Computer-Automated Linac Diagnostics and Data Acquisition
Computer interactive diagnostics have been developed and tested for measuring RF Linac electron beam position and emittance. Electron beam position is measured with ferrite-loaded stripline monitors. The measured signals are processed by an APPLE-II computer, displayed and updated (at the Linac repetition rate) on a monitor. Data to determine emittance is collected by measuring electron beam spot size (using the wire scanner technique) as the focal strength of a quadrupole triplet is adjusted around the focus at the scanner. The emittance is calculated by the APPLE-II making a hyperbolic curve fit to these data.
Beam measurements on Argonne linac for collider injector design
The 20 MeV electron linac at Argonne produces 5 × 1010 electrons in a single bunch. This amount of charge per bunch is required for the proposed single pass collider at SLAC. For this reason the characteristics of the beam from this machine are of interest. The longitudinal charge distribution has been measured by a new technique. The technique is a variation on the deduction of bunch shape from a spectrum measurement. Under favorable conditions a resolution of about 1° of phase is possible, which is considerably better than can be achieved with streak cameras. The bunch length at 4.5 × 1010e− per bunch was measured to be 15° FWHM. The transverse emittance has also been measured using standard techniques. The emittance is 16 mm-mrad at 17. 2 MeV.
Project management education: The human skills imperative
Abstract This paper is intended to provide an insight into the importance of human skills in project management success and the apparent lack of emphasis placed on this within the context of university education. The discussion will call upon the viewpoints of many notable authors in respect to the human or ‘soft’ skills that are necessary in the management of projects. Against this background a review will be conducted into how well project management literature and university education equips potential project managers in the area of human skills. As the PMBOK ® Guide is one of the major recommended texts in Australian universities offering project management education, the paper will identify that it predominantly emphasises the required ‘hard (technical) skills’ at the expense of the ‘soft (human) skills’. Subsequent discussion will highlight the need for a balance between hard and soft skills within project management education in universities. It will conclude that educators within this discipline should recognise the importance of incorporating greater human skills aspects into their educational programs.