text:
(Centrality to Mission/Validation Context)
Describe why and when the program was created.
(150-word limit)
The Mechanical Engineering program was created at the conception of the College of Engineering in Fall, 1957 to serve the needs of local and state high-tech industries and the people that work or wish to work in those areas. Mechanical Engineering is one of the most general branches of engineering. A mechanical engineer requires a broad knowledge in many fields. The breadth and flexibility of a mechanical engineer's education provides a wide choice of careers and allows movement into a variety of engineering areas to better meet the challenges of an ever changing world. Mechanical Engineering's contributions are continually evolving to meet new challenges in technical areas such as aerospace, environmental, energy systems, machine design and manufacturing, biotechnology, robotics, and others. Mechanical Engineers work in industry, business, government, law and medicine. They are involved in research, development, design, testing, production, operation, maintenance, marketing, sales, administration, management and education.
The purpose of this question is to establish the history and context of the program-its original goal and/or focus. We are interested in the evolution of the nature and character of the program.
Criterion 1.1: Internal and external demand for the program:
Demand for a program will be recognized at different levels. In some cases a program's demand may be represented by the trend in the number of applicants each year or while other program's demand may be better represented by recognizing courses taught as service or general education for the larger University population.
Indicator 1.1.1
Number of students enrolled in the program:
(Value provided by the Administration)
It is recognized that some programs categorize students according to major while other programs categorize students by options. Double majors do not constitute a significant number of students.
Indicator 1.1.2
External Demand- Total number of applications each year for the program:
First time Students Fall
First-time Students Winter
First-time Students Spring
New Transfers Fall
New Transfers Winter
New Transfers Spring
These data may be used to understand the overall external demand for a program.
Indicator 1.1.3
Annual admits to the program:
First-time Students Fall
First-time Students Winter
(Value provided by the Administration)
These data may be used to understand the show rate of students accepted/enrolled.
Indicator 1.1.4
New student enrollments in program:
First-time Students Spring
New Transfers Fall
These data may be used to establish how effective a program is in enrolling perspective students. Low numbers could be used as a justification for additional resources.
Indicator 1.1.5
List the degree options and the number of students in each. (Fall 2005)
(Value provided by the Administration)
Indicator 1.1.6
Internal Demand: (Fall 2005)
FTE taught in General Education
FTE taught in Service Courses
Total FTE Taught By Program
Please note that service courses are defined as those courses consisting of 50% or more students outside the major. These data may be used to support a program's internal demand as an integral part of the University Mission.
(Optional) If appropriate, please comment on the internal demand data
(100-word limit)
The internal demand for the Mechanical Engineering program is evidenced by the number of courses taken by students from other engineering departments. The ME program has in the past and continues to act as the primary provider of service courses for the College of Engineering. In addition to the MEs, students from Chemical, Civil, Industrial and Manufacturing, Aerospace, and Electrical and Computing Engineering take some of the following courses: ME 214, ME 215, ME 217, ME 218, ME 301 and ME 311.
Indicator 1.1.7
Describe the profile of incoming students: (Fall 2005)
First-time Student GPA
Mean/Median GPA (Value provided by the Administration)
First-time Student SAT scores
(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)
First-time Student ACT scores
(Total Math and Verbal) Mean score/25 th and 75 th percentile scores (Value provided by the Administration)
First-time Student GRE scores
(Total Math and Verbal) Mean score/25 th and 75 th percentile scores (Value provided by the Administration)
First-time Student Gender
First–time Student Ethnicity
Transfer Student GPA
Mean/Median GPA (Value provided by the Administration)
Transfer Student SAT scores
(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)
Transfer Student ACT scores
(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)
Transfer Student GRE scores
(Total Math and Verbal) Mean score/25% and 75% 25th and 75 th percentile (Value provided by the Administration)
Transfer Student Gender
Transfer Student Ethnicity
These data are intended to provide information about both the diversity and excellence of students in the program.
(Optional) If appropriate, please comment on the external demand data
(100-word limit)
Mechanical Engineering attracts a diverse cross-section of students to its program. These represent some of the best students coming to Cal Poly Pomona. As an example, the 4-year University Scholarships have been awarded to 17 incoming students, three from engineering, and two of those are Mechanical Engineering students. The number of new students entering the Mechanical Engineering program has approximately doubled in the last five years. The department would like to attract more female students to the program.
Criterion 1.2: Essentiality of
the Program:
Indicator 1.2.1
How does this program contribute to meeting the educational
needs of the campus, region, and/or state?
(200-word limit)
The Mechanical Engineering program contributes to the advancement of learning and knowledge by linking theory and practice through a blend of lecture courses mated with laboratory experiences. The program prepares a diverse student population to engage in life long learning and careers in a changing, multicultural world. Industry actively recruits students from our program because of their history of finding successful engineers here. They prefer to hire engineers from our program because our students are well prepared to enter and immediately contribute in their companies.Students from the ME program score very well on the national Fundamentals of Engineering (FE) exam, the first step in professional registration. In recent years, Cal Poly Pomona ME students have scored above both the state and national averages on the FE exams.Examples in which the program addresses the goals of the campus as follows:1. Faculty participation in workshops/conferences to promote excellence in teaching, learning, and educational programs2. Pursuit of external funding sources to enhance effective acquisition, planning, and management of resources3. On-going faculty consulting activities, and research and development, continues to promote and enhance research, scholarly, professional, and creative activities4. Continued upgrading of the program¿s lab facilities, use of pro-active academic advising and orchestration of student/faculty social activities to enhance support for students5. Use of collaborative student interdisciplinary projects to improve the campus environment6. Use of Service Learning projects, advisory committees and volunteer lecturers to increase community involvement
Please consider the fundamental knowledge and skills, what makes the program unique,
and/or how it addresses employment or market needs.
Criterion 1.3: Support
of the polytechnic mission of the university and support for campus-wide programs
and priorities
Indicator 1.3.1
Describe how the program promotes "learn by doing" activities.
Give evidence and examples of how these activities are embedded in the program curriculum.
(150-word limit)
The "learn by doing" philosophy is realized by the Mechanical Engineering program in many facets including the use of labs to support lectures, the use of captone design experiences for senior level projects, the participation of students in clubs such as the Society of Automotive Engineering, American Society of Mechanical Engineering and the Solar Vehicles clubs. The following is a listing of the required lab courses embedded within the program which promote the "learn by doing" pedagogy: ME 100L, ME 224L, ME 232A, ME 233L, ME 313L, ME 325L, ME 350L, ME 406A, ME 418L, ME 435L, ME 439L, EGR 481/EGR 492, MFE 126L, MFE 201L, CHM 121L, CHM 122L, PHY 131L, PHY 133L, ECE 231L, (cf. Cal Poly 2005-2007 catalog). This partial listing totals 22 units of the undergraduate degree experience, comprising approximately 11% of the student's degree requirements.
List Service Learning
Courses and the communities or organizations that have been affected (See University
definition of designated Service Learning Courses) (04-05)
"FIRST Robotics: A Service Learning Partnership with West Covina High School," Travis Covington, Kevin Gasperini, Kirk Oden, Fall 2004-Spring 2005. Academic advisors Dr. Anderson, Dr. Mariappan, Dr. Fan. West Covina high school students were mentored by undergraduate Mechanical Engineering students to foster engineering studies in the K-12 and to promote partnerships with Cal Poly Pomona.Mariappan, Fan and Monemi, 2005, Service Learning Projects - Design for Extreme Affordability, Service Learning Conference, Cal Poly Pomona, CA.
In light of the Cal Poly Pomona mission to link theory and practice, please outline
how this program integrates this goal. List or describe service learning courses.
Indicator 1.3.3
Describe how the program supports campus-wide priorities/initiatives
such as Teacher Preparation, Honors Program, Life Long Learning and Interdisciplinary
(150-word limit)
The ME department has had two faculty members involved in the Honors program. Campus-wide life long learning and interdisciplinary teaching is supported directly by the ME program (largest program on campus) requiring our students to take approximately 37% of their degree in GE courses. Teacher preparation is supported in the capacity of our faculty attending and offering workshops, engaging in faculty development center activities, etc.
Criterion 2.1: Learning assurance
This section informs the Prioritization and Recovery Planning Committee of the program's
achievements in supporting the university goals to promote, enhance and/or improve:
teaching, learning, and educational programs; research, scholarly, professional,
and creative activities; support for students; the campus environment; and, to increase
community involvement.
The information adds to a better understanding of the relationship of department
activities to the success of the university in meeting its mission.
Indicator 2.1.1
Number of full-time & part-time faculty serving the program:
(Fall 05)
Number of full-time faculty
FTE lecturers
Please include changes or trends
that may be relevant to these data. Also describe policies and practices for
role of lecturers that may be relevant to the discipline or market conditions.
(150-word limit)
The Mechanical Engineering program relies heavily on support of it's teaching load by non-tenured or tenure-track faculty. The program has a total of 15 TT and tenured faculty as of Winter Quarter 2006. The program also has 3 FT lecturers; two teaching 15 units and one teaching and supervising the student projects lab. In addition, there are 10 PT lecturers teaching in spring 2006. FT and PT lecturers are great for the efficiency of the program; however, they do not advise students nor contribute to the advancement of the program as do the T and TT faculty.
