regulated and of how to obtain acceptance of new products onto the market.

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2BCOURSE STRUCTURE

Module ECTS weight Exam/Coursework Term

Biomechanics 10 Exam 60% Assignments/Labs 40% Michaelmas

Biomaterials 10 Exam 60% Assignments/Labs 40% Hillary

Bioinstrumentation 10 Exam 60% Assignments/Labs 40% Michaelmas

Basic Medical Sciences 5 Exam 60% Assignments/Labs 40% Michaelmas

Cell & Tissue Engineering (Optional)

5 Exam 60% Assignments/Labs 40% Hillary

Rehabilitation Engineering (Optional)

10 Exam 60% Assignments/Labs 40% Hillary

Neural Engineering (Optional)

5 Exam 60% Assignments/Labs 40% Hillary

Research Methods

or

15 Long Literature review 60% Oral Presentation 10% Short Paper based on thesis 10% Statistics Assignment 10% Industrial Design 10%

Trinity

Research Methods with Industrial Design

15 Short Literature review 40% Oral Presentation 10% Short Paper based on thesis 10% Statistics Assignment 10% Industrial Design 30%

Trinity

Dissertation 30

The taught element of the Masters course consists of:

four modules of 10 credits each. A 10-credit module consists of an intensive week of 27 contact hours, followed by a period of up to four weeks during which the equivalent of a further 40 hours of lectures, tutorials, and case studies will be presented by self-study.

three modules of 5 credits each

a project worth 45 credits consisting of a 15-credit module on research methods and a 30 credit dissertation (TCD students).

There are three optional modules: Cell and Tissue Engineering, Rehabilitation Engineering, and Neural

Engineering. Students must take two of these three options.

Where there is a substantial element of engineering design involved in the dissertation, students should choose

Research Methods with industrial design. In addition, in those cases, students will work collaboratively on the design

portion of their dissertation together with an NCAD student. Where there is no substantial design component in the

dissertation, students should choose Research Methods without the industrial design component.

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3BANNUAL SCHEDULE

MODULE DATES 2010 LOCATION Course Coordinator

Biomechanics September 6th – 10th TCD Dr. Daniel Kelly

Basic Medical Sciences 1st Oct to 3rd Dec every Friday pm

TCD Dr. Aoife Gowran

Bioinstrumentation November 1st – 5th UL Prof. Tom Coffey

Hillary Term DATES 2011

Biomaterials 1 January 12th – 14th UCD Dr. Ken Stanton

Biomaterials 2 January 17th – 19th UL Dr. Eamon De Barra

Rehabilitation Engineering January 24th – 28th UCD Dr. David FitzPatrick

Neural Engineering February 21st – 23rd TCD Prof. Richard Reilly

Bioethics February 28th -1st March TCD Prof. Richard Reilly

Cell & Tissue Engineering March 2nd – 4th TCD Dr. Daniel Kelly

Trinity Term DATES 2011

Research Methods April 11th – 15th TCD & NCAD

Dr. Ciaran Simms

Project Submission date

August 30th 2011 Prof. Richard Reilly

54BDates of Exams

MODULE EXAM DATES

Biomechanics December 15th 2010 3 hour exam

Bioinstrumentation December 16th 2010 3 hour exam

Biomaterials May 9th 2011 3 hour exam

Rehabilitation Engineering May 11th 2011 2 hour exam

Neural Engineering May 12th 2011 2 hour exam

Cell & Tissue Engineering May 13th 2011 2 hour exam

Please note that while every effort will be made to keep to the module and examination dates given in this handbook, they may be subject to change. We will endeavour to give as much notice as possible where this occurs

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25BM.Sc. COURSE MODULES BIOMECHANICS

60BCourse Coordinator: Dr. Daniel Kelly , School of Engineering, TCD

61BModule Dates: Monday 6 t h to Friday 10 t h September 2010

62BModule Object ives

To provide students with an understanding of the application of applied mechanics to the solution of problems in biological systems, and also with the main technologies used to reconstruct biological function.

63BSyllabus

This course is taught at TCD by one intensive week of 27 contact hours followed by four weeks of self-study using self-learning assignments. The self-study will be used to deliver lecture material, tutorial assignments, design exercises, and case studies. These will amount to 40 hours in total. Therefore the course will comprise 67 hours of formal teaching. Lectures take place in Trinity College Dublin.

64BAssessment

Assessment will be by way of course assignments and a final examination. The exam makes up 60% of the total result

with assignments and lab marks making up the other 40%.

Course assignments:

The assignments offered are as follows:

• Tissue Mechanics (Dr C Simms & Dr D Kelly) Submission date: 24th September

• Impact Biomechanics (Mr. G. Lyons & Dr C. Simms) Submission date: 8th October

• Cardiovascular Devices (Dr. B. Murphy, Dr. D. Kelly & Dr. C. Lally) Submission date: 22st October

In addition you will have to submit two lab reports Submission date: 5th November

Submission of assignments and labs via WebCT

Final Examination:

The exam will consist of two parts: all 12 questions in the first part must be answered, and any 3 of the 11 questions

in part two must be answered. Exam duration is 3 hours.

Examination Date: Wednesday 15th December 2010

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M.Sc. COURSE MODULES BIOMECHANICS Module Timetable 26B

Monday 6th Sept

Lecturer

8.30-9.00 Coffee and Refreshments Lect. 1 (9.00-10.00) Opening remarks and introductions Dr. D.Kelly & Prof. R. Reilly

Lect. 2 (10.00-11.00) Bone mechanics 1 Dr. Daniel Kelly

Lect. 3 (11.00-12.00) Introduction to injury biomechanics Mr. G.Lyons

Lect. 4 (12.00-13.00) Impact injuries to the long bones and abdomen Mr. G.Lyons

BREAK

Lect. 5 (14.00-15.00) Soft Tissue Microstructures Prof D Taylor

Lect. 6 (15.00-16.00) Non-linear elasticity of blood vessels 1 Dr. T. Lally**

Lect. 7 (16.00-17.00) Non-linear elasticity of blood vessels 2 Dr. T. Lally**

Tuesday 7th Sept

Lect. 8 Bone mechanics 2 Dr. Daniel Kelly

Lect. 9 Ligament and tendon viscoelasticity Dr. C.Simms

Lect. 10 Impact injuries to long bones, chest and abdomen Mr. G. Lyons

Lect. 11 Pedestrian impact assessment Dr. C.Simms

BREAK

Lect. 12 Bone as a composite material Dr.John Gleeson***

Lect. 13 Tissue growth and adaptation Prof. D.Taylor

Lect. 14 Bone and joint replacements - design and materials selection Prof. D.Taylor

Wednesday 8th September

Lect. 15 Medical devices: directives, regulations and standards Mr. W.Higgins*

Lect. 16 Risk analysis and risk management in medical devices Mr. W.Higgins*

Lect. 17 Disease and degeneration of tissues Prof. T.C.Lee***

Lect. 18 Pre-lab talks & Introduction to WebCT Mr Peter Mauer / Mr Eoghan Maher

BREAK

Lab. (Group 1) Damage and histology of compact bone (RCSI) Mr Peter Mauer

Lab. (Group 2) Hyperelastic behaviour of vascular tissue Mr Eoghan Maher

Thursday 9th September

Lect. 19 Physiological blood flow and function of the heart Prof. T.C.Lee***

Lect. 20 Musculoskeletal mechanics Dr.C.Simms

Lect. 21 Optimization and calculation of muscle forces Dr.C.Simms

Lect. 22 Cardiovascular stents & Angioplasty catheters Dr.B.Murphy

BREAK

Lect. 23 Cartilage mechanics Dr.Daniel Kelly

Lect. 24 Heart valves and other vascular devices Dr.B.Murphy

Lect. 25 Cardioavscular Device Design Dr.B.Murphy

Friday 10th September

Lect. 26 Bioacoustics Prof. H.Rice

Lect. 27 Finite element modelling in biomechanics - 1 Dr. Niamh Nolan

Lect. 28 Finite element modelling in biomechanics - 2 Dr. Niamh Nolan

Lect. 29 Conducting animal experiments: a case study Dr. Niamh Nolan

BREAK

Lab. (Group 1) Damage and histology of compact bone (RSCI) Mr Peter Mauer

Lab. (Group 2) Hyperelastic behaviour of vascular tissue Mr Eoghan Maher

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M.Sc. COURSE MODULES MEDICAL SCIENCES

65BCourse Coordinator: Dr Aoife Gowran, School of Medic ine, TCD

66BModule Dates: Fr iday 1 s t October to Fr iday 3 r d December 2010

67BModule Object ives

The course aims give an introduction to human biology and disease, such that students can appreciate the medical basis for scientific/technical procedures in diagnosis and treatment. A basic understanding of terminology and practice is emphasised. The lecture series will outline the physiology and anatomy of the main body systems and introduce the cellular basis of systems. Some principles of disease conditions are mentioned. The objective of the laboratory/hospital visits is to provide an insight into the role of various technologies in the diagnosis and management of patients. The objective of case studies is to show the integration of basic sciences, technology and clinical medicine across the continuum of care.

68BAssessment

Assessment will be by way of course assignment and a group presentation. Course Assignments: The assignment accounts for 50% of total marks and will consist of 5 questions based on course material. Students must attempt all questions on the paper. The assignment will be circulated during teaching week 8 and must be submitted in hardcopy by 3rd December 2010. Please see a selection of sample questions below:

1. Describe the inflammatory response. 2. Describe the electrical events that occur in the heart during a single cardiac cycle. 3. How the mechanics of breathing achieved? 4. Describe the digestive functions and secretions of the stomach. 5. Describe excitation-contraction coupling at the neuromuscular junction. 6. Discuss the underlying causes of diabetes, and describe how this disease may be treated.

7. Describe the processes involed in bone remodeling. Group Presentation: Students will be assigned to a group by the Module Coordinator. Presentations should be no

longer than 20 minutes and each member of the group should participate in the oral presentation as well as the

preparation. Assessment will be based on content, presentation techniques and timekeeping. 50% of the final marks

will be awarded for the group presentation. Presentations will take place from 1.45pm on Friday, December 3rd

2010.

