Geochemistry of basalts from the Caribbean Large Igneous Province

Oceanic flood basalts are poorly understood, short-term expressions of highly increased heat flux and mass flow within the convecting mantle. The uniqueness of the Caribbean Large Igneous Province (CLIP, 92-74 Ma) with respect to other Cretaceous oceanic plateaus is its extensive sub-aerial exposures, providing an excellent basis to investigate the temporal and compositional relationships within a starting plume head. We present major element, trace element and initial Sr-Nd-Pb isotope composition of 40 extrusive rocks from the Caribbean Plateau, including onland sections in Costa Rica, Colombia and Curaçao as well as DSDP Sites in the Central Caribbean. Even though the lavas were erupted over an area of ~3*10**6 km**2, the majority have strikingly uniform incompatible element patterns (La/Yb=0.96+/-0.16, n=64 out of 79 samples, 2sigma) and initial Nd-Pb isotopic compositions (e.g. 143Nd/144Ndin=0.51291+/-3, epsilon-Nd i=7.3+/-0.6, 206Pb/204Pbin=18.86+/-0.12, n=54 out of 66, 2sigma). Lavas with endmember compositions have only been sampled at the DSDP Sites, Gorgona Island (Colombia) and the 65-60 Ma accreted Quepos and Osa igneous complexes (Costa Rica) of the subsequent hotspot track. Despite the relatively uniform composition of most lavas, linear correlations exist between isotope ratios and between isotope and highly incompatible trace element ratios. The Sr-Nd-Pb isotope and trace element signatures of the chemically enriched lavas are compatible with derivation from recycled oceanic crust, while the depleted lavas are derived from a highly residual source. This source could represent either oceanic lithospheric mantle left after ocean crust formation or gabbros with interlayered ultramafic cumulates of the lower oceanic crust. High 3He/4He in olivines of enriched picrites at Quepos are ~12 times higher than the atmospheric ratio suggesting that the enriched component may have once resided in the lower mantle. Evaluation of the Sm-Nd and U-Pb isotope systematics on isochron diagrams suggests that the age of separation of enriched and depleted components from the depleted MORB source mantle could have been <=500 Ma before CLIP formation and interpreted to reflect the recycling time of the CLIP source. Mantle plume heads may provide a mechanism for transporting large volumes of possibly young recycled oceanic lithosphere residing in the lower mantle back into the shallow MORB source mantle.

Calcite saturation and dissolution index of core-top sediment samples from the Ontong Java Plateau, Mid-Atlantic Ridge, the Caribbean and the Ceara Rise, the Indian Ocean, the Ninety-East Ridge and from the east of Madagascar

X-ray computed tomography (CT) provides an insight into the progression of dissolution in the tests of planktonic foraminifera. Four species of foraminifera (G. ruber [white], G. sacculifer, N. dutertrei and P. obliquiloculata) from Pacific, Atlantic and Indian Ocean core-top samples were examined by CT and SEM. Inner chamber walls began to dissolve at Delta[CO3**2-] values of 12-14 µmol/kg. Close to the calcite saturation horizon, dissolution and precipitation of calcite may occur simultaneously. Inner calcite of G. sacculifer, N. dutertrei and P. obliquiloculata from such sites appeared altered or replaced, whereas outer crust calcite was dense with no pores. Unlike the other species, there was no distinction between inner and outer calcite in CT scans of G. ruber. Empty calcite crusts of N. dutertrei and P. obliquiloculata were most resistant to dissolution and were present in samples where Delta[CO3**2-] ~ -20 µmol/kg. Five stages of preservation were identified in CT scans, and an empirical dissolution index, XDX, was established. XDX appears to be insensitive to initial test mass. Mass loss in response to dissolution was similar between species and sites at ~ 0.4 µg/µmol/kg. We provide calibrations to estimate Delta[CO3**2-] and initial test mass from XDX.

An overview of research activities and achievement in Geotechnics from the Scottish Universities Geotechnics Network (SUGN)

Design of geotechnical systems is often challenging as it requires the understanding of complex soil behaviour and its influence on field-scale performance of geo-structures. To advance the scientific knowledge and the technological development in geotechnical engineering, a Scottish academic community, named Scottish Universities Geotechnics Network (SUGN), was established in 2001, composing of eight higher education institutions. The network gathers geotechnics researchers, including experimentalists as well as centrifuge, constitutive, and numerical modellers, to generate multiple synergies for building larger collaboration and wider research dissemination in and beyond Scotland. The paper will highlight the research excellence and leading work undertaken in SUGN emphasising some of the contribution to the geotechnical research community and some of the significant research outcomes.

What do universities want from publishing?

At a simple level, universities want publishing to support and further their mission to carry out research and teaching. However at a detailed level there are major differences within and between universities which mean there will be different wants and expectations of publishing. Bearing in mind these complexities, this paper examines universities' various requirements as producers, purchasers and consumers of publications. Some of the key wants of universities include impact, affordability, quality and access. The merits of the established system of subscription-based journal publishing and the emerging system of open-access publishing and dissemination are discussed in relation to universities' wants.