Indicator 2.1.2
Percentage of FTE instruction provided by tenure and tenure
track faculty in the upper division/ graduate courses in the major: (Fall 05)
Tenure/Tenure Track (Upper division courses)
Lecturer (Upper division courses)
Tenure/Tenure Track (Graduate, Professional, Credential courses)
Lecturer (Graduate, Professional, Credential courses)
Please include changes or trends
that may be relevant to these data. Also describe policies and practices for
(150-word limit)
The BSME program has witnessed amazing growth in student enrollment over the last five years. Although the program successfully recruited three tenure-track faculty members last year, there is an overall deficiency in the availability of faculty to adequately support the growing demand. Planned retirements and faculty development activities will continue to exacerbate the faculty shortage. Students enrollments are expected to continue to increase, therefore additional faculty need to be hired.
Student-faculty ratio in the program: (Fall 05)
To 1
It is recognized that some faculty members serve multiple programs. The Dean will
assist programs in establishing the ratio.
Indicator 2.1.4
Major/Faculty (Serialized Faculty) Ratio: (Fall 05)
To 1
It is recognized that some faculty members serve multiple majors. The Dean
will assist programs in establishing the ratio.
Indicator 2.1.5
Average class
size: (Fall 05)
Please provide comments about specific class sizes that may
be related to accreditation or space limitations.
(100-word limit)
Laboratory classes in Mechanical Engineering have traditionally been limited to 16 students per lab due to limitations in equipment. The recent increase in students has put a burden on the lab courses which can not be adequately supported. Additional equipment, technician support and faculty are needed to improve the situation.
Indicator 2.1.6
Describe the status of student learning outcome assessment
(150-word limit)
In Fall 2005, the Mechanical Engineering program was successfully visited and reviewed by it¿s accrediting agency, ABET. A full six year accreditation is expected. ABET uses an outcomes based assessment process. The ME program uses ABET input along with its Industry Advisory Committee feedback as well as results from the national Fundamentals of Engineering Exam as metrics to monitor program quality and integrity. The ME program has had a plan in effect for seven years and has made adjustments several times based upon assessment data.
Describe whether you are developing a plan, implementing a plan, evaluating data,
or using data to affect the program.
Indicator 2.1.7
Describe how the program's curriculum or teaching pedagogy
has changed as a result of internal or external assessment.
(200-word limit)
Based upon assessment results, the BSME program¿s pedagogy did not need overall significant changes. However, some implementation details were refined. The curriculum has been modified to place emphasis on the industrial trend of increased systems level engineering. Examples of this include the mandatory enrollment in ME 439, ME 406/A among other courses. In addition, ABET assessment has encouraged the department to add "Design Experiments" as an experiential topic in two required classes (ME 340 and ME 435).
You may include interactions with stakeholders, advisory boards, etc.
Criterion 2.2: Preparation of students
for a diverse/global community
Indicator 2.2.1
Describe courses/experiences related to global and/or diversity
issues that are available to students.
(150-word limit)
Courses which Mechanical Engineering program students are required to take include the following:EGR 402 Ethical Considerations in Technology and Applied Science (4)EGR 403 Capital Allocation Theory (4)GE Area C2 Philosophy and Civilization (4)GE Area D2 Principles of Economics EC 201 or EC 202 (4)GE Area D3 Political Sociology SOC/PLS 390 (4)GE Area E Lifelong Understanding (4)EGR 481/EGR 482 Capstone Senior Design Experience (2/2)These 28 units comprise approximately 14% of the undergraduate ME student¿s degree.
These could be on or off campus experiences international travel etc.
Diversity of the Faculty:
Male (Fall 05)
Female (Fall 05)
Black, non-Hispanic (Fall 05)
American Indian/Alaskan Native (Fall 05)
Asian/Pacific Islander (Fall 05)
Hispanic (Fall 05)
White, non-Hispanic (Fall 05)
Nonresident alien (Fall 05)
Race/ethnicity unknown (Fall 05)
Please describe policies and practices or current efforts
to address the diversity of the faculty serving the program.
(150-word limit)
The ME program currently has 2 female faculty members - one full-time tenured and one part-time. Dr. Angela Shih has chaired the department search committee for the past three searches and will again chair this year's search efforts. The search procedure follows university guidelines. The full time and FERP faculty include one Russian, three Iranians, one Indian (from India), one Korean, and three Chinese. The department seeks to hire the most qualified person for the open position.
Criterion 2.3: Faculty research
and creative activity
Indicator 2.3.1
List faculty peer reviewed publications and creative activities: (Years 03-04, 04-05, 05-06)
Department wide
Due to space limitations, below is a small sampling of program activities.D.B. Flowers and K.R. Anderson "Numerical Simulation of Conduction Heat Transfer in a System of Slowly Rotating Concentric Shells Separated by Small Annular Gap Distances", Numerical Heat Transfer, Part A, Vol. 46, Issue 9: 1-17, 2004. Richard Getze and Kevin R. Anderson "Boundary Layer Analysis Toolkit" Computational Fluid Dynamics Journal 13(1):11 April 2004 pp. 100-109. "Using NI-ELVIS in the ME 340 and ME 435 Labs in Mechanical Engineering" Dr. Kevin R. Anderson and Dr. Angela Shih, ASEE PSW Regional Conference, April 20-21, 2006, California State Polytechnic University at Pomona."Electrochromic Radiators for Microspacecraft Thermal Control", Anthony Paris and Kevin Anderson, NASA JPL, SSC05-VIII-11, 19th Annual AIAA Utah State University Conference on Small Satellites, Logan, UT, August 8-11, 2005Fan, Mariappan, and Monemi, 2005, Enhancing Experiential learning Pedagogy with Interdisciplinary Engineering Service learning Activities , NCUT, Beijing , China Mariappan, Fan and Monemi, 2005, Enhancing Authentic Learning Experiences Through Service Learning, ASEE Pacific South West Regional Conference, Loyola Marymont, Los Angels, CA Mariappan, Fan and Monemi, 2005, Engineering Service Learning and Entrepreneurship Opportunities, NCIIA 9th Annual Conference, San Diego, CA Mariappan, Shih, and Schrader, 2004, Use of Scenario Based Learning in Teaching Statics, Session 2666, ASEE Annual Conference, Salt Lake City , Utah. Shih, and Mariappan, 2004, Scenario-Based Learning Approach in Improving Undergraduate Engineering Education, ASME International Mechanical Engineering Congress and Exposition, Anaheim, CA, November. Ramachandran, Farrell and Mariappan, 2000, A Multidisciplinary Control Systems Laboratory , ASEE Annual Conference and Exhibition, St. Louis , Missouri , Session 1526, June 18-21. Research RelatedMariappan, 2006, Concept Evaluation Using Payoff Tables , submitted for ASME Design Technical Conf., Philadelphia , PA Mariappan, 2006, An Interactive Software Tool for Developing E-Learning Simulations , submitted for ASME Computers and Information in Engineering Conf., Philadelphia , PA M.S. Qatu, and A.G. Rezaei, "Industrial Based Senior Projects in Engineering Curriculum," International Journal of Innovation and learning, Vol. 1, No4, 2004.Rezaei, A.G," Problem Solving and Analysis Tools," invited speaker, Specialists Annual Technical Conference, Toyota Motor Manufacturing West Virginia (TMMWV), Horicane, West Virginia, October 10, 2004.Rezaei, A.G., " Teaching engineering concepts through the use of modern computational tools," Proceedings of the American Society for Engineering Education/NCS Annual Spring Conference , Kalamazo, Michigan, April 1-3, 2004. Rezaei, A.G., M. Sathyamoorthy, " Industry/University Partnership-Challenges and Lessons Learned," Proceedings of the American Society for Engineering Education/NCS Annual Spring Conference , Kalamazo, Michigan, April 1-3, 2004.Rezaei, A.G., Davari, A," Teaching Vibration and Control courses using Animation, Simulation, and Experimentation," accepted to the American Society for Engineering Education Annual Conference & Exposition, Portland, Oregon, June 12-15, 2005."Use of Scenario-Based Learning Approach in Teaching Statics" Angela Shih and Jawa Mariappan, ASEE National Conference Proceeding, Salt Lake City, Utah, June 20-24, 2004."Scenario-Based Learning and Multimedia in Improving Engineering Education" Angela Shih and Jawa Mariappan, 2004 ASME International Design Engineering Technical Conferences Proceeding, Salt Lake City, Utah, Sep.28-Oct. 02, 2004.Dr. Xue and Dr. Kim can add additional publications to this list.
This information should be available in the annual report.
Describe any resources
available for professional travel excluding resources made available by the College
Dean, Faculty Center, Research and Graduate Studies, or President's travel funds. (Years 03-04, 04-05, 05-06)
(150-word limit)
Dr. M.T. Shelton, ¿Statics & Dynamics Symposium¿, Key Largo, FL, Fall 2004. Paid by McGraw-HillDr. Henry Xue, Review of NSF Proposals, Washington DCNASA Fellowships via ASEE have been awarded:Dr. Angela Shih, Physics group at JPL Pasadena, June-August, 2003, $12,000Dr. Kevin R. Anderson, Thermal and Cryogenic Engineering group JPL, Pasadena, June 2004-August 2004.See department annual reports for additional information.