Presentations will be based on one topic from the following list:

Respiratory Asthma Cystic Fibrosis

Cardiology Myocardial infarction Cardiovascular stents

Nephrology Renal failure & Dialysis

Neurology Stroke Spinal chord injury

Endocrinology/ Thyroid Disease Metabolic Medicine

Rheumatology Rheumatoid arthritis Osteoporosis

Haematology Anaemia

Presentations should include:

- Anatomy and physiology of organ system

- Signs and symptoms of disease

- Causes

- Investigations & Treatment

- Information relevant to the students‘ course of study

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27BM.Sc. COURSE MODULES MEDICAL SCIENCES

69BSyllabus & Timetable

45BDate

Time

46BTopic

Speaker

4BType

Length Venue

Friday

1st Oct

Teaching Wk 1

2.00pm

2.15pm

3.15pm

Introduction

Cells, Tissues, Organs Pathology

Prof V. Campbell/Dr Gowran

Dr Aoife Gowran

Prof O. Sheils

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15min

1hr

2hr

Crossland

Lecture Theatre,

Parsons Building,

TCD

Friday

8th Oct

Teaching Wk 2

2.00pm

4.00pm

The Human Brain

Muscle

Dr Sarah Harney

Dr Sarah Harney

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2hr

1hr

Crossland

Lecture Theatre

Friday 15th

Oct

Teaching Wk 3

2.00pm

4.00pm

The Respiratory System

Circulatory System

55BDr Á. Kelly

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L

2hr

2hr

Crossland

Lecture Theatre

Friday

22nd Oct

Teaching Wk 4

2.00pm

3.00pm

4.00pm

Blood

Immune System

The Renal System

Dr Aoife Gowran

Dr Aoife Gowran

Dr Aoife Gowran

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1hr

1hr

1hr

Crossland

Lecture Theatre

Friday

29th Oct

Teaching Wk 5

2.00pm

4.30pm

Bone and cartilage

Patient Investigation: St.

James‘s Hospital

Diagnostic Imaging &

Histopathology

Dr Aoife Gowran

Dr. G Boyle

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Demo

1hr

2h

Crossland

Diagnostic Imaging

Reception,

St. James‘s Hospital

(tbc)

Friday

5th Nov

Teaching Wk 6

2.00pm

3.00pm

4.30pm

The Endocrine System

Case Study of endocrine

disorder: Diabetes

Gastrointestinal system

Dr Aoife Gowran

Dr Mensud Hatunic

Dr Neil Docherty

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1hr

1hr

1hr

Crossland

Lecture Theatre

Friday

19th Nov

Teaching Wk 8

2.00pm

3.00pm

Case Study: Paediatrics

Case Study: Surgical Patient

Dr E. Roche

Dr C. Peirce.

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1hr

1hr

Crossland

Lecture Theatre

Friday

26th Nov

Teaching Wk 9

2.00pm

Revision & preparations of

presentations

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28BM.Sc. COURSE MODULES BIOINSTRUMENTATION

70BCourse Coordinator: Professor Tom Coffey , University of L imerick

71BModule Dates: Monday 1 s t to Friday 5 t h November 2010

72BModule Object ives

To provide students with a substantial knowledge of the theory, principles and applications of signal processing as applied to Biomedical Engineering and to introduce design methodologies of medical instrumentation and devices. At the end of this module it is anticipated that students will have obtained: 1. An understanding of the concepts involved in instrumentation design. 2. An ability to perform signal processing procedures including synthesis, analysis and design and to understand the role of advanced signal processing in biomedical engineering. 3. An ability to design and implement signal processing algorithms and system using DSP and to critically evaluate existing systems. 4. An understanding of the role of medical device regulations and how they affect the design of medical devices.

73BSyllabus

This course is taught at UL over one intensive week of 30 contact hours followed by four weeks of self-study using self-learning assignments. The self-study will be used to deliver tutorial assignments, design exercises, and case studies. These will amount to 40 hours in total. Therefore the course will comprise 70 hours of formal teaching.

74BAssessment

Assessment will be by way of assignments and a final examination. Course assignments Cumulative assignments will account for 40% of the total marks. Final Examination Candidates will be asked to answer 6 questions out of a total of 8 questions. The final exam will account for 60% of the total marks. Examination Date: Thursday, 16th December 2010. Final report Final report on course assignments should be delivered to Prof Tom Coffey (Htom.coffey@ul.ieH) by 7th March 2011.

The Syllabus will cover the following:

1. Basic concepts of Medical Instrumentation. 2. Medical Devices Regulations. 3. Action Potential. 4. ECG, EEG, ENG, EMG, MEG. 5. Chemical Sensors, Glucose and pH sensors. 6. Heart Sound and Blood pressure measurement. 7. Advanced tissue optics. 8. Doppler Flowmetry, Spirometry, Pulse Oximetry. 9. Biomedical Electrodes. 10. Wireless endoscopy. 11. Medical Imaging: MRI, X-ray CT, PET. 12. Medical devices safety: isolation

13. Sensors – Physical and Chemical 14. Analog processing – Op Amps, Filters,

Conditioning 15. Digital Processing – ADC, DSP, Micro-

controller Architecture 16. Matlab – Introduction – Lab work:

Biomedical Applications in ECG 17. Labview – Introduction – Lab work:

Design of an ECG front end

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30BM.Sc. COURSE MODULES BIOMATERIALS

76BCourse Coordinator: Dr. Eamonn De Barra, University of L imerick

77BModule Dates: Wednesday 12 t h January to Friday 14 t h January 2011

78B Monday 17 t h January to Wednesday 19 t h January

79BModule Object ives

At the end of this module, it is anticipated that students will have obtained a detailed understanding of the composition and properties of the major classes of biomaterial used in medical and dental devices. The required functionality for a range of synthetic implantable biomaterials and how this relates to material choice for specific applications will also be covered, as will the most common tissue and blood interactions with implanted biomaterials, and issues associated with the use of surface modification methods to enhance the biocompatibility of materials. Regulatory issues relating to current developments in ―second generation‖ biomaterials and standards associated with quality and safety will be included.

80BSyllabus

This course is taught at UL and UCD over two intensive half weeks totaling 27 contact hours followed by four weeks of self-study using self-learning assignments. The self-study will include tutorial assignments, design exercises, and case studies. These will amount to 40 hours in total. Therefore the course will comprise 67 hours of formal teaching.

1: Introduction to Biomaterials Definition and general classification of biomaterials (natural and synthetic) and the relationship between biomaterials and medical (and dental) devices. 2: Applications and Markets for Biomaterials World-wide market for biomaterials, projections for developments in the uptake of biomaterials (demographics, medical advances, etc.) and the clinical implications of biomaterials development. 3: Common biomaterial types and their usage Biopolymers/bioplastics, bioceramics metals and metal alloys, shape memory alloys composites woven and non-woven fabrics hydrogels bio-adhesives controlled drug delivery systems. 4: Key Materials Issues in Biomaterials Polymer science and technology for the fabrication of medical devices. Chemical, physical and mechanical properties of ceramic materials for hard tissue implants. The development of medical grade metals and metal alloys: shape memory alloys. Composite materials (polymer/polymer, polymer/metal, polymer/ceramic): fibre/particulate reinforced. 5: Sterilisation and packaging considerations 6: Regulation and standards for quality and safety FDA, EU - Medical Device Directives, GMP, ISO, CE marking. 7: Risk assessment (COSHH) and the handling of clinical waste 8: Biomaterials in Medical and Dental Devices and Prostheses: Material choice implications based on device design. General biomaterial evaluation procedures. Replacement of skeletal hard tissues. Cardiovascular implants. Artificial vascular grafts. Biomaterials for ophthalmology. Biomaterials

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31BM.Sc. COURSE MODULES BIOMATERIALS

in audiology. Facial implants. Dental implants. Skin repair/replacement materials. Cosmetic implants, controlled drug delivery systems. Hydrogels and artificial organs. 9: Clinical Aspects of the Use of Biomaterials: Biocompatibility and biomimicery. Surfaces and surface interactions:- tissue and blood interactions. mineralisation and encrustation microbial biofilm formation bacterial adhesion toxicology 10: Surface Modification of Biomaterials for Improved Functionality: Enhancement of biocompatibility by the use of:- Corona discharge and plasma processes. Surface coatings silver/silver oxide silicone hydrogels UV curable systems PC coatings Heparin loaded systems

Bulk analysis methods applied to the study of Biomaterials (XRD, FTIR, SEM/EDX, DSC, TGA, DEA, etc.) Surface analysis methods applied to the study of biomaterials (XPS, SIMS, AES, SERS, AFM/STM, etc.) Mechanical test: wear, friction, flexibility, fatigue, etc.

81BAssessment

Assessment will be by way of assignments and a final examination. Course assignments Each student will receive two assignments. Cumulative assignments will account for 40% of the total marks. Submission of assignments to Dr. Eamonn De Barra at eamonn.debarra@ul.ie Final Examination The final examination consists of two sections, A and B. Two questions from each section (A and B) and an additional question from either section giving a total of five questions must be answered. The exam will make up 60% of the total marks. Examination Date: Monday, 9th May 2011.

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32BM.Sc. COURSE MODULES REHABILITATION ENGINEERING

33B*optional module

82BCourse Coordinator: Dr. David FitzPatrick, Universi ty Col lege Dublin

83BModule Dates: Monday 24 t h to Friday 28th January 2011

84BSyllabus

This course consists of one week of lectures and lab activity, in addition to self-study. Students will be based in UCD, Belfield and the National Rehabilitation Hospital (NRH) for this period. The following is an indicative list of lecture topics: • Rehabilitation Engineering – Contextual overview & historical background • Orthotics & prosthetic design • Analysis of Movement - Clinical gait and motion analysis • Wheeled mobility • Rehabilitation and assistive technologies The following is an outline description of each 4-hour lecture/lab topic content: 1) Rehabilitation Engineering – Contextual Overview: The incidence and societal cost of injury and rehabilitation; Historical overview of the scientific and technological field; Patient X – a case study in the clinical problems posed for rehabilitation engineering. Group assignment definition and discussion. 2) Movement Analysis & Prosthetic Design: Introduction to gait analysis and applications. The technology - 3D kinematics, force plates, electromyography. Data analysis and interpretation. Clinical outcome assessment with an emphasis on rehabilitation. 3) Wheeled Mobility & Seating: This module will introduce the scientific basis for the design and application of assistive technologies in mobility and seating environments. The core technologies will be identified and typical applications demonstrated. 4) Rehabilitation & Assistive Technologies: This module serves as an introduction to the field of Assistive Technology. It provides students with an overview of popular technologies available and outlines their use by and for people with disabilities. This will provide students with an opportunity to get some "hands on" experience of using a range of Assistive Technologies from Power Mobility, Environmental Controls, Alternative and Augmentative Communication and alternate access to computers. 5) National Rehabilitation Hospital (NRH) - practical/laboratory activity: Visit the UCD/NRH rehabilitation engineering research laboratory on the hospital campus in Dun Laoghaire. Review of past and current rehabilitation engineering projects by the engineering staff and some demonstrations. Presentations by Therapists (Physio, Speech, Occupational) on the benefits of technology to their clients.