Effect of Inorganic and Organic Carbon Enrichments (DIC and DOC) on the Photosynthesis and Calcification Rates of Two Calcifying Green Algae from a Caribbean Reef Lagoon

Coral reefs worldwide are affected by increasing dissolved inorganic carbon (DIC) and organic carbon (DOC) concentrations due to ocean acidification (OA) and coastal eutrophication. These two stressors can occur simultaneously, particularly in near-shore reef environments with increasing anthropogenic pressure. However, experimental studies on how elevated DIC and DOC interact are scarce and fundamental to understanding potential synergistic effects and foreseeing future changes in coral reef function. Using an open mesocosm experiment, the present study investigated the impact of elevated DIC (pHNBS: 8.2 and 7.8; pCO2: 377 and 1076 μatm) and DOC (added as 833 μmol L-1 of glucose) on calcification and photosynthesis rates of two common calcifying green algae, Halimeda incrassata and Udotea flabellum, in a shallow reef environment. Our results revealed that under elevated DIC, algal photosynthesis decreased similarly for both species, but calcification was more affected in H. incrassata, which also showed carbonate dissolution rates. Elevated DOC reduced photosynthesis and calcification rates in H. incrassata, while in U. flabellum photosynthesis was unaffected and thalus calcification was severely impaired. The combined treatment showed an antagonistic effect of elevated DIC and DOC on the photosynthesis and calcification rates of H. incrassata, and an additive effect in U. flabellum. We conclude that the dominant sand dweller H. incrassata is more negatively affected by both DIC and DOC enrichments, but that their impact could be mitigated when they occur simultaneously. In contrast, U. flabellum can be less affected in coastal eutrophic waters by elevated DIC, but its contribution to reef carbonate sediment production could be further reduced. Accordingly, while the capacity of environmental eutrophication to exacerbate the impact of OA on algal-derived carbonate sand production seems to be species-specific, significant reductions can be expected under future OA scenarios, with important consequences for beach erosion and coastal sediment dynamics.

Information Literacy in Costa Rican Universities. Viewing Levels of Incorporation from the Information Published on the Websites of their Libraries

Training in information competencies or information literacy is one of the current challenges of university libraries at the possibilities of access to vast information resources that facilitate digital media, which require a better understand and apply the selection and assessment criteria to retrieval the highest quality and relevance of information as needed. In this situation, Ibero-American university libraries (Latin-America, Spain and Portugal) have been slowly incorporating this training either from direct training programs, offered from the library or through collaborative work with teachers and schools in curricula of various universities as a whole or in specific disciplines. In this text, it was identified that, at present, from the information displayed on Web sites of universities-HEI in Costa Rica, a very small percentage of university libraries would find taking actions in a level 1 or 2 of incorporating information literacy, since a large most developed is still very focused programs and processes to the traditional user training, while another large majority, unfortunately, has no action-information about actions from the forming perspective that should be any library.

Cuba: From Economic Take-Off to Collapse under Castro

This flyer promotes a book presentation of "Cuba: From Economic Take-off to Collapse under Castro" by co-authors Jorge Salazar-Carrillo and Andro Nodarse-Leon.The book reviews Cuba's economic success pre-Castro, and concludes the Fidel Castro's revolution has been an economic disaster for Cuba. This event was Cosponsored by the Kimberly Green Latin American and Caribbean Center at FIU and will be held on December 15,2015 at Books & Books in Coral Gables, FL.

The Eliana Rivero Research Scholarship in Cuban Studies- Call for Applications from Graduate Students

This flyer promotes a call for applications from Graduate Students for the Eliana Rivero Research Scholarship in Cuban Studies. The scholarship provides one graduate student the opportunity to conduct research in Cuban studies- with special emphasis in the humanities- at the Cuban Research Institute. The deadline for applications is February 15, 2016.

Universities, SMEs and innovation frameworks : think global, act local?

Universities are increasingly encouraged to take a leading role in economic development, particularly through innovation. Simultaneously, economic development policy itself is increasingly focused on small and medium-sized enterprises (SMEs), creating overlapping interactions in the roles of government policy, universities and SMEs and the processes of innovation creation and dissemination. This paper examines issues arising from these developments and relating to the key stakeholders (industry, government and universities in particular), the enabling mechanisms (network governance, relevant education, training and learning, and suitable structures), and local and cross-local links. The authors then use quantitative analysis of 450 SMEs in the UK to begin to evaluate the roles of universities and highlight areas for further theoretical development.

STRATÉGÉ – Study of Transparent Recognition, Accreditation Tools and Experience in a Global Environment

Engineering graduates of today, face a working environment that assumes global mobility in the labour market. This challenge means, amongst universities worldwide, a demand to increase the globalisation of educational programs, context, and increase and support the mobility of students through mechanisms such as student exchange and double masters degrees. Engineering student mobility from Australia is low with only a few Engineering Faculties encouraging students to go internationally. This comparative study, using universities in Australia and Europe, of feedback from students who have been on exchange or proposing to go on exchange, employers and faculty addresses the motivators and barriers to student mobility and exchange from the perspectives of the university, faculty, students and employers. Recommendations will be presented on how student mobility and exchange can be improved, and mechanisms such as double Masters Degrees, dual accreditation and Erasmus Mundus 2009 – 2013 can be utilised to improve student mobility.