Indicator 2.3.3
Describe policies, practices and resources for encouraging
professional, scholarly and creative activities.
(150-word limit)
Qualified faculty members are continually encouraged to pursue professional, scholarly and creative activities. Tenure-track faculty members are especially encouraged to pursue these activities as detailed in the framework of the RTP process. Tenured faculty are encouraged to engage in sabbatical leaves when qualified. In addition, faculty are encouraged to consult with local industry and maintain their proficiency with current engineering practices.
Criterion 2.4: Quality of student
Indicator 2.4.1
Describe policies and practices for academic advising within
the program.
(150-word limit)
Student advising begins with summer orientations and continues throughout the first ME 100L class where students are required to meet with their academic advisor. All tenured and tenure-track faculty advise approximately 70 students each.Faculty typically spend more time with students than the 5 office hours required each week. If students experience academic difficulties, they are required to meet with their advisor until the deficiencies are resolved. The goal is to identify "At Risk" students and advise them before it is too late. For each student earning less than a C in any core course, the faculty computes the core GPA. Over the last few years the ME program has developed internal computer advising capabilities via an EXCEL software package. ME advisors use this to conduct personal advising sessions with students. The EXCEL tool is designed to be robust, allowing students to perform "what-if" scenarios.
Indicator 2.4.2
Graduation rates: by gender and ethnicity:
Values for indicator 2.4.2, graduation rates by gender and ethnicity, are empty for all programs. Graduation rates for first-time freshmen and transfer students are provided for undergraduate programs only. These data were omitted from the reports because it was not feasible to assemble them from existing systems at this time, due primarily to conversion/cross-over issues between Banner and PeopleSoft.
First time freshman 6-year graduation rate
(Value provided by the Administration)
Transfer Student 3-year graduation rate
(Value provided by the Administration)
Indicator 2.4.3
Number and percentage of Students
"At Risk":
(Value provided by the Administration)
Describe any policies or procedures related specifically to
at-risk students (150-word limit)
The policies for "At Risk" students are described in Section 2.4.1 above. The Maximizing Engineering Program (MEP) assists many of our ME students with special advising, tutoring, and workshops. In addition, the ME honor society (Pi Tau Sigma) offers tutoring sessions twice a week which are open to any student.
Below 2.2 Cal Poly Pomona GPA for undergraduates and below 3.0 GPA for graduates
Indicator 2.4.4
Number of degrees granted:
Indicator 2.4.5
Describe current opportunities for students to apply knowledge
in the program through; internships, summer programs, research opportunities, co-op,
part-time jobs relating to university course work, teaching associates, etc. (150-word limit)
The Mechanical Engineering program continually advertises internships, co-ops, and internal and external R&D opportunities. Approximately 80% of our students engage in outside work. A significant number of these students are involved in the co-op program, which is open to junior and senior students. In 2004, approximately 15 students participated in the co-op program. In addition, approximately 25 other students are employed part-time through the department's Professional Practice Program. Finally, about 30 others are engaged in internship positions during their junior and senior years. Currently, companies are offering more internships than we have students to fill those positions. One notable example is Chevron Corp. They have an outstanding Summer Internship program hiring freshmen through junior students. Chevron only hires from four regional universities, with CPP being the only Cal State University where they recruit.
Indicator 2.4.6
Describe current structures/processes provided by the program
to facilitate student job placement. (150-word limit)
The Mechanical Engineering program encourages students to participate in the Job Fairs and other services provided by the on campus career center. Chevron and other companies are encouraged and actively participate in the program Industry Advisory Council, College special events, competitions, and Project Symposium in order to network with our students.
Criterion 2.5: Contribution to
the sense of community and the intellectual quality of the campus
Indicator 2.5.1
Describe the current co-curricular and extra activities for
students supported by the program (i.e.: clubs, social events, performances.)
(150-word limit)
Mechanical Engineering professional organizations include ASME, Pi Tau Sigma, Tau Beta Pi, ASHRAE, SAE. Clubs include SAE Mini-Baja, SAE Formula One, Solar Vehicles Club. Students are encouraged to attend the College annual events such as the Club Welcome Fair, National Engineers Week activities, Club Leadership Conference, etc. ASME and other groups sponsor guest speakers for their meetings.
Indicator 2.5.2
List speakers, symposia, workshops, etc. provided by the program
over the past year.
Once or twice a year, the department and ME Honor Society (Pi Tau Sigma) host a student/faculty forum. Students and faculty meet (with food provided) to discuss current department issues, answer questions, and address student concerns.On site visits to local companies and guest speakers help expose the students to broader thinking. The American Society of Mechanical Engineers CPP student chapter hosted guest speakers Jacob Hagman from Kiewit Pacific and Ed Miller from Southland Industries at their meetings in Fall 2005 quarter. They also participated in tours of the Etiwnada Power plant and the BP Carson Refinery during Winter 2006 quarter. One recent notable speaker at an ASME meeting was Paul Wellington, professor from Monash University in Melbourne, Australia. He spoke on design principles using his experiences racing against a solar car team from Cal Poly Pomona. There were 73 attendees to this Spring 2006 lunch-time talk.
Criterion 3.1: Utilization of physical
Indicator 3.1.1
Describe the general space needs of the program and current
utilization of space excluding temporary relocations:
(200-word limit each field)
Instructional Space (Classrooms/Labs)
The BSME program currently utilizes six rooms to schedule its lecture classes. Two of these rooms were "smart classrooms". During the Spring 2006 quarter break, three of the rooms were converted to "smart classrooms". These rooms are generally adequate for the BSME scheduling needs.The Mechanical Engineering Department operates ten main laboratories; fluids/hydraulics, system dynamics, strength of materials, special projects, alternative vehicles, mechatronics, machine design, alternative energy systems, environmental test & analysis, and engines/power systems. The fluids/hydraulics lab is shared with the civil and chemical engineering programs. There is currently a shortage of computer laboratories within the College of Engineering.
Non-instructional Space
Office space on campus is at a premium. However, having a new tenure-track faculty residing in a building separate from all the other program faculty is not good situation. Dr. Rezaei, our newest faculty member is in Building 9 while the department office and other faculty are in Building 17. We also have a full-time lecturer and part-time lecturer sharing a single-person office. Part-timer schedules are arranged so that many of them share one office also located in a building separated from the department.
The PRPC is interested in understanding the approximate amount of space that is
currently used to run the program. Are the spaces shared spaces that may be
used by other programs throughout the day, week or quarter. Does the program
utilize dedicated space that is used by the program exclusively by one program or
class and is not open to other programs due to scheduling, unique equipment or security
requirements? Do programs share
non-instructional spaces? Do tenure/tenure track faculty members share office space?
Criterion 3.2: Utilization of human
Indicator 3.2.1
Percent of total FTE taught by full-time vs. part-time faculty:
Percent of total undergraduate FTES by part-time (Fall 05)
Percent of total graduate FTES by part-time (Fall 05)
Percent of total undergraduate FTES by full-time (Fall 05)
Percent of total graduate FTES by full-time (Fall 05)
The PRPC is interested in looking
at how much of an individual program's curriculum is being taught by full-time and
part-time faculty. The committee does not have a bias about whether a high
ratio of one or the other is preferred or if a balance is ideal. The intent
of the ratio is to provide a context within which the committee can make comparisons.
(Optional) If appropriate,
comment on the average FTE taught. 100-word limit
The BSME program consistently has the highest or near highest FTE/WTU ratio of all the engineering programs. The BSME enrollment has almost doubled over the past five years, placing huge demands on faculty resources. The program relies heavily on non-tenured faculty. The program has a total of 15 TT and tenured faculty as of Winter 2006. The program has 3 FT lecturers plus 10 PT lecturers teaching in Spring 2006. Lecturers are great for the efficiency of the program as they teach approximately 40% of the undergraduate students. However, they do not advise students or contribute to the advancement of the program through laboratory or program development.
Indicator 3.2.2
List the number and nature of administrative support staff
dedicated to the program.
The PRPC recognizes that the number of administrative staff is not necessarily established
by a program, nor is the number of support staff necessarily an indicator of the
quality of a program. The committee is interested in looking at the number
of staff (i.e. Administrative Coordinator) that may be directly assigned to a program.
If a staff person is shared between programs estimate the amount or ratio as a percentage
of the assignment of the staff person to the program based on FTES.
Indicator 3.2.3
Number of technical and instructional support staff.
The PRPC recognizes that technical and instructional staff members are often shared
between programs within a department or a college. Estimate the amount or ratio
as a percentage of the assignment of the staff person to the program based on FTES
in the individual programs supported.
(Optional) If appropriate, comment on the administrative structure
of your staff. 100-word limit
Currently the ME department has a 70% department chair, one full-time Administrative Assistant and is advertising to hire one full-time Technician to serve over one thousand undergraduate students as well as support the MSME program. The technical support needs to double to keep pace with student enrollments.
