Modular Ultrasound Array Doppler Velocimeter with FPGA-based Signal Processing for Real-time Flow Mapping in Liquid Metal

AbstractInvestigating the complex interaction of conductive fluids and magnetic fields is relevant for a variety of applications from basic research in magnetohydrodynamics (MHD) to modeling industrial processes involving metal melts, such as the crystal growth process in the photovoltaic industry. This enables targeted optimizations of the melt flow and allows to significantly increase the yield and energy efficiency of industrial processes. However, experimental studies in this field are often limited by the performance of flow instrumentation for opaque liquids. We present an ultrasound array Doppler velocimeter (UADV) for flow mapping in opaque liquids at room temperature. It is modular and flexible regarding its measurement configuration, for instance it allows capturing two velocity components in two planes (2d − 2c). It uses up to 9 linear arrays with a total element count of 225, driven in a parallelized time division multiplex (TDM) scheme. A FPGA-based signal pre-processing allows to handle the massive data bandwidth of typ. 1.2 GB/s and enables a continuous and near-realtime operation of the measurement system. The capabilities of the UADV system are demonstrated in a basic MHD research experiment with a metal melt (GaInSn) in a cubic container of (67mm)3. The flow induced by a rotating magnetic field is captured with a temporal resolution of 250ms for the horizontal and vertical central cross-section of the cube

Berlin bewegt sich: Interprofessionelles Lehren und Lernen von Studierenden der Medizin, Ergotherapie, Physiotherapie und Pflege (INTER-M-E-P-P)

Aim: The Berlin project "Interprofessional teaching and learning in medicine, occupational therapy, physiotherapy and nursing" (INTER-M-E-P-P) pursues the goal of developing and testing interprofessional courses in an exemplary manner, and then implement these into their regular study programs. Method: Under the direction of a steering committee of the participating institutions, professions and status groups, interprofessional courses were designed, carried out and evaluated. Specific to this project are the participation of students in the steering committee, and the accompanying of external supervision. The evaluation integrates the perspectives of all project participants, and combines quantitative and qualitative methods.Results: INTER-M-E-P-P established cooperative structures between the participating universities and programs. Three courses were designed, taught and evaluated in an interprofessional manner. The various curricula, organizational patterns and locations of the study paths led to a great need for resources in regard to planning and implementation. This process can be made difficult by any stereotypes or preconceptions inherent to those doing the planning; however, under external supervision, the individual professional viewpoints can still be broadened and enriched.Conclusion: A sustainable implementation of interprofessional education into the curricula of health science study programs is currently complicated by barriers such as different geographical locations and differing university regulations concerning study and testing. Implementation will require long-term support at the university as well as at political levels.Zielsetzung: Das Berliner Projekt "Interprofessionelles Lehren und Lernen in Medizin, Ergotherapie, Physiotherapie und Pflege" (INTER-M-E-P-P) verfolgt das Ziel, interprofessionelle Lehrveranstaltungen modellhaft zu entwickeln, zu erproben und in die Curricula der Studiengänge zu implementieren. Methodik: Unter der Leitung einer institutions-, professions- und statusübergreifenden Lenkungsgruppe werden interprofessionelle Lehrveranstaltungen konzipiert, durchgeführt und evaluiert. Spezifisch sind die studentische Partizipation in der Lenkungsgruppe und die Begleitung durch externe Supervision. Die Evaluation integriert die Perspektiven aller am Projekt Beteiligten und kombiniert qualitative und quantitative Methoden. Ergebnisse: INTER-M-E-P-P hat Strukturen zur Kooperation der beteiligten Hochschulen und Studiengänge aufgebaut. Drei Lehrveranstaltungen wurden interprofessionell konzipiert, durchgeführt und evaluiert. Die unterschiedliche curriculare, strukturelle und räumliche Verortung der Studiengänge führt zu einem hohen, ressourcenintensiven Planungs- und Umsetzungsaufwand. Stereotype und Rollenbilder der Planenden können den Prozess erschweren; unter externer Supervision jedoch die professionsspezifischen Blickwinkel erweitern und bereichern.Schlussfolgerung: Eine nachhaltige Implementierung von IPL in die Curricula der Gesundheitsstudiengänge ist derzeit durch Barrieren wie die räumliche Trennung und verschiedene Studien- und Prüfungsordnungen erschwert. Sie benötigt dauerhafte Unterstützungsstrukturen auf hochschulischer und politischer Ebene