85BAssessment

Assessment will be by way of course assignments and a final examination. Course assignment: Course assignment and lab report will account for 40% of the total result. Final Examination: Exam Date: Wednesday, 11th May 2011. The final examination will be two hours long. The exam will account for 60% of the total result.

34B

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M.Sc. COURSE MODULES NEURAL ENGINEERING

35B*optional module

86BCourse Coordinator: Prof. Richard Rei l ly , Tr inity College Dublin

87BModule Dates: Monday 21 s t to Wednesday 23 r d February 2011

88BSyllabus

The purpose of this module is to introduce students to the field of neural engineering from a neuroscience perspective. Students will apply engineering principles to understand the excitation of nerve and muscle, the generation of bioelectric signals and artificial stimulation of biological tissues. Common methods of stimulating, recording and analysing neural systems will be examined. The basic principles and methods studies will then be applied to examine specific neuroscience applications of neural engineering, such as biomarkers for neurological and neuromuscular disorders. This module will be based in Trinity College Dublin.

Introduction to Neural Engineering

Review of relevant physiology and anatomy

Electrical properties of neurons

Section 1 Monitoring Neural Activity

Monitoring neural activity: Bioelectric potentials and currents I

Monitoring neural activity: Bioelectric potentials and currents II

Action potentials

Implantable microelectrodes

Neural Spike trains and Analysis Electroencephalography EEG

Electroencephalography EEG-II

EEG Recording and Analysis with application to Schizophrenia

EEG Recording and Analysis with application to Movement Disorders

Non-invasive Brain Machine Interfaces

Invasive Brain Machine Interfaces

Magnetic stimulation of biological tissues

Section 2 Replacing/Restoring Neural Function

Electric stimulation of biological tissues I

Electric stimulation of biological tissues II

Deep brain stimulation Retinal and Visual Prostheses

Cochlear Implants and Auditory Prostheses

89BAssessment

Course Assessment will be by way of course assignments and a final examination. Course Assignments: Course assignment and lab report will account for 40% of the total result. Submission of assignment and lab report to WebCT Final Examination: The final examination will account for 60% of the total result. Examination Date: Thursday 12th May 2011

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36BM.Sc. COURSE MODULES CELL & TISSUE ENGINEERING

37B*optional module

90BCourse Coordinator: Dr. Daniel Kelly, School of Engineering, TCD

91BModule Dates: Monday 7 t h to Wednesday 9 t h March 2011

92BSyllabus

This course is taught partly by self-study and partly by 2½ days of lectures. There will be a total of 15 hours formal teaching plus a 3-hour laboratory which will take place in the Parsons Building, Trinity College for this period.

Examples of specific lecture titles are: 1) Stem cell biology 2) Mesenchymal cells 3) Tissue engineering principles 4) Molecular biology‘s techniques to analyse gene expression 5) Fundamentals of construct technology 6) Biomaterials for scaffolds 7) BioMEMS 1 8) Mechanobiology 9) Cardiovascular tissue engineering 10) Bioreactors 11) Orthopaedic tissue engineering 12) BioMEMS 2 13) Laboratory: Quantitative analysis and Morphometric investigation of a living cell system

93BAssessment

Course Assessment will be by way of course assignments and a final examination. Course Assignments: Course assignment and lab report will account for 40% of the total result. Submission of assignment and lab report to WebCT Final Examination: The final examination will be two hours long. The exam will account for 60% of the total result. Examination Date: Friday 13th May 2011.

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38BM.Sc. COURSE MODULES RESEARCH METHODS

94BCourse Coordinator: Dr. Ciaran Simms, TCD

95BModule Dates: Monday 11 t h to 12 t h Apri l 2011

96BOptions

TCD Students must choose to do Research with or without industrial design. Where there is a substantial element of engineering design involved in the dissertation, candidates should choose the industrial design option if it is available. In addition, in those cases, the students will work collaboratively on the design portion of their dissertation together with an NCAD student, if this is feasible. Where there is no substantial design component in the dissertation, students should choose Research Methods without the industrial design component.

97BSyllabus

This course will be taught at TCD with a series of lectures introducing topics relevant for research. This will be followed by a period of time dedicated to performing a literature review and writing a research proposal. Regular communication between the student and the appointed supervisor is envisaged at this stage. The literature review and research proposal will then form the basis of the research work performed for the dissertation by the M.Sc. students. There will be lectures on the following topics:

ethics in research,

guidelines for doing research in biomedical engineering,

guidelines for writing a literature review, a research proposal and a dissertation,

review of basic statistical methods for data analysis and referencing methods.

98BLearning Outcomes

At the end of this module students will be able to apply appropriate research methods to conduct research in the field of biomedical engineering. In particular, they will be able to:

Identify the ethical issues associated with their chosen research topic

Present the context of their research through a literature review, which provides the reader with a framework for assessing new research

Write a research proposal

Use basic statistical methods for data analysis

Use referencing systems appropriately

39B

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MSc. COURSE MODULES RESEARCH METHODS WITH INDUSTRIAL DESIGN

99BCourse Coordinator: Dr. Paul Fortune, NCAD

100BModule Dates: Wednesday 13 t h – Fr iday 15 t h Apri l 2011

101BSyllabus

This course will be taught at TCD and NCAD over a period eight weeks and will carry 15ECTS. There will be a total of seven lectures introducing topics relevant for research. This will be followed by a period of time dedicated to performing a literature review. Regular communication between the student and the appointed supervisor is envisaged at this stage. The literature review will then form the basis of the research work performed for the dissertation by the M.Sc. students. Compared to the pure Research Methods module, the period of time allotted for performing the literature review and research proposal is reduced, to allow students time to participate in a short course in Industrial Design hosted by NCAD. This module is primarily intended for students with projects that have a significant design component. The NCAD course includes lectures, case studies, product design clinics and sketching exercises. There will be lectures on the following topics:

ethics in research,

guidelines for doing research in biomedical engineering,

guidelines for writing a literature review, a research proposal and a dissertation,

review of basic statistical methods for data analysis and referencing methods,

aesthetics and ergonomics in design,

history of design and user-centred design.

102BLearning Outcomes

At the end of this module students will be able to apply appropriate research methods to conduct research in the field of biomedical engineering and be able to apply some of the basic processes of industrial design. In particular, they will be able to:

Identify the ethical issues associated with their chosen research topic

Present the context of their research through a literature review, which provides the reader with a framework for assessing new research

Use basic statistical methods for data analysis

Use referencing systems appropriately

Apply basic principles of athletics and ergonomics to facilitate a user centred design.

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40BMSc. COURSE MODULES BIOETHICS

103BCourse Coordinator: Prof , Richard Rei l ly

104BModule Dates: 28 t h February – 1 s t March 2011

105BSyllabus

Bioethics is the philosophical study of the ethical controversies brought about by advances in biology and medicine.

Bioethicists are concerned with the ethical questions that arise in the relationships among life sciences, biotechnology,

medicine, politics, law, and philosophy.

This aim of this module is to initiate the student in the study of biomedical ethics and help him/her to develop the

skills to recognize and evaluate ethical concerns. In this module we discuss the core ethical principles and ethical

issues in research.

This course will be delivered through lectures and worshops. Lectures will be presented by Dr Ruth Pilkington and

invited speakers.

106BLearning Outcomes

By the end of the module, students should:

Understand core biomedical ethical principles and appreciate how they inform the key ethical questions

relevant to healthcare

Understand the system of research and clinical ethical review and governance in Ireland.

5BAssessment

Assessment will be within the research thesis assessment

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6BTHESIS

107BCourse Coordinator: Professor Richard Reil ly , TCD 108B

Submission Date: 30 August 2011

109BObjectives

The project forms the final part of the course. Members of staff within the Department propose projects pertinent to their own research interests. Candidates are also encouraged to propose their own projects, particularly in cases where the candidate has an industrial link. Each project is supervised by an academic in the Trinity Centre for Bioengineering, Department of Mechanical & Manufacturing Engineering and Department of Electronic and Electrical Engineering. In some cases other academics (either within TCD or the other institutions affiliated to the course) may also have a substantial involvement. Furthermore, additional guidance may come from medical or healthcare professionals. In these cases, the project usually sets out to solve a problem experienced by these healthcare professionals in the use of a particular medical device. Project titles will be issued and students will be allocated their project by the end of December 2010. Shortly after, the course coordinator holds a brief seminar on how to approach the project and provides information on what is expected from each candidate. In July 2011, there will be a meeting at which each student gives a 10-minute presentation to the External Examiner of the purpose of their work, and how they intend achieving their goals. This allows all candidates an overview of the work being carried out, and comments from staff and other candidates can help determine the project objectives more clearly. Two signed copies of the bound thesis must be submitted to the Department by 30 August 2011. The thesis is read and marked independently by the supervisor and a second reader who is internal to the department, and the external examiner provides moderation. One pdf copy must be emailed to tcbe@tcd.ie.

110BProject T it les

144BHere are some former project titles undertaken by TCD M.Sc. students:

- The influence of vehicle design on ground related injuries in pedestrian impacts

- Computational modeling of a production wheelchair for rear impact protection

- Anterior Knee Pain in Kneeling

- Computational modeling of Deep Brain Stimulation in Parkinson‘s Disease

- Strain fields in cell seeded agarose hydrogels using digital image correlation (DIC).

- Automatically Adapting Mattress for the Prevention of Pressure Sores and Ulceration

- Quantitative analysis of glycosaminoglycans (GAGs) and Type II collagen in chondrocyte-seeded scaffolds

- Investigation of Biomechanics of Deformational Plagiocephaly (Flat Head Syndrome) in Newborn Infants

- Optimisation of a novel biomimetic scaffold for bone healing

- Fracture Mechanics of Soft Tissues

- Redesign of a head restraint for rear impact protection of wheelchair occupants

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7BTHESIS GUIDELINES

111BResearch work begins June 2011

112BDissertation submission 30 August 2011

Dissertat ion is submitted to the Course Administrator in hard copy (two

bound copies) at the Trinity Centre for Bioengineering office and a soft copy

must be submitted on www.turnit in.com.

It is the duty of the postgraduate student to familiarise him- or her-self with College regulations in relation to submission of theses. Please see Hthesis submission guidelines H, these regulations are on the Graduate Studies website. Note: Late submission could potentially result in a continuance fee being levied by the Graduate Studies Office Dissertations should be written according to the style outlined below. Dissertations are assessed by academics who may not be expert in the precise field of study. The style of the dissertation should be designed for that readership.