Criterion 3.3: Utilization of technology
Indicator 3.3.1
Describe the use of computer technology to enhance course
delivery and/or course administration.(150-word limit)
Computers are used for: Engineering analysis and design software, Lab and field data collection and processing, Standard office software (MS Word, Power Point, etc), Program web site, and Individual faculty web sites (often used to disseminate course materials).The program uses "smart" classrooms as well as dedicated computer labs controlled by card swipes, so students can access the labs outside of regular class hours.Some instructors utilize Blackboard and WebCT to deliver supplemental materials. The department strives to utilize new technology. A recent DOLCE award will support development of a hybrid course where material will be placed on the web to supplement lecture classes. The software used to produce work includes breeze presentation, breeze live, flash animation, blackboard, and an on-line exam bank using blackboard. The course will be pilot tested in Fall of 2006. If successful, the model will be extended to other applicable engineering courses.
The PRPC is interested in how technology is being utilized by the program.
This use includes regular in-class presentation technologies and course administration
(i.e. Blackboard, WebCT, or similar) as well as on-line materials and communications.
Criterion 3.4: Utilization of time
Indicator 3.4.1
Describe the current use of alternative scheduling (i.e. evenings,
weekends, school breaks and summer) to facilitate or improve student academic progress. (150-word limit)
The BSME program is essentially a full-time day program. However, many students work during the week and endeavor to arrange all their classes on only 2 or 3 days. The program does offer some of its classes in the evenings, partly to serve the students, but also partly to utilize part-time faculty who are practicing engineers. The program also offers one or two Saturday classes associated with special projects, Solar Boat and Rose Float for students involved in those co-curriculum activities. The program offers a large number of summer courses which total approximately 50% of the largest regular academic quarter.
Criterion 3.5: Management of financial
Indicator 3.5.1
Program teaching cost: (Year 05-06)
Cost per WTU
Cost per FTES
The PRPC recognizes that this cost changes over time depending on the number of
students and the faculty members teaching in the program. There is no target
value rather the value serves as context.
total operating expenditures: (Year 05-06)
Indicator 3.5.3
External funding generated: (Year, 04-05)
Cash Gifts
Gifts in Kind
Annual Fund
The PRPC is interested in understanding how well supported a program may be by ongoing
fundraising efforts at the program, College or University levels.
Indicator 3.5.4
Other revenues generated by the program per Serialized
Tenured and Tenure Track faculty.
Grant and Contract Activity
Indirect Cost Recovery for Fiscal Year
Open University
Include in this area research grants that sponsor research activities and or release
time. Also include sponsored classes and revenue generated through continuing
education or Open University classes that is reimbursed to the program.
(Optional) If appropriate, comment on the resource indicators
(150-word limit)
The Mechanical Engineering Department has been very successful in attracting gifts since occupying the new laboratory building in Fall 2001. These gifts have totaled over $500,000 coming from employers, alumni, professional associations, and even from faculty. They are being used to support and enhance the laboratories, as well as student and faculty activities.The Mechanical and Engineering Technology chairs have been Co-PIs on two MWD contracts to assist MWD in the conduct of their annual Solar Cup competition for regional high school teams.K. Anderson was PI on a flutter suppression research project for Parker Aerospace.K. Anderson was PI on a fireplace flame study.M. Jawaharlal was PI on a grant by NCIIA to promote entrepreneurship opportunities.
(Opportunity Analysis of the Program)
Criterion 4.1: Opportunities for
growth or enhancement in meeting the University Mission
Indicator 4.1.1
Describe how and in priority order areas you would change
your program to greater enhance or facilitate the University Mission if your program's
resources were increased permanently.
(300-word limit)
Students enrollment in the BSME program has nearly doubled in the past 5 years making it now the largest program on campus; but support for it has not kept pace. Support is needed in the following areas:1. Staff: The program has one administrative assistant to serve the students, chair, faculty and university. The department chair has a 70% position. The program is currently trying to hire one technician to service the faculty, 1000+ students, and 10 laboratories. In comparison, the ME department at SLO has one full-time department chair, two full-time administrative assistants, and four technicians. Our program needs to:o Hire one more administrative assistanto Provide a half-time assistant chairo Hire one additional technician to assist in lab development and maintenance.2. Equipment: Some of the lab equipment is nearly 50 years old and requires maintenance, repairs, or even replacement. As new areas emerge (such as bio-engineering, nano-technology, and mechatronics), additional labs and equipment are needed. Current needs include:o Prototyping Machine: Initial cost $30K-$75K with an annual upkeep cost of $5K o Strength of Materials Lab: $50K to repair the current machines o Computer Lab, 17-2660: $48K for 30 new computers plus monitors.o Develop a solar-power lab. Due to the current high cost of energy, this is a field with high potential for teaching as well as research funding.o Upgrade faculty computers. Engineering software requires faster computing with more memory and better graphics. o A computer/projection system in room 17-2133. Cost $5K-$10K3. Faculty: The department currently has 15 T and TT faculty members with much of the teaching load carried by lecturers. We are currently understaffed by 2-3 faculty and expect 5 FT members (33%) to retire in the next 5 years. 4. Facilities: New faculty hires will require office space.
For each program, briefly describe what you would do if you had a permanent increase
in state funding and why. For example, it could be that hiring more serialized faculty
is the most pressing need to meet and sustain the demands of growth and insure student
success. Perhaps new laboratory equipment and lab assistance is needed to replace
outdated equipment, maintain quality and keep the curriculum relevant. Faculty travel,
release time for a vital department need, or any other use of funds could be part
of your proposal.


text:
Lena, on South Main Street in Ann Arbor, is influenced by the flavors and techniques of New World cuisine. / JARRAD HENDERSON/Detroit Free Press
It has been two years since the Spartans rolled into Ann Arbor for the annual Blue-vs.-Green showdown that always leaves half the state gloating and the other half in a funk.
The outcome of Saturday's game won't please everyone, but a great post-game meal -- and maybe a cold Michigan craft beer -- surely would. But where should an out-of-towner go?
You probably already know many of Ann Arbor's long-established restaurants, from upscale destinations like Gratzi, the West End Grill and Gandy Dancer to casual, less-expensive places like Cottage Inn, Blimpy Burger and Tio's.
So we're offering suggestions for some newer places that weren't in existence when this epic showdown last took place in A-Squared in 2010 and Michigan State squashed the Wolverines, 34-17.
Three are more upscale, but relaxed: the brand new Lena, with an Ecuadoran chef and intriguing South American cuisine; the Ravens Club, with a vintage speakeasy feel and distinctive food and drink menus, and Mani Osteria, whose Italian small plates and brick-oven pizzas even had celebrity chef Mario Batali tweeting.
The other three are budget-friendly and ultra-casual: Frito Batidos, serving Cuban-inspired burgers and thick, fruity shakes; the open-air Bill's Beer Garden, debuting tonight, with food-truckish eats sold a few steps away at Mark's Carts, and Chela's, one of Ann Arbor's newest taquerias, whose owner grew up in the heart of Mexico City.
These diverse restaurants run the gamut in style and cuisine, but they're all worth discovering -- no matter whose football team you root for.
Contact Sylvia Rector: 313-222-5026 or email@example.com. Follow her on Twitter @SylviaRector

subset: commoncrawl


text:
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Java Barcode Reader 2.0
Java Barcode Reader is a Java library which recognise and read barcode images. It Supports up to 20 1D and 2D Barcode Symbologies.
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text: Booksie.com action_and_adventure/article Publish.Read.Get.Read 2015-07-07T11:43:36-01:00 Mike Defraga(MikeDefraga.com) http://www.booksie.com/parts/images/logo.gif http://www.booksie.com/action_and_adventure/article/rss/2.0/popular/1 Booksie Cheating in Hunting http://www.booksie.com/action_and_adventure/article/tariqjamaldini/cheating-in-hunting 2015-06-20T02:48:32-01:00 Hunting is a fun game and a passion that stick on you throughout yor life.but cheatings in hunting make it unpleasent and bitter. Tariqjamaldini http://www.booksie.com/tariqjamaldini Campaign http://www.booksie.com/action_and_adventure/article/mightysnyder/campaign 2015-05-31T15:28:30-01:00 Campaign Mightysnyder http://www.booksie.com/mightysnyder I am new and Post apocalyptic series coming soon!!! http://www.booksie.com/action_and_adventure/article/arolex1234/i-am-new-and-post-apocalyptic-series-coming-soon 2015-05-07T11:01:51-01:00 Im just writing this summary to get to know how to use this new account and website. I have been writing a post apocalyptic series called, "The New World." I will be posting the first episode soon and I hope you guys will come check it out. 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Stormbird Throneshaker http://www.booksie.com/stormbird_throneshaker The Naval Treaty:A Discovery Of Sherlock Holmes http://www.booksie.com/action_and_adventure/article/swetha_sharma/the-naval-treaty:a-discovery-of-sherlock-holmes 2014-06-04T14:31:01-01:00 Its the first discovery of sherlock holmes Swetha Sharma http://www.booksie.com/swetha_sharma arts http://www.booksie.com/action_and_adventure/article/vidyasagar_/arts 2014-03-11T03:18:38-01:00 my blog Vidyasagar http://www.booksie.com/vidyasagar_ Feeling of freedom. http://www.booksie.com/action_and_adventure/article/minniemouse/feeling-of-freedom 2014-03-05T15:39:56-01:00 I m flying through the air. Mum claps. I've done it. I've accomplished the rope swing. Minniemouse http://www.booksie.com/minniemouse Scenes from The Casket http://www.booksie.com/action_and_adventure/article/parapraxes/scenes-from-the-casket 2014-02-23T12:34:42-01:00 The Casket contains four unique stories that have a common link. 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Stock Market & Financial Investment News
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January 24, 2013
Cell Therapeutics has opportunity in MF, says Roth Capital
After attending Cell Therapeutics' Analyst Day, Roth Capital believes the company's pacritinib drug has a material opportunity to become a treatment for myelofibrosis, or MF, given the drug's differentiated profile of having a minimal effect on platelets. The firm maintains a $4 price target and Buy rating on the stock.
