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This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

There is an increasing need for compact low-cost NMR apparatus that can be used on the laboratory bench and in the field. There are four main usage variants of usage: (a) time-domain apparatus, particularly for physical measurements; (b) frequency-domain apparatus, particularly for chemical analysis, (c) NMR Cryoporometry apparatus for measuring pore-size distributions; and (d) MRI apparatus for imaging. For all of these, variable temperature capability may be vital. We have developed compact low-cost apparatus targeted at these applications. We discuss a hand-held NMR Spectrometer, and three different holdable NMR magnets, with sufficiently large internal bores for the Lab-Tools compact Peltier thermo-electric cooled variable-temperature probes. Currently, the NMR Spectrometer is very suitable for (a) NMR time-domain relaxation and (c) NMR Cryoporometry. With a suitable high-homogeneity magnet, it is also appropriate for simple use (b), spectral analysis, or, with a suitable gradient set, (d) MRI. Together, the NMR Spectrometer, one of the NMR variable-temperature probes, and any of these NMR magnets make excellent NMR Cryoporometers, as demonstrated by this paper and previously published research. Equally, they make versatile general-purpose variable-temperature NMR systems for materials science. [ABSTRACT FROM AUTHOR]

Following an investigation of students' views of one further education college's teaching and learning model (McQueen and Webber 2009), a second project, reported here, sought to review students' ideas about what constitutes an effective learner. For this project a set of 36 statements was constructed based on theoretical models and research about effective learning. A total of 102 further education (FE) students aged 16-21, drawn from both vocational and academic courses, contributed to focus group discussions about their definitions of an effective learner, whether their views have changed since school and who, if anyone, helps people to become effective learners. They then individually rated the statements for both importance and the extent to which each element described them as learners. In general, what was considered important correlated with self-descriptions of students (p = 0.01). However, there were some exceptions. For example, statements in the category of self-management and regulation were given higher ratings for importance than for "like me". Females believed ability is fixed, and valued collaboration significantly more than males. Overall the statements were found to match many of the points raised by the students in their focus groups. Two further items were referred to: these were the importance of intrinsic motivation and positive teacher-student and peer relationships. The latter was discussed in the vocational groups; those on academic courses were more critical of being "spoon-fed" information to pass exams. Engaging students in discussion about learning is suggested as a useful meta-cognitive strategy to develop characteristics of effective learners. [See previous research at EJ857578-- What Is Very Important to Learning? A Student Perspective on a Model of Teaching and Learning, "Journal of Further and Higher Education," v33 n3 p241-253 Aug 2009.]

The research reported in this article is part of ongoing research exploring the development of teaching and learning in one further education college. This first stage aimed to investigate 16- to 19-year-old students' views of a teaching and learning model. A total of 374 sixth-form students individually sorted 21 statements derived from the model into those that they saw as very, quite or less important to their learning. In addition, nine semi-structured interviews were carried out with first-year students to gain a deeper understanding of why aspects of the model were deemed more important. Analysis revealed that first- and second-year students were united in their greater preference for explicitly exam-focused lessons within a socio-emotionally safe learning environment. Implications of the findings are discussed in relation to theory and practice in education. (Contains 2 tables, 1 figure, and 3 notes.)