Initially, two copies of the thesis, fully bound, should be submitted to the TCBE office. An external and internal examiner will be nominated and their names sent to the Dean of Graduate Studies in consultation with the supervisor of the thesis. The thesis will be sent to these examiners. They may at this time specify that they wish to examine the candidate by viva voce. Such an oral examination would be held in TCBE.

8B

Sample Thesis Cover Sample Page 1 Title Sample Page 2 Declaration

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Guidelines for Thesis Report and Presentations

This section emphasises the Trinity Centre for Bioengineering‘s important regard for the acquisition of communication skills. These notes will help you to develop those skills and that you will take pride and pleasure in that development. You will find that you will not absorb all this information at a single reading. You should refer to these notes whenever you are carrying out a significant piece of writing and especially when you are writing your Thesis.

These instructions have been prepared to indicate to both thesis supervisors and students the expected standard of report writing. It is likely that up to 20% of marks are lost by poor presentation of work. These notes are designed to help students to avoid common faults and improve presentation of work. The advice can be applied to major theses but also relevant to short reports and essays which may form part of in-course assessments.

113BPreparing a Synopsis It is essential to prepare a detailed synopsis of any piece of written work which is likely to be more than one page long. A synopsis helps the writer to see clearly what the main points are and to arrange the material so as to bring the important points out. For the MSc thesis, the synopsis would show the order in which the material is to be presented, some idea of the length of each section, what is to be included in each section and an indication of the location of Figures, Tables and Plates.

There are two main objectives in preparing a synopsis:-

a) to produce a written document which can be discussed with the supervisor before a great deal of writing is done. b) to help the writer to plan the work to the maximum effect This is essential for large reports and is strongly recommended as a general practice.

A carefully produced synopsis can save hours of writing time and will allow alterations and additions. Work which is not well-planned is likely to ramble and the main points will be lost.

114BReport Out l ine

Reports should be divided into the following standard sections: 1. Title Page 2. Abstract (Summary) 3. Acknowledgements 4. Contents Page 5. List of Tables 6. List of Figures 7. Introduction 8. Literature Review 9. Methods 10. Results 11. Discussion 12. References 13. Appendix

Very occasionally the nature of the material may require a different format. Students should consult supervisors before deviating from the standard arrangement.

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115BSchedul ing

Literature Review should be written early in the project when you have read in detail journal articles in the project area. The Literature Review will need to be brought up to date with new, more relevant papers as you research on the project. The Methods section should also be written very early in the project, after the Literature Review and polished later. Results should be in the process of being written up during the experimental part of the project. The Introduction is normally written last and is used to build the argument why the area of study is of interest and importance in bioengineering.

Now follows a short discussion of the headings listed above.

121BTitle Page

This page should include:

- Concise title (not more than 15 words) Should be informative. Abbreviations should be avoided

- Author‘s name

- Supervisors name

- Affiliation

- Date

- Degree for which thesis is being submitted

122BAbstract

- A short summary (usually one A4 sheet), which includes a brief outline of the aims of the study, the methodology used, the main findings and the conclusions drawn.

- The abstract (not to exceed 250 words) should be clearly written and readily comprehensible to a broad readership. The abstract should provide a concise summary of the objectives, methodology, key results, and major conclusions of the study. It should be written in complete sentences, without explicit subheadings.

123BContents page

- This should include chapter headings and details of sections within chapters, with page numbers.

124BList of Tables

- This should include details of all tables with page numbers.

125BList of Figures

- This should include details of all figures with page numbers.

126BAcknowledgements

- Acknowledge all those who provided support to you and your project (e.g., organisation, funding body, supervisor, technicians).

- The Acknowledgements should be placed at the end of the text (before the references) except in the MSc Thesis, when they should immediately follow the Title and Summary.

- As a matter of courtesy all staff mentioned should be given a title (Prof., Dr, Mr, Ms) and both forename and surname. Only intimates should be referred to by first name only.

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- Work contributed by others to your project must be acknowledged. Such a situation would arise if, for example, stored samples generated by another researcher were used in the project or if the nature of specific experiments to be included in the project dictated that they must be carried out by an experienced researcher. The titles and names of such contributors and the precise nature of their contribution must be included in this section in a clear statement of acknowledgement. An omission of such an acknowledgement, where required, is plagiarism. Plagiarism, as outlined elsewhere in this Handbook, is regarded by College as a serious offence and the student concerned will be penalised.

- All the foregoing are ‗preliminaries‘ and should not be numbered with the main body of the text. Instead, give preliminaries Roman numerals (i, ii etc.). The pages of the main text should be numbered using Arabic numerals (1, 2, etc).

127BIntroduction

- This should emphasise the importance of the research study and provide an overview of the key concepts and questions posed. Therefore, the Introduction should include a statement of the problem, research question or hypothesis, the objectives of the study, operational definitions of term used and the background to the study.

128BLiterature Review

- A summary of the background literature is necessary. You should aim to produce a detailed overview of the current knowledge of the problem under study and outline a theoretical framework or rationale as a basis for your study. It is important to critically analyse existing literature on your research project.

- A clear statement of the problem and the immediate background as well as the aims of the project and its relevance should be given.

129BMethods

- A clear account of all the experimental, materials, methods (including statistical analyses) and experimental designs used must be given so that others can repeat the experiments. (The anonymity of human subjects must be preserved, by using code numbers or letters.) In particular, it should always be clear to the reader exactly what is being measured, and how many measurements (or animals or subjects) there are in each value. Failure to do this will result in loss of marks. It may be useful to clarify here the contribution of others to the practical work (see Acknowledgements).

- This section will provide a comprehensive explanation of the procedures used including details of the following:

Overall design and justification of methods used.

A clear indication of the sample sizes used.

A detailed description of all experimental procedures; this should be sufficiently detailed to allow replication.

A description of the instruments used.

An indication, if appropriate, of how published methods or available equipment was modified for the current study.

An account of how data was analysed.

A sample of any questionnaire used, if appropriate.

A description of ethical issues for example, the process by which approval was obtained, ethical issues in sample selection, data collection, publication of results etc.

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130BResults

- This section, or sections should be a description and explanation of results using narrative, tables and figures as appropriate. It should deal with facts and findings only, without interpretation (which will be included in the Discussion).

- This is usually the most poorly-presented section of thesis and yet it one of the most important. The reader must be led carefully through the results step by step. You should carefully consider the order of the figures to be presented. The order of figures presented may or may not follow the order the experiments were originally performed. You should consider which figures need to be presented. The objective is not to include all your figures to simply show how much work you have done, but to include those figures which are pertinent to the work. The main observations must be brought out; it is NOT sufficient to present figures or tables and then leave the reader to work out the conclusions (see later sections: Figures and Tables).

- Second-order variables. If you are using some transformation of the raw data, you should explain why you are doing so and, if possible, what, if any, difference the transform makes. When results are presented as % control, the absolute value of the control should be given in the Figure/Table legend.

- Presentation of Statistics. This requires particular attention and is a skill which must be acquired. Always state clearly what measure (mean, etc.) and what measure of variation (SD, etc.) is being used. The number of observations (n) must be clearly stated and specifically given if SDs are used. Do not give excessive numbers of decimal places; measures of variation should have one more significant figure than the mean. It is important to clearly state the direction and magnitude of the change observed. Do this first, and then give the result of any statistical tests used to determine significance.

- Over-interpretation of results is a serious error. You must demonstrate that you understand the significance of statistical testing. If a difference (or other statistical result, e.g. correlation) is not statistically significant, you should not treat it as if it is. If you want to discuss a non-significant ‗trend‘ in your results, make it clear that you know the difference.

131BDiscussion

- This section should deal with discussion and interpretation of the data obtained and should include a critical assessment of the data in the light of previous findings, speculation on the meaning of the results obtained, analysis of the original hypothesis in the context of the findings, a discussion of whether or not the findings support the hypothesis proposed and an assessment of the limitations of the study. This should be concluded with a summary and conclusions and suggestions for further research.

- This section often presents the most problems. In particular, it is often difficult to decide what should go in the Discussion and what should go in the Results (see Preparation of a Synopsis, below). A good guideline is ‗When in doubt, put it in the Discussion‘, and leave the presentation of results as uncluttered as possible.

- The Discussion will include the following.

Interpretation of the significance of your results.

A comparison of results (not forgetting control values) with those in the literature.

A discussion your results in context of the relevant literature.

A critical discussion of possible sources of error in the results. Critical means not only listing the sources of error but also saying how important they are likely to be.

This list is by no means exhaustive and the categories will often overlap, but it should be helpful at the planning stage.

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56BReferences

All cited references and only cited references should be included. The format used is the Harvard referencing system.

Note that all references cited in text must appear in the list of references. General reading such as textbooks should not be cited, unless you are using a figure or referring to a very specific point.

In the text…

- When you make a scientific statement of fact, you must reference an original article with data to support this fact (Smith et al., 1999).

- If there is only one author, quote the name only followed by the year the paper was published (Jones, 2000). If there are two authors, use both names followed by the year the paper was published (Murphy & Quinn, 2001). If there are more than two authors, use et al. (always in italics with a full stop afterwards), which is the Latin term for ‗and others‘ (Smith et al., 1999).

- If you want to reinforce the point and use several articles, they should be listed from the earliest to latest, and separated by a semicolon (Smith et al., 1999; Jones, 2000; Murphy & Quinn, 2001).

- If you are quoting two articles by the same person in the same year, denote one as ‗a‘ and one as ‗b‘. This is done alphabetically according to the second author on the paper (Smith et al., 1999a; Smith et al., 1999b).

- When including the reference in the text, follow the following formats. ‗Smith et al. (1999) have shown that…‘, ‗It was shown by Smith et al. (1999) that…‘.

132BStyle of References

- Most journals use an abbreviated format for Journal titles. When abbreviating Journal titles make sure to use the correct abbreviation. You can find the correct abbreviation of any journal on PUBMED (http://www.ncbi.nlm.nih.gov/pubmed/). Some examples are as follows:

• A = ―Ann Biomed Eng‖ (single word journals are not abbreviated) • Annals of Biomedical Engineering = ―Ann Biomed Eng‖ • Journal of Biomechanics = ―J Biomech‖ • Journal of Neural Engineering = ―J Neural Eng‖

- Below is the reference style used by the IEEE Transactions on Biomedical Engineering. There are different styles for journal articles, books, and book chapters as illustrated below.