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i had a few facial fractures and it left my zygomtic arch to stick out a lot. I went to see a craniofacial surgeon and he wants to just shave some of the bone down. However, i know that i would need to shave off 5mm to get it symmetrical with the other side of my face. I'm worried that the arch isn't thick enough to take off 5mm and he might only take off just a few milimeters(which i wouldn't want). what is the width of the average male arch? Should i recommend re-fracturing and pushing it in?
- Treatments
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How Thick is a Zygomatic Arch?
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SCORE Mentors W. Laimon Interiors
Stephanie Mann had a lifelong passion for interior design. So she decided to start a second career as an entrepreneur by starting her own business, W. Laimon Interiors, which provides services for both residential and commercial clients, including three local churches.
Stephanie follows a 5-step process to satisfy her clients' needs. First, she provides a consultation to understand their vision and needs. Next, she visits the location to get a sense of the scope of the project, and to learn about any space requirements and limitations. She works on schematics to show what is possible and provides layouts that work within budget limitations or furniture arrangements required by her clients.
Third, she develops a final set of plans, including custom design work that may need to be done. Next is executing her design plans, and finally, she follows up with her clients to make sure they remain satisfied with the results.
Stephanie wanted to grow her business, get more clients, grow her sales and maximize profits, but she wasn't sure how. Her brother, who owns an international human resources company in Michigan, told her he had visited a local SCORE office and found their advice quite helpful.
Stephanie has been working with the Fairfield County SCORE chapter and they have been so impressed with Stephanie's success that they've asked her to appear as a panelist to offer advice to other SCORE clients. "I've benefited tremendously from these networking opportunities," she says.
Stephanie began monthly face-to-face mentoring sessions with SCORE Mentor Elliot Baritz. "Elliot helped me be accountable to someone for my business," Stephanie says. "Just having someone to talk to about my business helps me push myself to move to the next business area that I need to work on."
Stephanie worked with Elliot to improve her marketing and advertising, which lead to increasing sales. "Elliot also taught me how to negotiate, which has paid off generously," she says. "I apply his knowledge to my business and see real dollars and cents results."
Stephanie contacted Fairfield County SCORE and attended a workshop on developing a business plan. "I thought the information was very valuable, and I took home materials from the session to help put together my business plan," she says. "Going to SCORE seminars has helped me meet other businesses. I've gotten several new clients!" Stephanie adds, "My client base has grown from three to 25, and sales and profits have increased exponentially."


text:
Top Stories the onion
Netflix Movie Night
It's time for some world movies.
App Deals
Total Launcher on Android, Star Walk 2 on iOS and more.
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X-COM Enemy Within on Android, King of Maths on iOS and more.
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Mines of Mars on Android, iShows on iOS and more.
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Free Games Friday
Free games for the weekend.
Netflix Movie Night
Netflix for the weekend.
App Deals
Patterns on Android, Icewind Dale on iOS and more.
App Deals
Fast Burst Camera on Android, Nearly on iOS and more.
Clickhole Congratulates You On Your Terms Of Service Speed-Reading
The Onion's iPhone 6 Vs Galaxy S5 Is The Only Review You Need To Read
Briefly: The new iPhones have just hit the streets, and you know what that means: A million reviews comparing the Cupertino fruit stand's newest smartphone to its toughest competition. Don't waste your time. The Onion's hilarious comparison is the only one you need to read.
So It Has Come To This: Facebook Is Testing A 'Satire' Tag
Satirical news site The Onion has a reputation for headlines that are almost believable, yet clearly fake to any with a modicum of common sense. Sadly, even a modicum seems difficult to summon for certain sections of the Facebook community, with the social media giant admitting to testing a "Satire" tag for articles invented for comedy purposes.
A Fantastic (Fake) Fitness Tracker Tells You What You're Running From
The FuelBand is dead but who cares, really. Because who needs a fitness tracker that tells you how much you already ran? Now, thanks to The Onion, we have Nike's new +Runlogic, which can tell you exactly what you're running to escape.
The Onion Profiles A New Kindle That Brags About Your Taste In Books
Bookworms who've baulked at upgrading to an ereader have a long list of reasons why they won't give up their paper copies. But there's only one real reason why anyone would carry around a book anymore: It lets them show off what they're reading in public. And as The Onion reveals, that's what led Amazon to create a new version of the Kindle that shouts the title of your current book so everyone knows how well read you are.
Devastated Family Loses Everything They'd Saved On Their DVR
The Talbott family has suffered a tragic loss. Everything the family had saved for years, all of it disappeared in an instant. Now as The Onion reports, they set to the task of rebuilding their lives after the huge setback of a crashed DVR.
The Onion's Useless App Pitch Is Perfect
The Onion's TED talk parodies return with the reveal of a remarkable new app called PicSong that turns your countless photos into music — for anyone who might want to do that for some reason.
The Onion Explains Where All 'The Teens' Leaving Facebook Are Going
The wonderful thing about internet communities is that it's very hard to artificially build them, but they arise organically in the strangest ways. And sometimes The Teens, those rapscallions, find the strangest places to commune online.
The Xbox One's Real Magic Is Using Voice Commands To Control You
The Xbox One boasts a lengthy feature list that Microsoft hopes will entice gamers over to its side of the console war for the next few years. But as The Onion points out, none are as impressive as the next-gen console's innovative voice commands that make it easier than ever for the hardware to control its users.
The Onion's Print Edition Is No More
The Onion is ceasing publication of its print edition. It was only distributing the actual paper in Chicago, Providence and Milwaukee, and those cities will see their last version of the Onion on December 12.


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You can now invite anyone to meet at your favorite Starbucks.
Limited-time feature
30 year old man | Broomall, PA, USA | Seeking women 24-30 within 20 miles
Spoiler alert: the robot falls in love.
I'm a down-to-earth guy who likes having fun and laughing a lot. I'm pretty sarcastic, but I promise it grows on you! I'm big into movies, music, and TV, but I also like exploring and finding new places to go out. I tend to like having a "regular" this or that, but I'm always up for trying something new! The 3 best things about me, according to my friends: 1) I'm pretty funny, 2) I am a nice and genuine guy, 3) I'm passionate about my work and have an interesting job. That all seems like some boring/standard stuff, so here's a little more about me: If I were a TV character, I'd be Ted Mosby. If I were a movie, I'd daydream that I was Casino Royale but I'd really be Eternal Sunshine of the Spotless Mind. If I were a pop song from this year, I'd be "Tunnel Vision" by Justin Timberlake. If I were a pop song from any year, I'd be "Something" by The Beatles. If I were an Academy Award, I'd be Best Cinematography. If I were a soda, I'd be Coke Zero. If I were an unofficial holiday, I'd be National PB&J Day. If I were a way to eat a Reese's, I'd be "inhaling all four cups in a king size pack with no shame". If I were a part of speech, I'd be an adverb. If I were a bar special, I'd be 10 cent wings. If I were an old video game system, I'd be Sega Genesis. If I were a serious magazine, I'd be Psychology Today. If I were a pop culture magainze, I'd be Entertainment Weekly. If I were a condiment, I'd be Sriracha Hot Sauce. Hopefully that helps! On a more serious note, a big part of my life is helping others. I work at an alternative school as a Counselor and Behavior Manager. I study Autism Spectrum Disorders, and helping autistic students (and anyone in need) is my passion. I'm letting you know upfront: I'm a "nice guy" who wants to make a difference in the world. I'd love to find a girl as passionate as I am about helping others. I think using your natural talents to assist other people is one of the most admirable things you can do. In the same vein, family is really important to me, and I look for the same thing in a girl. Independence is wonderful, but I'm very devoted to spending time with the people I care about. Finally, I feel that a person's true character comes out when they throw back a few drinks and sing karaoke. I'd much rather do that for a first date than awkwardly sit through long silences at a fancy dinner. Come along sometime and see if you can embarrass yourself worse than I do!
Dining out , Movies/Videos , Museums and art , Music and concerts , Exploring new areas , Nightclubs/Dancing , Playing cards , Playing sports , Political interests , Video games , Watching sports
Hockey, Running, Weights / Machines
I exercise 1-2 times per week.