Middle years teacher education : new programs and research directions

Teacher education programs focussing on the development of specialist teachers for 'the middle years' have proliferated in Australian universities in recent years. This paper provides some insights into middle years' teacher education programs at the University of Queensland, Edith Cowan and Flinders Universities with regard to their: philosophical underpinnings; specific educational context; scope and nature of the program. In addition, some of the research directions and efficacy strategies utilised in conjunction with the programs will be shared, along with some early findings from a longitudinal study in one of the programs. We propose that the pattern of programmatic growth heralds a new time for teacher education, and we speculate about the production of new kinds of teacher identities as graduates take their place in the profession.

The epistemology that maintains white race privilege, power and control of Indigenous Studies and Indigenous peoples' participation in universities

This paper represents my attempt to turn the gaze and demonstrate how Indigenous Studies is controlled in some Australian universities in ways that witness Indigenous peoples being further marginalised, denigrated and exploited. I have endeavoured to do this through sharing an experience as a case study. I have opted to write about it as a way of exposing the problematic nature of racism, systemic marginalisation, white race privilege and radicalised subjectivity played out within an Australian higher education institution and because I am dissatisfied with the on-going status quo. In bringing forth analysis to this case study, I reveal the relationships between oppression, white race privilege and institutional privilege and the epistemology that maintains them. In moving from the position of being silent on this experience to speaking about it, I am able to move from the position of object to subject and to gain a form of liberated voice (hooks 1989:9). Furthermore, I am hopeful that it will encourage others to examine their own practices within universities and to challenge the domination that continues to subjugate Indigenous peoples.

Benchmarking introductory accounting curricula : Experience from Australia

Within the context of debate about the state of accounting education in general, introductory accounting subjects have been the target of considerable criticism, particularly in terms of narrow content, technical focus, use of transmissive models of teaching, and inattention to the development of students‟ generic skills. This paper reports on the results of an exploratory study of these issues in introductory accounting and which involved the review of subject outlines and prescribed textbooks, and the conduct of a cross-sectional survey of the introductory accounting teaching coordinators in Australian universities (n=21). The primary aims of the study were to establish and apply benchmarks in evaluating existing curricula with respect to subject orientation, learning objectives, topics, teaching delivery, learning strategies, and assessment. The results of our study suggest that traditional approaches to subject content and delivery continue to dominate, with limited indicators of innovations to enhance the diversity and quality of learning experiences and learning outcomes.

Reading Squadron: Crossing borders in literacy experiences for preservice teachers.

Teaching literacy requires accurate and current knowledge in the field (Commonwealth of Australia, 2005). There have been persistent inquiries into what constitutes specialist knowledge and skills for teaching students to be literate. Preservice teacher education is fundamental to literacy development, which includes the approaches universities employ to prepare graduates for teaching literacy. Indeed, preservice teacher programs and literacy education also elicit insatiable media coverage. There is a continued push to improve literacy outcomes for school students across the nation and prepare the literacy knowledge and skills of Australian teachers. This study mainly focuses on 10 final-year preservice teachers attending a regional university campus who volunteered for further experiences to teach students to read traditional texts. These preservice teachers completed three university literacy units before commencing with practical applications. A literacy program, titled Reading Squadron, was developed in partnership between a local primary school and the university. Primary students were identified by the school as requiring literacy support. Preservice teachers attended a whole day training session run by school staff at the university and then visited the school for two one-hour sessions each week over a six-week period. Each preservice teacher was assigned two students and worked with each student for half an hour twice a week. The aim of this small-scale qualitative study was to investigate the perceptions of the preservice teachers and school staff as a result of their involvement in the Reading Squadron program. The preservice teachers completed a questionnaire to determine their views of the program and ascertain how it assisted their development. Further data were gathered from the preservice teachers through individual face-to-face interviews. Three school staff involved in the program also completed a questionnaire to determine the value of the program. Results indicated that the preservice teachers made links between theory and practice, and felt they gained knowledge about teaching reading. Three preservice teachers noted it was difficult to work around timetable commitments but gained from the experience and suggested embedding such experiences into university literacy units. Data gathered from school staff indicated that six-weeks was not sufficient time to measure improvements in the school students, however, they were supportive of such a program, particularly for its continuation. Collaborations between schools and universities can provide opportunities for preservice teachers to use theoretical knowledge gained from core university subjects with application to assist primary students’ literacy development in schools. Teachers in this study were supportive of the Reading Squadron program, however, more data needed to be collected to understand the literacy improvement of students. Longitudinal studies are required to ascertain specific knowledge and skills gained by preservice teachers to teach reading and how these programs enhance students’ literacy levels.