145BJournal article

Cited in text as: (McMahon et al., 2008) Cited in reference list as: McMahon LA, Reid AJ, Campbell VA, Prendergast PJ., Regulatory effects of mechanical strain on the chondrogenic differentiation of MSCs in a collagen-GAG scaffold: experimental and computational analysis, Ann Biomed Eng , 36, (2), p185 – 194, 2008.

146BBook

Cited in text as: (Simms and Wood, 2009). Cited in reference list as: Simms CK and Wood DP (2009) Pedestrian and cyclist Impact - a Biomechanical Perspective, Springer.

147BChapter in a book

Cited in text as: (Lalor, 2009) Cited in reference list as: Lalor, E.C., Pearlmutter, B.A., & Foxe, J.J. (2009). Reverse correlation and the VESPA method. In: Handy, T. C. (Ed.), Brain Signal Analysis: Advances in Neuroelectric and Neuromagnetic Methods, MIT press.

The most important thing to remember when citing references is to be consistent.

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57BAppendices

- This should include details of equipment and instruments used, details of software developed and, in some cases tables of raw data. When appropriate, it should also include a copy of any questionnaire used.

- This should contain essential data and details of any other methods. Note that all entries in the Appendix must be properly described in suitable legends. It is not inappropriate to repeat relevant statistical summaries in the Appendix. All Tables in the Appendix must have fully descriptive titles so that they can be understood without reference to the main text.

133BFigures and Tables

- These are a great deal of trouble to prepare and it is a pity to waste them for the sake of a little attention to detail. All Figures and Tables must be numbered and have a descriptive legend, so that each can be understood without reference to the text. Legends precede Tables and follow Figures. It may be desirable to include the important observation or conclusion in the legend. All units of measurement and statistical parameters must be identified. Axes on graphs and columns in tables must be labelled so that it is clear what each point or value represents.

- Try to keep graphs uncluttered. Use conventional symbols of open and filled squares, triangles or circles. Shading aids clarity in histograms. Tables should be as simple as possible. Try not to put all your results in one huge Table because it is daunting for the reader.

- The commonest fault is failure to integrate Figures and Tables with the text. The reader must be guided and the main points clearly brought out — even at the cost of some repetition of material between legend and text. If Figures or Tables are large it may not be possible to include the legend on the same page. In such cases, put the legend on the facing page. If Figures, Tables or Plates (mounted groups of photographs) are brought together, rather than being interspersed with the text, say so and tell the reader where they are. If it is necessary to put a figure or table sideways in the text, it should be arranged so that is viewed from the right.

- You should avoid directly copy-pasting figures/mechanistic diagrams from elsewhere; you will not be awarded any marks for using previously published figures/mechanistic diagrams. You are expected to take time to draw the major parts of such figures/mechanistic diagrams that are most relevant to your research. If you do decide to copy a figure from somewhere else, or modified it only a little, the original figure must be acknowledged (with reference in the legend and in the list) (see Plagiarism).

134BGrades of Heading

Careful attention should be given to this point at the planning stage. Examples of the usual grades of heading are given below with a short description of each in brackets). Use bold or italic type as shown. HEADING: RESULTS [capitals in bold print, centred, no underline or stop]

Subheading: Electroencephalographic Analysis [Upper and lower case in bold print, centred, no stop]

Further subheading: EEG Feature Extraction [Upper and lower case in bold italic print, centred, no stop]

135BWord Processing

- There are some conventions which should be followed. Paragraphs should be created by leaving a blank line and not by indenting. Do not put spaces before a punctuation mark because it might be carried over to the beginning of a new line.

- All punctuation marks should have only a single space after them, never before.

136BSpelling, English and Grammar

- Poorly written reports stem from poorly crafted sentences. Sentences that are long or poorly written can be frustrating to read and will loose you a great deal of marks. You are expected to spend time on writing each and every sentence in you thesis with care. Make sure you do not forget the basic rules of English. Use nouns, verbs,

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adverbs, adjectives accordingly in each sentence. A common mistake is to make sentences too long. Keep sentences short and simple as far as possible.

- Do not expect that the reader will remember what has been said in previous sentences. Make sure you clearly spell out what is meant in each sentence, even if it means repeating yourself. Be specific and clear and avoid being vague. Ideally each sentence should be self explanatory.

- Your supervisor will focus on the scientific content and is not expected to check spelling, to correct your English or any mistakes in grammar. A spell check should be performed before handing documents to your supervisor and before final submissions. Ask a colleague to read your report before handing any material to your supervisor and before final submission. If your colleague does not understand what you have written, you should make corrections before handing to your supervisor.

- Ensure the spell checker is set to ‗English (UK)‘ and not ‗English (US)‘ by using the ‗Language‘ option on the Tools menu. Remember that you will still need to proof-read the final draft; the spelling checker will not find all errors. Pay special attention to names and technical terms

- Here is a list of the correct forms of words that are commonly mis-spelled. accommodate dependent (adj.)

occurred separate

loose (i.e. not tight) lose (i.e. mislay)

principal (i.e. main) principle (i.e. underlying tenet)

- ‗UK English‘ rather than ‗US English‘ forms should be used: e.g. fibre not fiber.

- Student‘s t test should have a capital and apostrophe); the t should be italicised.

- ―It‘s‖ should never be written in formal prose; always use ‗it is‘. The possessive is ―its‖.

- Numbers less than eleven should be spelt in full unless they refer to specific units, e.g. '6 days', but 'six subjects.'

- Note that ‗sec‘, 'h', 'min' [no stop] and 'd' are the abbreviations for seconds, hours, minutes and days, respectively. The multiplier 'k' as in km (kilometre) is always lower case. The abbreviations for units never take an 's-plural'.

137BHeaders and Footers

Header can be used to insert space and/or a running title at top of each page; a Footer does the same at the bottom of

the pages.

138BPagination

Should be checked as the last stage in preparing a manuscript. It is usual to adjust the text so that odd lines or parts of lines do not appear at the beginning or end of a page. The adjustment may be done by inserting blank lines in appropriate places or by using the Insert Page Break command. Word has a ‗Control widows and orphans‘ option (see Format menu, Paragraph, Line & Page breaks tab). Remember to set the page style (Page Setup) and printer type (via Chooser) before doing this and work from the beginning of the text.

139BFont Style

- Choose your font with care. Some fonts take up a lot of space and others may not be suitable for laser-printing. Avoid fonts named after cities. Arial has been found to be a satisfactory, clear and reasonably compact font.

- Fonts are designed for different purposes and a font that is easy to read on a screen (e.g. Geneva) is not necessarily suitable for body-text. Times is designed for narrow columns and does not look well in A4 pages and should not be used. Times New Roman shares many of the characteristics of Times (compact, with a lot of white space) but looks better.

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140BSpacing

If a type-size larger than 10 pt is used, it is unnecessary to double-space. If you use 12 pt body text, 1.5 spacing may be adequate. Check with your supervisor if in doubt.

141BSpecial Sorts

There are many special characters which will be useful to you, such as the degree symbol (° — alt+k) and acute accents or fada (alt+e, followed by the letter you wish to accent) and grave accents (alt+~, followed by the letter). For Greek characters it is better to use the ‗insert font‘ function rather than using the font Symbol. This allows you to change the font in the document and keep the Greek characters. If you use font Symbol and decide to change the font in the document you will have to go back and individually change all the Greek characters back to Symbol font.

142BPreparing Material for PowerPoint

Students are required to make oral presentations - another important skill. PowerPoint presentation will be used. Legibility. Anything less than 18 pt body text will be difficult to read. Headings should be about 24 pt. Use Arial font to improve legibility. Times is not suitable for projection. Bolding the text is helpful too. Diagrams will usually need to be enlarged. It is useless to merely copy pages from papers or books — the print size will be neither big enough nor dense enough. Density. Five lines is the useful maximum per slide; and bullet points are better than continuous prose. If you are tempted to put more on, think again. Practice, Practice, Practice your talk: Avoid reading from your notes and from your slides. Are you trying to write your speaking notes onto the slide? It is not good technique to simply read out what is on the screen. If you practice your talk beforehand, you will not need to read from your notes.

143BPlagiarism:

Plagiarism is considered as academically fraudulent, and an offence against University discipline. The University considers plagiarism to be a major offence, and subject to the disciplinary procedures of the University.

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47BThe supervisor and the student TCD Students

An outline of the role of the supervisor has been provided by the TCD Graduate Studies Office:

The relationship between the supervisor and research student is a critical factor in determining the quality of the postgraduate experience. Best practice leads to a relationship that may be described as mentoring on the part of the supervisor and learning on the part of the student. For a successful collaboration between student and supervisor, both parties have to recognise their own separate responsibilities. Due to the diverse demands of different disciplines, it is not possible to legislate in detail across the whole academic range of college for the practices that supervisors and students should follow. However certain general principles should be clearly understood by all involved in postgraduate education. These are set out below.

Responsibilities of the supervisor

A research student is admitted by the Dean of Graduate Studies on the recommendation of the Director of Postgraduate Teaching and Learning and course coordinator all of whom sign to this effect. The course coordinator will assign each student to a supervisor for the duration of their research project.

The supervisor has a reactive and proactive role. He or she must be reasonably accessible to the student for academic help and advice during progress of the research and particularly during preparation of the research thesis; he or she has a duty to be in touch with progress of the research student's work and inform the student of what is expected of him or her. In addition the supervisor should help student in the latter's dealings with College officialdom and should be aware of College regulations as they affect postgraduates. Many of the cases of poor relationships between research students and their supervisors stem from a differing interpretation of what constitutes reasonable access. Supervisors need to recognize that the lack of adequate analysis of work submitted to them, undue delay in its return, and refusal to make, or inability to keep, appointments, damage the relationship with their students. Such inadequacies of supervision cannot be excused on the grounds of pressure of other work.

Responsibilities of the student

Research student must keep in contact with his/her supervisor and advise the latter on progress of research. He/she should submit written work or perform other academic exercises (for example contribute to seminars) when requested by supervisor. When seeking the academic services of a supervisor, a research student must acknowledge that the supervisor is likely to have other commitments and cannot be expected to drop everything to attend to his/her needs. This is particularly important during period of preparation of research thesis; supervisor and student should devise a timetable, which can be adhered to on both sides.

148BAdditional points

1. Project supervisor will read one complete draft of literature review and project report prior to submission. Do not expect your supervisor to read incomplete or multiple drafts of your work. 2. You should provide your supervisor with a draft of you literature review/project one week before submission date, in order to leave plenty of time for them to read it, and for you to take on board any suggestions that they may have for improvements.

