Velocity-space sensitivity of the time-of-flight neutron spectrometer at JET

The velocity-space sensitivities of fast-ion diagnostics are often described by so-called weight functions. Recently, we formulated weight functions showing the velocity-space sensitivity of the often dominant beam-target part of neutron energy spectra. These weight functions for neutron emission spectrometry (NES) are independent of the particular NES diagnostic. Here we apply these NES weight functions to the time-of-flight spectrometer TOFOR at JET. By taking the instrumental response function of TOFOR into account, we calculate time-of-flight NES weight functions that enable us to directly determine the velocity-space sensitivity of a given part of a measured time-of-flight spectrum from TOFOR

Relationship of edge localized mode burst times with divertor flux loop signal phase in JET

A phase relationship is identified between sequential edge localized modes (ELMs) occurrence times in a set of H-mode tokamak plasmas to the voltage measured in full flux azimuthal loops in the divertor region. We focus on plasmas in the Joint European Torus where a steady H-mode is sustained over several seconds, during which ELMs are observed in the Be II emission at the divertor. The ELMs analysed arise from intrinsic ELMing, in that there is no deliberate intent to control the ELMing process by external means. We use ELM timings derived from the Be II signal to perform direct time domain analysis of the full flux loop VLD2 and VLD3 signals, which provide a high cadence global measurement proportional to the voltage induced by changes in poloidal magnetic flux. Specifically, we examine how the time interval between pairs of successive ELMs is linked to the time-evolving phase of the full flux loop signals. Each ELM produces a clear early pulse in the full flux loop signals, whose peak time is used to condition our analysis. The arrival time of the following ELM, relative to this pulse, is found to fall into one of two categories: (i) prompt ELMs, which are directly paced by the initial response seen in the flux loop signals; and (ii) all other ELMs, which occur after the initial response of the full flux loop signals has decayed in amplitude. The times at which ELMs in category (ii) occur, relative to the first ELM of the pair, are clustered at times when the instantaneous phase of the full flux loop signal is close to its value at the time of the first ELM

Enhancing quality in the M.Pharm degree programme: Optimisation of the personal tutor system

Personal tutoring (PT) systems operating in Higher education (HE) generally aim to offer support, information and advice to students concerning many areas in their university life, both the pedagogical and the personal. This article considers the methodologies and perceptions of a PT system for 4-year Master of Pharmacy (M.Pharm) undergraduate students within the School of Pharmacy and Biomolecular Sciences at the University of Brighton. The 2000/2001 Level 1 and Level 2 M.Pharm cohorts were surveyed with respect to their perceptions of the personal tutor system. These perceptions are reported in this work. The majority of students made zero or one visits to their assigned personal tutor each academic year. Overall positive student perceptions concerning the effectiveness of the PT system is reported, with most students reporting that they found their allocated personal tutor helpful. Most students stated that they felt able to request a change of personal tutor under any circumstances without fear of any negative consequence, a key attribute of the system. Students described the PT system as a means of listening to personal problems, to review status of academic progress and to act as an initial point of contact between the students and the University. Yet the students did not acknowledge some of its key functions. The PT was not described as a means to discuss learning and assessment strategies, deploy information on course and exam regulations and help in choosing modules (as well as assistance in gaining access to support services). The results of this study provide us with a framework by which the current system may be improved. Results suggest that its focus now must be on enhancing staff dedication to the provision of a quality service, training support to staff in the skills of PT, instituting a minimum number of PT sessions-per-academic year and broadening student knowledge of the multi-dimensional role of the personal tutor. It is also concluded that the one-size-fits-all model does not fit all and that a flexible model for tutoring is more likely to satisfy the requirements of the student body as a whole