I have Cats
Saying "I like Dogs" here has ended up matching me with a lot of "dog lovers". Upfront warning: I am more of a cat person even though I do like dogs!
Very Liberal
Lately, I've been going to a new bar called Landmark Americana in Wayne. If beer and sports are within arms-reach, then I'm there. My family's summer vacation my whole life has been Ocean City NJ, but I try to sneak away to Atlantic City.
Carnegie Mellon University, Pittsburgh, PA
Hockey, Blu-Rays, bizarre YouTube videos, The Simpsons, James Bond, waking up too early and realizing you can go back to sleep before the day starts
Besides stuff I've already described up top, I really like getting into a new TV series and marathoning it over a few days. I also like singing along to cover bands at local bars.
"The Nine", about the Supreme Court. My favorite book is "The Curious Incident Of The Dog In The Night-Time", an amazing novel told from the point-of-view of someone with Autism.
Z{{Cta}} {{#if HasMoreInfo}} ?{{CtaSecondary}} {{/if}}
|What he is looking for
|5'6" (167cms)
|5'0" (152cms) to 5'8" (172cms)
|Body type:
|About average
|Slender, About average, Curvy, Athletic and toned, A few extra pounds
|Black, Brown, Hazel
|Auburn / Red, Black, Light brown, Dark brown, Blonde, Dark blonde
|No Way
|No Way
|Social Drinker
|Social Drinker, Regularly, Moderately
|Education / Teacher / Professor
|No preference
Counselor and Behavior Manager for students with Autism Spectrum Disorders
|$35,001 to $50,000
|No preference
|Never Married
|Never Married
|Have kids:
|Wants kids:
|Definitely, Someday
|Latino / Hispanic
|Latino / Hispanic, White / Caucasian, Other
Born in El Salvador but raised in the Philly suburbs for essentially my whole life
|Spiritual but not religious
|Agnostic, Atheist, Buddhist / Taoist, Christian / Catholic, Christian / LDS, Christian / Protestant, Spiritual but not religious, Christian / Other
|Graduate degree
|Bachelors degree, Graduate degree
Masters in School Counseling, finishing up my LBS and BCBA


text:
1 Roughly tear the sage leaves and add into a mixing glass.
2 Pour in the simple syrup and muddle using a wooden spoon or muddler.
3 Add in the vodka, gin and apple juice.
5 Add some ice and cover the mixing glass.
6 Shake vigorously so that all the ingredients are well blended.
7 Strain in to two martini glasses.
8 Garnish each glass with an apple wedge and serve.


text:
How quickly can the Super Bowl change? The first half saw former CFL player Chris Matthews as the unknown hero and ended with Vicksburg native Malcolm Butler as the hero of the day.
Thursday, Feb 5
NBA (7-9:30 p.m., TNT): The LA Clippers head east to take on LeBron James and the Cleveland Cavaliers in a matchup of top NBA teams.
Friday, Feb 6
NBA (6-8:30 p.m., ESPN): The Toronto Raptors get their chance to host the LA Clippers as two more top teams from the East and West clash.
Saturday, Feb 7
College basketball (3-5 p.m., SECN) Mississippi State hits the road to face Arkansas, which is currently in a log jam for third place in the SEC. ... College basketball (5:30-7:30 p.m., SECN): Ole Miss, currently one of those teams third in the SEC, take on Auburn who at the bottom of the SEC.
Sunday, Feb 8
College basketball (2-4 p.m., SECN): Watch a Top 25 matchup as the No. 17 Mississippi State Lady Bulldogs host the No. 14 Texas A&M Lady Aggies.
Monday, Feb 9
NHL (7:30-10 p.m., NBCSN): Your weekly hockey fix features the Chicago Blackhawks against the Arizona Coyotes.
Tuesday, Feb 10
College basketball (8-10 p.m., SECN): Mississippi State is currently 3-5 in SEC play and faces Alabama, which also happens to be 3-5 in SEC play.
Wednesday, Feb 11
NBA (7-9:30 p.m., ESPN): LeBron James and the Cleveland Cavaliers host James' former team the Miami Heat with Chris Bosh and Dwayne Wade.
By now everyone should know that Butler went from working at Popeye's to making the play to win the Super Bowl.
Sports Blog
- T-P: Saints Trading Jimmy Graham to Seattle
- Josh Robinson Confirms He'll Enter NFL Draft
- Winnipeg Blue Bombers To Hold A Free Agent Tryout At Smith-Wills
- What's At Stake For MSU and Ole Miss This Weekend And Beyond
- Mississippi Roster For 28th Alabama/Mississippi All-Star Game


text:
When you're not looking, smoking signs run off for a quick break.
See Threadless Sales & Coupons
Posted by twig at 4/12/2010 (134 visits)
If you've seen a similar design for this shirt, why not share it here?
Hopefully somebody knows where to get it.
You can upload from a file on your computer or a URL from the internet.


text:
1. Steam broccoli in microwave for 6 minutes, cube chicken (if chicken is uncooked, place in microwave for 6 minutes.)
2. Mix sauce together in a large bowl. Add rice, steamed broccoli and cooked chicken.
3. Spread mixture in bottom of each 9 x 13 aluminium foil pans.
4. Mix together topping in a ziptop bag and poor over the top of both casseroles. Wrap casseroles in plastic wrap and label (350 degrees for 30 minutes, or 1 hour frozen and freeze.
5.To serve: Bake a frozen casserole at 350 degrees for 1 hour OR defrost casserole 24 hours in the refrigerator. pre-heat oven to 350 degrees and then cook for 30 minutes, or until warmed all the way through.
6. Serve warm with a healthy tossed green salad or with steamed green beans or asparagus.


text:
National: The Hives, 10 p.m. Summerfest Rock Stage. Come to see the natty, matching outfits these five Swedes like to wear; stay to hear the pleasurably snotty roar of their punk-rock music.
- Jon M. Gilbertson
Local: Jaill , 8 p.m., Summerfest Rock Stage. Earlier this month the local trio released "Traps," another album of shaggy, surf-riding pop rock, its second for esteemed indie label Sub Pop, and the band's most infectious and absorbing work to date.
- Piet Levy


text:
BPL Community Profile
Andy F (AndyF) - BPL Premium Member
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All Forum Posts by Andy F
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I'm planning to do the Morrison and Rimrock loop in Pennsylvania's Allegheny NF. If there's enough snow, I'm considering using a plastic sled pulled with ropes. The sled is the Emsc...
Re: Northeast US - +20C to -20C gear list
Looks like a great list. I like the temperature-oriented layout. Maybe you omitted it on purpose, but I don't see any type of water purification.
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The famous landscape/climbing photographer Galen Rowell often climbed or ran with only a 35 mm camera and 1-2 prime lenses. Sometimes he used a bean bag as a camera support, but usually rocks, logs...
Re: CCF pads. taking the plunge??
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Re: Whale feces rocks!
What a crappy story. :\ ;-)
Re: Correlation versus Causation
"It is a good example of how to confuse issues. It is, IMHO, a good graphic to keep in mind when reading about complex issues." Since this graphic was posted on that site, grant fundin...
Re: Laurel Highlands Hiking Trail May 2015, 3-day (first timer, looking for critiques and wisdom)
That's an interesting tent--similar to my Copper Spur. Assuming no bushwhacking and few deadfalls and not winter, I'd prefer a DriDucks jacket over silnylon. It's less durable, but m...
Re: Garbage leads rescuers to missing B.C. hiker in Golden Ears park
Ok, I missed that there was water. "Quite often it seems there is no follow-up to these reports with details as to how the whole situation developed and what incorrect decisions/choices wer...
Re: Garbage leads rescuers to missing B.C. hiker in Golden Ears park
On the other hand, he must have done some things right to have survived for 7-8 days in the winter. :)
Brass potty trowel?
Since the magical, antimicrobial-evil properties of brass have been elucidated so well in the other thread, I'm now wondering if I should be using a brass potty trowel instead of a titanium one?
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text:
A digital toy which produces a random response to an audible inquiry. During the time of the audible inquiry, a switch is depressed. During that switch depression time a random response of the yes or no type is determined and at the same time an enabling signal is generated so long as an audible inquiry has been detected. Upon release of the switch the enabling signal causes binary coded decimal lights to flash and simultaneously tones to be sounded for a time period followed by a buzzer sound after which the predetermined response is displayed.
1. A digital toy providing a random response to an audible inquiry, comprising:
switch means having first and second positions;
response determining means activated during placement of said switch means in said first position for determining a random response;
audio detecting means activated during placement of said switch means in said first position for providing an enabling signal responsive to the detection of an audible inquiry;
display means activated by said enabling signal during the placement of said switch means in said second position for displaying the response determined wherein said display means comprises delay means for converting said enabling signal into a timed signal, and circuit means for producing a sensory display output during said timed signal and upon termination thereof displaying said random response; and
said circuit means comprises pulse means for producing output pulses during the duration of said timed signal, counter means for counting the output pulses, and optical display means for optically displaying the counter of said counter means.