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9BALL IRELAND FACULTY MEMBERS

, BE, MEngSc, PhD, MIEI, MIEE, SMIEEE, FTCD Course Director

Professor of Neural Engineering in the Schools of Engineering and Medicine at Trinity College, Dublin and Director of the Trinity Centre for Bioengineering. He is a Visiting Researcher at the Nathan Kline Institute for Psychiatric Research in New York. He was the 1999/2001 Silvanus P. Thompson International Lecturer for the IEE. In 2004 he was awarded a US Fulbright Award for research collaboration into multisensory integration with the Nathan Kline Institute for Psychiatric Research. His primary research interests are in the fields of neurological and biomedical signal processing.

[email: richard.reilly@tcd.ie]

, BE (NUI), MEngSc (NUI), PhD (Dub) Course Director of the M.Sc. in Bio-medical Engineering in University of Limerick. He is an Associate Professor in Biomedical Engineering at Department of Mechanical and Aerospace Engineering at the University of Limerick. He is the Director of the Centre for Applied Biomedical Engineering Research at UL. He has research interests in bioengineering with a particular interest in vascular and cardiovascular hemodynamics, orthopaedic implants for joint replacement and medical devices in general.

[Email: tim.mcgloughlin@ul.ie]

, BA, BAI, PhD Ciaran is a Lecturer of Mechanical and Manufacturing Engineering, and a Principal Investigator of the Trinity Centre for Bioengineering, Trinity College, Dublin. Prior to working in TCD he held research engineer positions with TNO Automotive in Delft and Detroit and with Denis Wood Associates in Dublin. His research interests are in injury biomechanics/crash safety and soft tissue mechanics.

[email: csimms@tcd.ie]

, BA, BAI, PhD, CEng, FIEI, FTCD, MRIA

Professor Prendergast has been a member of staff in Trinity College Dublin since 1995. He is currently Professor of Bioengineering and, since July 2010, Vice-Provost /Chief Academic Officer of Trinity College Dublin. He was Director of the Trinity Centre for Bioengineering from 2002 to 2010. Prior to that he held post-doc positions in Bologna (Italy) and Nijmegen (The Netherlands). He spent a 12 month sabbatical in the T.U. Delft & Erasmus University Rotterdam in 2001-02 and a 4 month sabbatical in the Institute of Bioengineering of Catalonia (Spain) in 2010. Professor Prendergast‘s expertise is in biomechanical engineering and the analysis of medical devices. His research is pursued in two inter-related tracks, (i) computational modeling of medical device performance and (ii) stem cell mechanobiology (viz., understanding how stem cells differentiate in response to mechanical forces). In the latter track he conducts well-defined experiments on cell cultures and on single cells as validation for computational models. The overlap between these two tracks is found in modeling the performance of stem-cell-seeded tissue engineered constructs. A very recent key achievement in Professor Prendergast‘s research has been to develop a theory for tissue differentiation and recently to apply in tissue engineering (Biomaterials, 2007) and to be invited to present this work as a Keynote lecture at both the World Congress of Biomaterials (held only every 4 years) and at the Tissue Engineering and Regenerative Medicine International Society (TERMIS) Conference, both held in 2010. Professor Prendergast is widely known internationally having held several high profile positions in national and international scientific societies (e.g. President of the European Society of Biomechanics, 2002-2004; and President of the European Alliance of Medical and Biological Engineering and Science, 2007). He has published more than 100 peer-reviewed journal papers and contributed to several well-known reference texts in biomedical engineering. He is on the editorial board of several journals, including the Journal of Biomechanics, Clinical Biomechanics, and the interdisciplinary Journal of the Royal Society: Interface.

[email: pprender@tcd.ie]

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10BALL IRELAND FACULTY MEMBERS

, BSc (Edin), PhD (Lond) Associate Professor in the Department of Physiology, School of Medicine and a Principal Investigator in the Trinity Centre for Bioengineering in Trinity College, Dublin. Prior to obtaining her academic post, she held a Health Research Board post-doctoral fellowship in TCD, and a Wellcome Trust doctoral position in the University of London. Her research interests are in neurobiology, and tissue engineering using mesenchymal stem cells.

[email: vacmpbll@tcd.ie]

, MA (Cantab), PhD (Cantab), ScD (Cantab), FTCD, FIEI, CEng Professor of Materials Engineering, School of Engineering and also a Principal Investigator in the Trinity Centre for Bioengineering, Trinity College, Dublin. He has a PhD from Cambridge University in Materials Science and a CEng from the Institute of Engineers of Ireland. He is the editor in chief of the Journal of the Mechanical Behavior of Biomedical Materials. His research interests lie in the prediction and analysis of failure in materials and components, including human bone and biomaterials as well as engineering materials.

[email: dtaylor@tcd.ie]

, BA, BAI, MSc, PhD Lecturer in Bio-Mechanical Engineering in Trinity College, Dublin. Prior to his current position in TCD he worked as a product development engineer in the medical device industry. For his PhD he worked on two EU fifth framework projects on tissue engineering, which formed part of his thesis on the mechanobiology of osteochondral defect repair. In May 2010, Dr. Kelly was awarded the President of Ireland Young Researcher Award by Science Foundation Ireland. His research interests are in mechanobiology and medical device design and testing.

[email: kellyd9@tcd.ie]

, BEng, MEng, PhD Lecturer in the Mechanical and Manufacturing Engineering Department at Dublin City University and Principal Investigator at the Trinity Centre for Bioengineering, TCD. She received her PhD on numerical modeling of cardiovascular stents and in-stent restenosis from Trinity College Dublin in 2004. She received her MEng degree on cardiovascular fluid mechanics from University of Limerick in 1999. Her research interests are in cardiovascular biomechanics, numerical modelling, arterial tissue testing and medical device design.

[email: caitriona.lally@dcu.ie]

, BDS, PhD, FACP, FTCD Professor of Restorative Dentistry in the School of Dental Science and a Principal Investigator in the Trinity Centre for Bioengineering. Prior to his appointment to Trinity College he was Head of the Gene Regulation and Expression Unit at the National Institute for Dental and Craniofacial Research in Bethesda, USA. Prof O‘Connell‘s current research includes the differentiation of mesenchymal stem cells and the early events around implant healing. He is also involved in collaborative projects on the development of novel implant surfaces.

[email: brian.oconnell@dental.tcd.ie]

, BA, BAI, PhD, CEng, MIEI Associate Professor in Anatomy in the Royal College of Surgeons in Ireland and Adjunct Associate Professor in Bioengineering in Trinity College Dublin and Principal Investigator in the Trinity Centre for Bioengineering. He heads one the largest tissue engineering/regenerative medicine research groups in Ireland. His research focuses on bone mechanobiology and osteoporosis, the development of novel scaffolds for tissue engineering and the influence of biophysical stimuli on stem cell differentiation. He is a reviewer for over 30 scientific journals, grant reviewer for agencies in Europe (FP7), UK, Australia, USA and Ireland as well an Editorial Consultant for the Journal of Biomechanics and Associate Editor (Tissue Engineering) for the Journal of the Mechanical Behavior of Biomedical Materials. He has been awarded a number of scientific honours including a Fulbright Scholarship (2001),

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11BALL IRELAND FACULTY MEMBERS Orthopaedic Research Society, New Investigator Recognition Award (2002), Science Foundation Ireland, President of Ireland Young Researcher Award (2004: €1.1 million), Engineers Ireland Chartered Engineer of the Year (2005) and a European Research Council Investigator Grant (2009: €2 million).

[email: fjobrien@rcsi.ie]

, BE, MA, PhD, CEng, MIEI, FTCD

Associate Professor of Mechanical Engineering at Trinity College where he has lectured since 1985. He is currently Head of Discipline of Mechanical & Manufacturing Engineering. He is a specialist in both numerical and experimental aspects of Acoustics and Vibration. One of his interests includes middle-ear vibro-acoustics where he has developed links with the Kungliga Tekniska Hogskolan and the Karolinska Institute, Stockholm and the Mater Hospital, Dublin.

[Email: hrice@tcd.ie]

, PhD, MBEMS, MEBEA Research Fellow of Trinity College at the CRANN-SFI Trinity Nanoscience Laboratory. He holds a PhD in Bioengineering from Trinity College and a full degree in Material Science and Engineering from Politecnico di Torino (Italy). His research interests are in Nanotechnology, Biophysics, Biomagnetism and Cellular Engineering. His main research work is focused on the understanding of the adaptative mechanisms of living cells and tissue when subjected to external stimuli. He is also interested in clinical and experimental biomechanics and biomaterials. In CRANN, Dr. Prina Mello also works as advisor in Nanoscience and Nanotechnology standard and policy in Ireland.

[email: prinamea@tcd.ie]

, BSc, PhD Dr. Gowran graduated from The Dublin Institute of Technology in 2003 with a BSc (Hons) in Biochemistry and

Molecular Biology. In 2008 she graduated with a PhD in Neuroscience from the University of Dublin, Trinity

College. Her early research indentified that the psychoactive component of cannabis, delta-9-tetrahydrocannabinol

induces apoptosis (cell death) in the immature brain and that cannabis like substances, called endocannabinoids which

are naturally present in the body, protect brain cells from dying when given a toxic insult. Following her PhD Dr.

Gowran worked as a Postdoctoral Research Fellow at Trinity College Institute of Neuroscience where she continued

her research on the effects of endocannabinoids on the differentiation, survival and migration of Mesenchymal Stem

Cells (the precursors to bone and cartilage etc.). In 2010, Dr Gowran was appointed a lectureship in the Department

of Physiology and is continuing to research the potential of endocannabinoids to provide neuroprotection in

Alzheimer‘s disease.[email: Hgowrana@tcd.ieH]

, PhD, FRCSI, FRCSEd, CEng, FIEI, HRHA

Graduate in science, medicine and engineering of the University of Dublin, a Fellow of the Irish and Edinburgh Royal Colleges of Surgeons and a Chartered Engineer. In 1995-6 he was a Fulbright Scholar at the Orthopaedic Biomechanics Laboratory, Beth Israel Hospital and Harvard Medical School. He is Professor of Anatomy at the Royal College of Surgeons in Ireland and Visiting Professor of Biomechanics and Tissue Engineering at Trinity College Dublin. He is currently Chair of the Executive Committee of the Trinity Centre for Bioengineering. His research interests are in bone remodeling, osteoporosis, functional anatomy, mechanobiology and tissue engineering and he is Past-President of the European Society for Engineering and Medicine.

[email: tclee@rcsi.ie]12B

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ALL IRELAND FACULTY MEMBERS

, MA, MSc, FRSA Senior Lecturer (retired officially 2010) of Mechanical & Manufacturing Engineering, Trinity College, Dublin. He has over forty years experience in various fields of engineering research and engineering design. His interest in bioengineering grew out of design work for the development of assistive devices for the disabled. His current research interests are in impact biomechanics and the properties of human skeletal muscle and other soft tissues.

