Microwave Spectra, Structure, and Ring-Puckering Vibration of Octafluorocyclopentene.

The rotational spectra of octafluorocyclopentene (C5F8) has been measured for the first time using pulsed jet Fourier transform microwave spectroscopy in a frequency range of 6 to 16 GHz. As in the molecule cyclopentene, the carbon ring is nonplanar, and inversion through the plane results in an inversion pair of ground state vibrational energy levels with an inversion splitting of 18.4 MHz. This large amplitude motion leads to the vibration-rotation coupling of energy levels. The symmetric double minimum ring-puckering potential function was calculated, resulting in a barrier of 222 cm-1. The rotational constants A0 = 962.9590(1) MHz, B0 = 885.1643(4) MHz, C0 = 616.9523(4) MHz, A1 = 962.9590(1) MHz, B1 = 885.1643(4) MHz, C1 = 616.9528(4) MHz, and two centrifugal distortion constants for each state were determined for the parent species and all 13C isotopologues. A mixed coordinate molecular structure was determined from a least-squares fit of the ground state rotational constants of the parent and each 13C isotopologue combined with the equilibrium bond lengths and angles from quantum chemical calculations.

A teaching methods course in Manchester for general practitioner teachers.

A teaching-methods course for general practitioner teachers is described. It lasts for 20 days, split into four 5-day residential sections held at intervals of 6 months. The sections are respectively entitled person-to-person teaching, small group teaching, teaching behaviour, and a micro-training laboratory. They recur in a cycle. The approach in each section is that of experimental learning--necessarily, since an aim of the course is to enable the members to apply the same approach in their own teaching. The methods of three of the sections are given in some detail. The person-to-person teaching section, concerned mainly with the learning of counselling skills, is dealt with fully by Long et al. (1976), and is here presented very briefly. The limited evaluation and assessment procedure, and their results, are offered together with certain general conclusions.

Teaching the teachers.

This and the following two papers describe historically the development of courses for general practice teachers in Manchester from 1966. The first paper describes the early attempts to fashion an appropriate course, discusses the content of such courses and the methods used. The second and third papers then discuss a course on non-directive behavioural counselling as an educational tool and describe the evolution of a cycle of four courses, each dealing with separate aspects of teaching. The emphasis throughout is on person to person teaching, it being considered that this is the commonest teaching/learning situation in general practice. The second part of the first paper goes on to discuss the logistic needs for the preparation and maintenance of teachers in general practice.

A method of teaching counselling.

The major part of one section of a teaching-methods course for general practitioner teachers (Harris et al., 1976) was concerned with teaching counselling skills. This paper describes the methods used to do so, in the setting of a residential course lasting for only a few days. The functions and objectives of counselling are defined, and the counselling process is divided into six stages which are reflected in the organization of the teaching. Five specific skills required are isolated, to clarify the teaching and to permit assessment of the members' learning. Three roles in a counselling interview are described, and members work in trios where they experience each of these roles. The problems at which the members work have to be real and unresolved problems in their own lives. Some conclusions are offered, drawn from the writers' experience and from the evaluation and assessment techniques employed.