2. A digital toy as in claim 1, wherein said circuit means further comprises tone generator means for providing output sounds, said output pulses frequency modulating said tone generator means, whereby said tone generator means produces its output sounds responsive to said output pulses, and speaker means for audibly reproducing said output sounds.
3. A digital toy as in claim 2, and further comprising control means coupled to said tone generator means for varying the pitch of the output sound.
4. A digital toy as in claim 2, and further comprising trigger means responsive to the termination of said timed signal for terminating said audible sounds and said optical display, and for causing said random response to be displayed for a predetermined interval.
5. A digital toy as in claim 4, and further comprising audible sounding means for producing a distinct audible sound through said speaker means responsive to said termination by said trigger means.
6. A digital toy as in claim 1, wherein said response determining means comprises clock means activated throughout the placement of said switch means in said first position, counter means for counting the output of said clock means, decoding means for decoding the output of said counter means into continuous repetitive numeric count series, and a pair of indicator means respectively responsive to alternate ones of the count of said count series, whereby a random binary output is produced.
This invention relates to an electronic toy, and more particularly to a digital device which provides a random response to an audible inquiry.
Electronic toys are presently available which simulate various types of sports games and other types of activities and which are energized by batteries so as to be portable. Many of these utilize various types of displays for displaying the result of a particular score. Others utilize sounds to simulate achieving various events. However, all of these are designed in accordance with specific rules governing the game, whether it is a sporting event or other type of game being simulated.
While these electronic games provide enjoyment, they require a certain amount of skill and experience and the ability to manipulate such games are generally dependent upon the continued usage of the electronic toy. However, many individuals get frustrated with such electronic toys if they cannot easily master the device without an undue amount of experience.
Thus, while the thrill of the flashing lights, audible sounds, and other sensory outputs generally accompanying electronic toys are an inducement for utilizing such toys, the requirement for experience and skill detracts from their use. It would accordingly be desirable to provide an electronic toy which provides the thrill of the varied sensory outputs while not requiring experience to master the utilization of the toy.
At the same time, thus far electronic toys have all be rigidly prefixed in accordance with the specified rules of the game which it simulates. Electronic toys have generally not been utilized to provide a simple random output effect while at the same time providing the sensory output accompanying such electronic toys.
Accordingly, while electronic toys of various types are available, it would appear that there still exists a need for a suitable electronic toy which can provide the sensory output to thrill the operator, provide a random output which can be useful in conjunction with specified types of games, and avoid the necessity for requiring a lengthy time to master utilization of the device.
Accordingly, it is an object of the present invention to provide an electronic toy which avoids the aforementioned problems of prior art devices.
Still another object of the present invention is to provide an electronic toy which provides a random response to an audible inquiry.
Still another object of the present invention is to provide an electronic toy which can receive an audible inquiry and provides a binary response, of the "yes" or "no" type, randomly in response to the question.
A further object of the present invention is to provide a digital toy which responds only upon receiving an audible inquiry and upon receipt of such inquiry generates varied sensory effects until it ultimately displays a random binary response to the inquiry.
Another object of the present invention is to provide a digital toy which can receive an audible inquiry, and in response thereto, displays flashing binary coded decimal lights and at the same time produces musical notes, after which a buzzer sounds and a random "yes" or "no" answer to the inquiry is displayed.
The present toy is utilized to provide fun and enjoyment during the course of playing a question and answer game. The purpose of the toy is essentially to provide a random answer of the "yes" or "no" type in response to an audible inquiry. The user can therefore ask any question and the digital toy will provide a yes or no answer. The randomness of the answer will produce fun in responding to the question.
At the same time, prior to giving the response the toy will flash binary numbers, emit audible tone sounds, sound a buzzer and then emit the answer. Accordingly, the device can provide fun and enjoyment in utilizing it and at the same time provide additional fun in coming up with an arbitrary random response to the inquiry.
Briefly, there is provided a digital toy for giving a random response to an audible inquiry. The toy includes a switch having a first and second position. A response determining circuit is activated during placement of the switch in its first position and determines a random response. An audio detecting circuit is activated during placement of the switch in its first position and provides an enabling signal responsive to the detection of an audible inquiry. A display device is activated by the enabling signal during the placement of the switch in its second position for displaying the random response determined.
In an embodiment of the invention, during the placement of the switch in its second position, prior to the display of the random response, there will first be emitted sensory outputs such as optical display of binary coded decimal numbers, tone signals audibly emitted as well as a buzzer shortly before the display of the random response.
The foregoing objects, advantages and features of the invention will, in part, be pointed out with particularity and will, in part, become obvious from the following description of the invention taken in conjunction with the drawings which form an integral part thereof.
In the drawings,
FIG. 1 is a front view of the digital electronic toy in accordance with the present invention, and
FIG. 2 is a block diagram showing the circuit of the digital electronic toy in accordance with the present invention.
In the various figures of the drawing, like reference characters designate like parts.
Referring now to FIG. 1, the digital electronic toy of the present invention is shown generally at 10 and comprises a housing 12 having a main ON/OFF switch 14 positioned on one side thereof which interconnects a battery contained within the housing to the circuitry also contained within the housing. With the switch 14 in the ON position, a question can be verbally asked. During the time that the question is being asked, the activator switch 16 should be depressed. During that time, the internal circuitry contained within the housing will produce a random binary response, as will hereinafter be explained.
After completing the question, the push button activator switch 16 is released. The internal circuitry contained within the housing will then cause the binary coded decimal display unit 18 to display an increasing sequence of binary coded decimals from zero through 9. Specifically, there are provided four LED's 20 in the unit 18 each of which represents a binary coded decimal number 1, 2, 4, 8. In accordance with well known binary coded decimal numbers, the display unit will display such increasing sequence of numbers.
At the same time, musical notes will be sounded from the device in synchronism with the emission of light from the LED's.
After an interval of time during which both the BCD numbers and the notes are emitted, both of these will stop and a buzzer sound will be heard. After that, the binary response previously calculated will be displayed by means of either the yes display 22 being illuminated, or the no display 24 being illuminated.
Additional controls are provided including the knob 26 which controls the interval of time following which the activator 16 is released until the answer will be shown by the display 22 or 24. Typically, the control can be from approximately 15 seconds, indicating a slow response, until about 3 seconds, indicating a fast response. A tone control 28 is also provided which determines the pitch of the musical notes which will be emitted during the time interval from release of the activator 16 until the answer is displayed on the yes or no indicators 22, 24.
The combination speaker and microphone 30 is provided on the housing and is utilized for various purposes. During the interval that the activator push button switch 16 is depressed, the microphone portion will be utilized to be sure that an inquiry is received.
The circuit is so provided that if no audible inquiry is detected, no response will be given. The speaker portion of the unit 30 is utilized to emit the tone sounds during the interval after release of the activator push button switch 16. It also is utilized to emit the buzzer sound after termination of the tone sounds.
Accordingly, the device operates as follows: The user states any question. During the time that he states the question he depresses the activator 16. When he finishes the question he releases the activator. The LED's 20 will flash and the speaker 30 will emit a series of notes for an interval which can be controlled by the knob 26. The tone knob 28 controls the pitch of the sound. After this interval a buzzer will sound following which the answer will appear at random out of the displays 22 or 24. If no question was asked the device will not operate and no display nor sounds nor response will be given.
It should be appreciated that there is no relation between the question asked and the specific response given. Accordingly, the device does not give an accurate answer representing the truth or falsity of the question asked. On the other hand, it is a fun device which provides a random answer to the question. For example, if the user asks the question: "Does Mary love me?", the device will provide a random answer of either yes or no. However, the fun of the game is that the answer is in fact random. Furthermore, because of the flashing LED's, the sounds and the buzzer, it provides a thrill and feeling of an electronic toy during the course of providing this response.
The specific circuitry which is utilized to produce the device is now shown with respect to FIG. 2. After the ON/OFF switch is turned on the battery is ready for operating the circuitry. When the question is asked, the activator switch 16 should be depressed. Switch 16 is a ganged switch as shown by the dotted line 32 and includes the portions 16A and 16B. 16A is shown as including a plunger 34 having a first contact bar 36 which normally interconnects the contacts 38 and 40. When depressed, the bar 36 will instead interconnect the contacts 42 and 44. Additionally, the bar 46 also contained on the plunger 34 will not interconnect contact 48 to contact 50.
The second part of the switch 16B also includes a plunger 52 having a first bar 54 which normally interconnects the contacts 56 and 58 and a second bar 60 which normally interconnects the contacts 62 and 64. When the switch 16 is depressed, the bar 54 will now interconnect the contacts 66 and 68 while the bar 60 will now interconnect the contacts 70 and 72.
With the switch 16A depressed, it moves downward. It will therefore now interconnect terminals 50 and 48 so as to energize the clock 74 which will continuously count during the entire interval that the switch 16A is depressed. The output of the clock 74 is counted by the binary coded decimal counter shown at 76. This output is then sent to a binary to decimal decoder 78 which converts the binary count into a decimal count and produces outputs along the lines identified as the numbers zero through 9. Connected at the output of each of these lines is contained a diode 80 with its low terminal connected to the decoder. The high terminal of the diodes are alternately connected. Thus, the diodes associated with the lines zero, 2, 4, 6 and 8 are interconnected through the common bus line 82 to a first illumination device, such as the bulb 84 which represents a yes answer. The other diodes in the lines 1, 3, 5, 7 and 9 are interconnected to the bus line 86 which connects to the illumination bulb 88 representing a no answer.
