Time of Flight Sensor with a Flow Parallel Wire
A time of flight sensor has been equipped with a sensing wire parallel to the flow direction (flow parallel wire, FPW). A heat pulse is generated with a coil in the flow channel. The FPW has a center tap allowing its upstream and downstream parts to join in a half bridge. When a heat pulse passes the FPW, a large output peak is generated. The time between heat pulse generation and recording the peak maximum is only marginally affected by the properties of the fluid. With a combination of two FPWs, a measuring range of approximately 0.01–0.5 m/s can be achieved.
Micromachined Flow Sensors Enabling Electrocalorimetric and TOF Transduction
Abstract A novel thermal flow sensor is presented featuring three spatially separated micromachined silicon-nitride membranes. A thin-film heater is embedded in the central one, while the others carry thermistors. This advanced sensor structure enables two different transduction modes. The electrocalorimetric mode exhibits high resolution and quick response at the expense of high power consumption. For slowly varying flows, the Time-of-Flight mode with low duty-cycles allows for power-saving operation but suffers from less sensitivity and slower response.
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.