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Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners – and indeed the tendency not to theorize learning explicitly – that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes

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The transient-field technique has been used in both conventional kinematics and inverse kinematics to measure the g factors of the 2 + 1 states in the stable even isotopes of Ru, Pd and Cd. The statistical precision of the g(2 + 1 ) values has been significantly improved, allowing a critical comparison with the tidal-wave version of the cranking model recently proposed for transitional nuclei in this region.

An experiment was performed with the EUROGAM II array to investigate the reaction channels that are open in the fusion of a beam on the actinide target at a series of energies around the Coulomb barrier. The symmetric fission products identified from the level structures seem to suggest that a proton and neutrons are emitted prior to fission.

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