Accordingly, when the activator switch 16 is depressed, and throughout the entire interval of such depression, the clock starts and continuously counts. The count will be decoded by a continuously repetitive cycle of counts from zero through 9. When the switch 16 is released, a logic zero, or a low signal is stored at one of the outputs 0-9 from the decoder 78.
The particular output will, of course, be dependent upon the particular number at the output of the decoder which, in turn, is dependent upon the length of time that the switch 16 is depressed. However, this number will be a random number since there are a series of variables which are unidentifiable to the user.
The length of time of the depression of the switch should typically correspond to the length of the question. Accordingly, this itself presents the first variable. In addition, there is the reaction time of the operator which also provides a variable. Furthermore, the reaction time of the mechanical switch 16 also provides some variation. Furthermore, the clock is somewhat temperature sensitive and the clock pulse repetition rate is to some extent a function of this temperature. For example, the particular clock which is utilized showed a variation of 100 KHz to 200 KHz per 10� C. above or below ambient temperature.
Utilizing the specific circuitry, it was found that the time interval between a yes and a no answer was 0.377 microseconds. Accordingly, with such small interval of time between the yes and no selection, a randomness was clearly provided. Such randomness is, as heretofore explained, dependent upon the time of depression, the response time of the operator, the response time of the mechanical switch, and the temperature.
During the course of various tries, although it would be expected that a response of yes and no occurred at 50% each, it was found that during a first trial of 100 tries there were 51 yes responses and 49 no responses. During a second 100 tries there were 47 yes responses and 53 no responses. A third set of 100 produced 52 yes responses and 48 no responses, a fourth set of 100 produced 53 yes responses and 47 no responses, and a fifth set produces 49 yes responses and 51 no responses. Accordingly, it is noted that some randomness does occur and yet there is provided somewhat of a 50-50 chance of coming up with a yes or no answer.
When the switch 16 is depressed, the portion of the switch 16B moves downward and interconnects the combination microphone and speaker 30 in series with the voice amplifier and relay driver 90. This device is energized from the battery source when the switch 16A is depressed. The 6 volts is sent through the bar 46 interconnecting terminals 48 and 50 which also pass the voltage through the resistor 92 so as to provide approximately 5 volts which is needed to drive the voice amplifier and relay driver 90. When any question is asked within a given area of detection by the microphone 30, it will cause the driver 90 to operate the relay 94 which will be energized through the 6 volt battery source. When the relay 94 is energized, it permits the 6 volts to pass through the bar 36 which now interconnects the terminals 42 and 44 so as to charge the capacitor 96 with the six volts from the battery.
In the particular embodiment utilized, the driver 90 was activated whenever sounds of between 75 and 800 Hz was received. The area of receiving was approximately 20 inches of the toy. The driver 90 provided amplification of approximately 250 times.
Accordingly, when the question is being asked, the switch 16 is depressed which causes two things to occur. Firstly, it causes the response determining circuit including the clock to determine a random response. Secondly, it determines if an audible question was asked and if such audible sounds are detected, it stores an enabling signal onto the capacitor 96 for subsequent use. Should no audible question be asked, no enabling signal will be stored on capacitor 96 and accordingly, no further action will take place, as will hereinafter be explained.
When the switch 16 is released, it automatically returns to its initial position. In doing so, it now causes the charge stored on the capacitor 96 to pass through the bar 36 interconnecting the contacts 38 and 40. The charge passes through the fixed resistor 98 and the variable resistor 100 to the astable multivibrator 102. The astable multivibrator 102 is connected to the 6 volt battery supply and is also connected through the capacitor 104 to ground 106.
The variable resistor 100 is connected to the knob 26 as shown in FIG. 1 and represents the rate control switch. This rate control has a dual function. Firstly, in conjunction with the capacitor 96 it determines the running time of the astable multivibrator 102. In addition, in conjunction with the resistor 98 and the capacitor 96, it also determines the starting frequency of the astable multivibrator 102.
As the capacitor 96 is discharging, it causes the astable multivibrator 102 to produce a continuous series of pulse as shown at 108. These pulses are sent to a binary coded decimal counter indicated at 110. This counter 110 counts the number of pulses and produces a binary coded output on its output lines 112. A light emitting diode 20 as was shown in FIG. 1, is respectively connected in each of the outputs 112 and are continuously displayed.
The output from the astable multivibrator 102 is also sent to a tone generator 114. The specific pitch of the tone generator is controlled by means of the capacitor 116 and the variable resistor 118, which together form the tone control circuit 28 shown in FIG. 1. The other end of the resistor 118 is connected to ground at 120.
The output from the astable multivibrator 102 is also sent to a retriggerable monostable multivibrator 122 which is also energized from the 6 volt battery. The monostable multivibrator 122 remains with a high output as long as it receives pulses from the astable multivibrator 102. When the astable multivibrator 102 stops pulsing, the output from the monostable multivibrator 102 goes to a low.
Accordingly, the monostable multivibrator 122 provides a hold signal for both the tone generator and the light emitting diodes. Specifically, the high signal output from the monostable multivibrator is sent on line 124 to continuously energize the tone generator so long as the astable multivibrator provides signals. The signals from the astable multivibrator provides the frequency modulating signals on line 126 to the tone generator 114. The output from the monostable multivibrator 122 passes through the inverter 128 so as to provide a low signal through the resistor 130 to the light emitting diodes.
The charge from the capacitor 96 therefore causes the astable multivibrator to produce its output which in turn causes the LED's 20 to continuously display and causes the tone generator 114 to continuously sound. As the charge on the capacitor 96 reduces, the output from the astable multivibrator 102 slows down and coasts to a stop. When it reaches a lower threshold value, as for example 3 volts, the monostable multivibrator 122 will turn to its low state therefore causing the LED's 20 to stop displaying and causing the tone generator 114 to stop sounding.
The change of state from a high to a low at the output of the monostable multivibrator is sent through the capacitor 132 and the resistor 134 as a trigger pulse to the monostable multivibrator 136 which causes it to switch to a high output. This high output opens the gate 138 thereby allowing the free running buzzer 140 to pass through gate 138, through the parallel combination of the diode 140 and the capacitor 142 and then onto the speaker.
Since only a single pulse signal is sent from the monostable multivibrator 122 to the monostable multivibrator 136, the multivibrator 136 will return back to its low state thereby shutting off the buzzer. The change back to its low state, is sent through the capacitor 144 to the further monostable multivibrator 146. When this monostable multivibrator 146 goes to its high state, the signal passes through the variable resistor 148 to complete the circuit at the two bulbs 88 and 84. The specific bulb which was previously energized with the random output is now forward biased so that the information stored earlier at the decoder outputs is now displayed as either a yes or no answer. These displays 88, 84 correspond to the displays 22, 24 previously shown on the housing in FIG. 1. The display will continue for a preset amount of time, depending upon the length of the pulse of monostable multivibrator 146. Typically, this can be set to about 5 seconds. After that the monostable 146 returns to its low state thereby turning off the displayed bulb.
It should be noted that when the switch 16B is returned to its position after the activator 16 is released, the speaker unit 30 is interconnected to provide outputs from the tone generator or the buzzer, as the case may be. Specifically, one end of the speaker coil 154 is connected through the bar 60 to the capacitor 150 and then to ground 152. The other end of the speaker coil 154 is connected through the bar 54 to either the output of the tone generator, during the time the astable multivibrator 102 is operating. At the end of the operation of the astable multivibrator 102, it is then connected to the buzzer through the gate 138.
The variable resistor 148 can be provided as a brightness control and can be included as an additional switch on the housing unit, if so desired. It should be appreciated, that the output of the tone generator 114 is pulse position modulated tone bursts which are in synchronization with the flashing of the LED's 20.
It is therefore appreciated that during the time that the switch 16 is depressed, the random response is determined and the enabling signal responsive to the presence of an audible question is stored. When the switch 16 is released, the enabling signal is then converted into a time delay signal and that time delay signal is utilized to cause the flashing of the LED's displaying a binary coded number and to sound the particular tone signals. At the conclusion of the time delay signal, a buzzer will sound and then the previously determined random answer will be displayed.
Accordingly, the digital toy provides fun in determining a random response to a question, and at the same time provides the thrill of the usual electronic toys having flashing lights and emitting sounds.
At the same time, the digital toy provides an educational purpose. It teaches individuals familiary with the binary number system, binary coded decimal system, and various aspects of the events occurring in these categories. It also provides information concerning the function of digital and linear devices such as timers, counters, decoders and sound activated circuits. The toy also presents a good demonstration of how information can be electronically stored during one interval of time and subsequently called out and displayed at a subsequent predetermined time.
There has been described heretofore the best embodiments of the invention presently contemplated. However, it is to be understood that variations and modifications may be made thereto without departing from the teachings of the invention.
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