[email: clyons@tcd.ie]

BA, BAI, PhD, MIEI

Dr. Nowlan received her doctorate in Bioengineering from Trinity College Dublin, Ireland and completed a

postdoctoral fellowship in the Developmental Biology laboratory in the Zoology Department in TCD. In 2008, she

was awarded a Fulbright Scholarship with which she spent six months in Boston University as a visiting researcher.

She currently holds a senior postdoctoral fellowship at the Centre for Genomic Regulation (CRG) in Barcelona,

Spain. Her research focuses on the mechanobiology of embryonic skeletal development, and her methodologies

combine the use of animal and computational models. In particular, she is interested in how intrauterine movement

affects the formation of bones and joints.

, BA, BAI, PhD, MIEI Dr. Buckley is currently a Research Fellow of Trinity College at the Trinity Centre for Bioengineering. He graduated with a degree in Mechanical Engineering in 2001 and was awarded a PhD in 2007 for his work focusing on the development of scaffolds for bone tissue engineering. His main research area focuses on the influence of biophysical stimuli on neocartilage tissue formation for the repair of osteochondral defects. Other research areas include design and development of bioreactor based systems, effect of nutrient concentrations on cellular activity and metabolism, biomaterial interactions and 3D scaffold construct technology for tissue engineering applications.

[email: conor.buckley@tcd.ie]

, BE, MBA, MSc, CEng, FIEI Visiting Lecturer in the Department of Mechanical Engineering and a Principal Engineering Advisor in the Health Service Executive. He is Chairman of the Scientific Advisory Committee on Medical Devices, Irish Medicines Board. He is a chairman of the NSAI Health Care Standards Consultative Committee and represents Ireland at the Advisory Board for Healthcare Standards in Europe. He is a member of the ETCI TC10 Committee and chairs the wiring rules sub-committee. His research interests are in medical device regulation and standards, risk analysis, and health technology assessment.

[Email: higginw@tcd.ie]

, BSc, MSc, PhD (UL) Lecturer in Materials Science at the University of Limerick. Prior to this, he worked as a Technical/Development Manager at Phoenix Shannon PLC. His current research interests include the development of machinable ceramics for dental and engineering applications, the composition structure property relationships in dental restorative glass ionomer cements and castable glass-ceramic dental restorative systems.

[Email: eamonn.debarra@ul.ie]

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3BALL IRELAND FACULTY MEMBERS

MSc; DPhil; CEng; MIEE

Prof. Coffey is a chartered engineer, he holds an M.Sc from City University, London and a D.Phil from the University of Ulster, Ireland. He has held his current position of Professor of Electronic and Computer Engineering at the University of Limerick, Ireland, since 1998. He is also the founder and director of the Data Communication Security Laboratory at the University of Limerick. Professor Coffey has published over 100 scientific publications in internationally accredited journals and conferences and he has supervised over 40 PhD/Masters students to completion. Since the late 1980s, he has undertaken over 20 collaborative research projects as principal investigator. His work has been funded by twelve multi-national companies, Irish (such as: Irish Research Council for Science Engineering and Technology, Enterprise Ireland, Forbairt, Eolas and National Board for Science and Technology) and European development agencies.

[Email: tom.coffey@ul.ie]

, BA, BAI, DPhil Senior Lecturer and Head of the School of Engineering: Electrical, Electronic & Mechanical, at University College Dublin. Following his BAI (TCD, 1985) in Mechanical Engineering, he received his D.Phil degree from the University of Oxford in 1990 for doctoral work entitled ―Mechanics of the Knee Joint‖. Following a period of nine years within the orthopaedic industry, he joined UCD in December1998. He is currently responsible for the design of bioengineering curricula at undergraduate level and also contributes to post-graduate taught masters courses. He is Director of the Bioengineering Research Centre within Mechanical Engineering and is a principal research contributor and Board member within the Trinity Centre for Bioengineering, University of Dublin. His primary research interests are in the fields of musculoskeletal modeling and anthropometrics, medical device design and design process methodologies.

[Email: david.fitzpatrick@ucd.ie]

, BE, PhD Lecturer in Electrical and Electronic Engineering in the School of Electrical, Electronic and Mechanical Engineering, University College Dublin. Before joining UCD, she spent five years as a post-doctoral researcher and then research scientist in the Dept. of Physical Medicine and Rehabilitation, Northwestern University and the Rehabilitation Institute of Chicago. Her research involves the exploration of nerve and muscle activity through a combination of mathematical modelling and experimentation to improve our understanding of neuromuscular activity in healthy and diseased states.

[Email: madeleine.lowery@ucd.ie]

BSc MSc PhD CEng CSci MIMMM MIoN Lecturer in Advanced Materials at the UCD School of Electrical, Electronic and Mechanical Engineering. Following his BSc in Materials Science (UL, 1995) and an MSc in Physics (London, 1996) he obtained a PhD for his work on biomedical glass-ceramics (UL, 2000). He formerly held a lecturing post at the University of Limerick where he taught biomaterials on the MSc Biomedical Engineering course. His research is primarily concerned with bioceramics, crystallisation of inorganic solids and biological interactions between nano-particles and nano-structured surfaces.

[Email: kenneth.stanton@ucd.ie]

BE MSc PhD

Edmund is a Postdoctoral Research Fellow in the Trinity Centre for Bioengineering and Trinity Institute of Neuroscience. Prior to undertaking a PhD in UCD, he worked as a silicon design engineer for a Dublin-based company, a primary school teacher for children with learning difficulties and a research scientist at MIT's Media Lab Europe, carrying out research in the areas of attention and brain-computer interfacing. On completing his PhD in biomedical engineering he moved to New York to work as a postdoctoral research fellow in the Cognitive

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3BALL IRELAND FACULTY MEMBERS Neurophysiology laboratory at the Nathan Kline Institute for Psychiatric Research. He returned to Ireland and to TCD in September 2008 as an IRCSET Government of Ireland Postdoctoral Research Fellow.

[Email: Hedlalor@tcd.ieH]

BA PhD Robert is a Postdoctoral Research Fellow in the Trinity Centre for Bioengineering. He was awarded a 1st class honours in applied psychology from University College Cork in 2001 and received his PhD in psychology from National University of Ireland, Maynooth in 2004. He previously worked as a Research Fellow in University College Dublin. Dr Whelan's current research focuses on measuring brain function in neurological disorders (such as Parkinson's disease, dystonia, essential tremor and multiple sclerosis) using high-density electroencephalography (EEG) and functional magnetic resonance imaging (fMRI). He also works on developing methods for automated analysis of EEG data.

[Email: robert.whelan@tcd.ie]

BA PhD Dr Bruce Murphy is a lecturer in Biomedical Engineering at the Department of Mechanical and Manufacturing Engineering. Prior to this position he directed a vascular medical device design group at NUI Galway. One of the technology outputs from this group has been licensed into a start-up biomedical company based in Galway. He won

the Entreprise Ireland One to Watch Award in 2009. Research interests are mitral valve regurgitation, local

therapeutic delivery to diseased blood vessels, force focused angioplasty and vascular tissue engineering.

[Email: bruce.murphy@tcd.ie]

16B

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COURSE ADMINISTRATION ALL-IRELAND M.Sc. BIOENGINEERING

41BTrinity College Dublin

42BUniversity of Limerick

43BUniversity College Dublin

44BNational College of Art and Design

Course Administrator : Ms June O‘Reilly Contact Address: Printing House, Trinity College, Dublin 2.

Telephone: +353-1-8964214 Email: tcbe@tcd.ie

Course Administrator : Ms Grainne Geary

Contact Address: Office B3027, Mechanical & Aeronautical Engineering Dept,University of Limerick, Castletroy, Limerick

Telephone: 061-202544

Email : gra inne.geary@ul. ie

Course Administrator : Mr Oran O‘Rua Contact Address: School of Electronic, Electrical and Mechanical

Engineering, UCD, Dublin

Telephone: +353-1-7161787 Email: oran.orua@tcd.ie

Course Administrator : Mr Paul Fortune Contact Address: Department of Industrial Design,

National College of Art and Design, 100 Thomas Street, Dublin 8

Telephone: +353-1-6364272

Email: fortunep@ncad.ie

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22B14BCOURSE REGULATIONS The complete set of regulations is set out in the HUniversity CalendarH. Copies are held in the College Library, Enquiries Office, and all academic and administrative offices. A copy can be purchased in the Library Shop. Some of the more relevant sections are summarised in the following sections.

116B

Attendance, non-sat isfactory attendance and course work

Please note the following extract from the university calendar: ―For professional reasons, lecture and tutorial attendance in all years is compulsory in the School of Engineering.‖ Attendance at practical classes is also compulsory. All students must fulfill the requirements of the Course Committee with regard to attendance and course work. Students whose attendance or work is unsatisfactory in any year may be refused permission to take all or part of the annual examinations for that year. Where specific attendance requirements are not stated, students are non-satisfactory if they miss more than a third of a required course in any term. At the end of the teaching term, students who have not satisfied the Department, School or Course Committee requirements may be returned as non-satisfactory for that term. In accordance with the regulations laid down by the University Council non-satisfactory students may be refused permission to take their annual examinations and may be required to repeat their year. Further details on the academic regulations concerning attendance, non-satisfactory attendance and course work are given in the University Calendar on the Graduate Studies website. Please note that you must attend the particular tutorial and laboratory sessions to which you have been assigned.

117B

Collaboration, individual work & plagiarism

It is important to realise that the submitted work must be your own, and not taken verbatim from the internet or other sources. To do so may be plagiarism, which is a serious offence. Plagiarism is, simply put, the act of presenting the work of others as your own without acknowledgement. The last two words are crucially important. The advancement of knowledge in any field relies heavily on the work of peers and previous workers. Formal acknowledgement of their contribution not only gives them due credit for their work but adds to the strength of your results and arguments. The regulations governing plagiarism are presented in the calendar and you should read them. In summary, plagiarism can arise from actions such as:

- Copying another student‘s work.

- Enlisting another person or persons to complete an assignment on the student‘s behalf.

- Quoting directly, without acknowledgement, from books, articles, or other sources, either in printed, recorded or electronic format.

- Paraphrasing, without acknowledgement, the writings of others.

Turnit in

Students must submit their thesis to TurnItIn which is the standard in online plagiarism prevention. It instantly identifies papers containing unoriginal material from over 40 Million Student Papers, 12 Billion Web Pages, over 10,000 newspapers, Magazines & Scholarly journals and Thousands of Books. Turnitin allows educators to check

15B

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COURSE REGULATIONS students‘ work for academic integrity by searching for improper citation or potential plagiarism by comparing it against continuously updated databases using the industry‘s most advanced search technology. Every Originality Report provides instructors with the opportunity to teach their students proper citation methods as well as to safeguard their students‘ academic integrity. Turnitin is also web Based so compatibility between different computers and operating systems isn‘t a problem. TurnItIn can also be used for the following: Peer Review: Students can review and respond to their classmates' work online and also encourages collaborative learning and improving student writing GradeMark: The ability to mark student work in a unique, paperless environment and view assessment over time GradeBook: A tool that enables instructors to manage grades and assignments online Student FAQs on Turnitin: What if Turnitin finds text matches in my paper? Turnitin determines if text in a paper matches text in any of the Turnitin databases. The service does not detect or determine plagiarism – an instructor needs to make that call based on the matches shown in the Originality Report. Indeed, the text in the student's paper that is found to match a source may be properly cited and attributed. It is recommended that instructors carefully review the Originality Report before making any determination of plagiarism. Such determinations of plagiarism require human judgment, and instructors and students alike should understand their institution's academic integrity policies before turning in written assignments. Who can see my paper? Only the instructor, and possibly a TA assigned to the course, can see a student's paper. If a match is found between the student's paper and another student's paper, the instructor can request the matching paper from the other student's instructor. That instructor then decides whether to share the matching paper depending on the circumstances. The only exception to this rule is in the case of peer review assignments Does Turnitin violate student copyrights? No - student works are the property of the student, and are copyrighted and protected. iParadigms, LLC (the parent company of Turnitin) makes no claim of copyright to any of the works submitted to the Turnitin system.

15B

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COURSE REGULATIONS

48BResults

Students are required to pass all modules of the course. TCD does not award grades to M.Sc. degrees.

118BPostgraduate Diploma in Bioengineering

Candidates who do not proceed to the dissertation, or who have failed their dissertation but have passed all the required modules and research methods module, may, on the recommendation of the examiners, be awarded a Postgraduate Diploma in Bioengineering. Both the examinations and the dissertation are subject to external moderation. Any student awarded the postgraduate diploma automatically forfeits the possibility of being awarded the M.Sc. at any later stage.

119BRegulat ions for re -checking/remarking of Examination Scripts

i) All students have a right to discuss their examination and assessment performance with the appropriate members of staff as arranged for by the Course Coordinator. This right is basic to the educational process. ii) Students‘ examination performance cannot be discussed with them until after the publication of examination results. iii) To obtain access to the breakdown of their results students should make a request to the Course Coordinator. iv) Having received information about their results and having discussed these and their performance with the Course Coordinator and the appropriate staff, students may ask that their results be reconsidered if they have reason to believe:

- that the grade is incorrect because of an error in calculation of results,

- that the examination paper specific to the student‘s course contained questions on subjects which were part of the course prescribed for the examination, or

- that bias was shown by an examiner in marking the script. In the case of the above, the request should be made to the Course Coordinator. Once an examination result has been published it cannot be amended without the permission of the Course Coordinator.

120BCommendation for Projects

The Course Committee, in consultation with the External Examiner, may award a commendation for projects of

exceptional merit.

Should you have any queries regarding regulations and guidelines that apply to postgraduate students at Trinity,

please consult the Graduate Studies website Hhttp://www.tcd.ie/Graduate_StudiesH or Part 2 of the University

Calendar which can be viewed Hhttp://www.tcd.ie/calendar/part2/H. This Calendar contains all information

concerning graduate studies in Trinity College, Dublin.

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RECOMMENDED READING MATERIAL

Developments in bioengineering and medical technology have led to spectacular progress in clinical medicine. As a result, increased numbers of courses are available in the area of bioengineering and clinical technology. These often include modules dealing with basic biological and medical sciences, aimed at those taking up these studies, who have a background in engineering. To date, relatively few participants from medicine have taken up courses in biomedical engineering, to the detriment of scientific exchange between engineers and medics. The European Society for Engineering and Medicine (ESEM) aims to bridge the gap between engineering and medicine and biology. It promotes cultural and scientific exchanges between the engineering and the medical/biological fields. This primer consists of a series of First Step chapters in engineering and is principally presented for those with a medical or biology background who intend to start a MSc programme in biomedical engineering, and for medics or biologists who wish to better understand a particular technology. It will also serve as a reference for biomedical engineers. Written by engineers and medics who are leaders in their field, it covers the basic engineering principles underpinning: biomechanics, bioelectronics, medical informatics, biomaterials, tissue engineering, bioimaging and rehabilitation engineering. It also includes clinically relevant examples. Available in Trinity College library, the Primer can also be purchased online at Hwww.iospress.nlH or HTo purchase click here

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23BCAREERS IN BIOENGINEERING

58BWhere are the jobs?

The medical device and diagnostic industry continues to be a vibrant growth sector and a cornerstone of the Irish economy. Circa 160 companies are involved in developing, manufacturing and marketing a diverse range of products and services from disposable plastic and wound care products to precision metal implants including pacemakers to microelectronic devices, orthopaedic implants, diagnostics, contact lenses and stents. Some key facts/ figures:

There are currently over 160 medical technology companies in Ireland, exporting €6.8b worth of product annually and employing 24,000 people - the highest number of people working in the industry in any country in Europe, per head of population.

Exports of medical devices and diagnostics products now represent 8% of Ireland‘s total merchandise exports; and growth prospects for the industry globally remain good.

Many of the world‘s top medical technology companies have invested significantly in Ireland and a number of exciting, research-based, indigenous companies are emerging and competing internationally.

Over 90 of the companies in the sector are indigenous (ref Enterprise Ireland)

The Irish government has identified the medical technology sector as one of the key drivers of industrial growth for the future and provides a wide range of supports to encourage and foster this growth.

The medical technology industry in Ireland is changing from being prominently manufacturing to being more complex and driven by R&D. It now involves intensive collaboration between a broad range of partners, including research institutions, clinicians, manufacturing companies and government agencies.

Ireland is well placed to capitalise on the growing global market for medical technology products and services. The challenge is to continue to develop and integrate the broad range of strategic competencies and support systems that will enable this island to compete as a mature, high value added economy, with innovation at its core.

Employment in the bioengineering industry in Ireland has grown to the level where the industry now directly

employs over 12,000 people in Ireland, of which up to 20% are graduate engineers and scientists (see Hwww.ida-

ireland.ieH). The engineer working in this industry needs to be both technically competent and capable of integrating

those aspects of biology and medicine related to the medical device. Many bioengineers are involved in applying

science and engineering knowledge to the manufacture of medical products.

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24BCAREERS IN BIOENGINEERING

Finding Opportunities: recommended resources

www.tcd.ie/Careers www.gradireland.com www.prospects.ac.uk Jobs websites such as www.meddevicejobs.ie/www.biotechnologyireland.com/www.irishjobs.ie/ www.monster.ie/ Professional Bodies IMDA, IEI www.ibec.ie/Sectors/IMDA www.iei.ie Graduate Employer Careers Fairs: RDS in June and October http://www.gradireland.com/Jobs CAS surveys on pharmaceutical, chemical & bio industry, medical devices, http://www.tcd.ie/Careers/resources/occupations/ FAME Directory Journals

59BBut…….. Not all jobs are advertised so you need to use c reative approaches

Using your networks for information/ advice and opportunities Information and advisory interviews Taking the stepping stone approach Scanning media Letting people know you are looking Professional networks – organisations, journals Work shadowing Training in area related to your target Speculative applications to employers

And make use of your network

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18BCAMPUS MAPS ALL-IRELAND M.Sc. in BIOENGINEERING

49BTrinity College Campus

50BSECURITY AT TCD

24 hour Security Centre contact number is 01-8961317 and the emergency number is 01-8961999

51BUseful Websites at TCD:

Trinity Centre for Bioengineering: www.tcd.ie/bioengineering

School of Engineering website: www.tcd.ie/Engineering/

Mechanical Engineering website: www.tcd.ie/mecheng

Graduate Studies website: www.tcd.ie/graduate_studies

Sports: www.tcd.ie/sports

Student Counseling: http://www.tcd.ie/Student_Counselling/

52B

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21BCAMPUS MAPS ALL-IRELAND M.Sc. in BIOENGINEERING

University of Limerick Campus

1. Castletroy Park Hotel & Conference Centre 2. Plassey Student Village 3. Main University Entrance 4. International Science Centre 5. Robert Schuman Building 6. International Business Centre 7. Computer Science Building 8. Silver Apples Creche 9. Glucksman Library & Information Services Building 10. Foundation Building & University Concert Hall 11. Engineering Research Building & Millstream Courtyard 12. Dromroe Student Village 13. Thomond Student Village 14. Health Sciences Building 15. Cappavilla Student Village (opening 2006) 16. Horticultural Unit

17. Kilmurry Student Village 18. University Arena & 50 metre pool 19. The Sports Club 20. East Gate Entrance 21. Salesian RC Church 22. Grounds/Maintenance Compound 23. Schrodinger Building 24. Materials & Surface Science Institute 25. Kathleen Lonsdale Building 26. National Coaching & Training Centre 27. Sports Building 28. Plassey House & University Close 29. Main University Building 30. Student Centre

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19BCAMPUS MAPS ALL-IRELAND M.Sc. in BIOENGINEERING

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21BCAMPUS MAPS ALL-IRELAND M.Sc. in BIOENGINEERING

53BNational College of Art and Design

The National College of Art and Design is situated at 100 Thomas Street, about 5 minutes walk from Christchurch Cathedral and 15 minutes from Trinity College. There is limited car parking in the College - use the rear entrance along Oliver Bond Street. If the College car park is full, there is pay-and-display street parking on Oliver Bond Street. There is also an NCP car park on Oliver Bond Street, close to the intersection with Bridgefoot Street. There is a limited canteen service in the College but there are several cafes in the immediate vicinity.

Public Transport Links The college is well served by public transport. Dublin Bus operate 4 services through Thomas Street: 51B, 51C , 78A, 123 and 206 . In addition Dublin Bus operates the 90 Railink service from both Connolly and Tara Street rail stations. This bus stops at the Statoil filling station on Usher's Quay, to the rear of the college. The new HLuasH tram system passes close by, the nearest station being Smithfield, at Phoenix Street North. There are also stops at James's Hospital and Heuston station The college is also a short, 10 minute walk from Heuston station which operates routes to and from Cork, Tralee, Limerick, Waterford, Ballina/Wesport, Galway, Kildare and Clonmel.

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