(Table 2) Chemical composition of bottom sediments from Core AMK35-3452

During the last 25-30 ka a layer of pelagic sediments covering basement rocks was formed within the hydrothermal field located at 14°45'N (Logachev hydrothermal field). Composition of edaphogenic minerals from bottom sediments points to the fact that serpentinites or serpentinous abyssal rocks and gabbroids prevail among rock outcroppings within the hydrothermal field. Hydrothermal activity of the studied area extends over at least 25-30 ky. A sharp increase in hydrothermal activity took place at the boundary between Würm and Holocene. Intensive discharge of ore-bearing fluids persists up to present time.

(Table 1) Mineral phosphorus contents in bottom sediments and interstitial waters of the Southeast Atlantic

Concentrations of mineral phosphorus in interstitial waters from sediments of the Southeast Atlantic generally increases from the ocean bed to the continental slope and shelf. In diatomaceous oozes of the Southwest Africa shelf, phosphorus concentration in fresh interstitial waters reaches 2.5 mg/l in absence of phosphorite concretions and 0.1-0.7 mg/l in their presence. After prolonged storage of samples concentration of dissolved mineral phosphorus sometimes increases up to 7-8 mg/l. The key factor regulating phosphorus content of solid and liquid phases of unaltered sediments are content and composition of organic matter.

Planktic foraminifers, oxygen- and carbon isotopic compositions, and radiocarbon age in bottom sediments from Core AMK4-316GC

In a sediment core AMK4-316 (460 cm long) on the basis of radiocarbon, oxygen isotope, and lithological data climatostratigraphy is established for time interval about 145 ka. The method of factor analysis and spline interpolation applied to data on distribution of planktic foraminifera species has allowed to reconstruct average annual and seasonal temperatures and salinity at the surface and at depth 100 m. The optimum of the Last Interglaciation (5e) is characterized by maximal temperatures, low amplitudes of seasonal fluctuations, and by increased thickness of the upper homogeneous layer. The glacial hydrological mode has arisen here 115 ka ago. Coolings outstripped appropriate events of the global continental glaciation. Minimal average annual temperatures (4-4.5°C) are reconstructed for 47-45, 42, 36, 29-30, and 10 ka. For 50-30 ka interval numerous strong temperature fluctuations that reflect migrations of the polar front are established. Maximal differences of salinity at the surface and depth 100 m showing influence of melting waters were in the beginning of deglaciations (135 and 20 ka) and repeatedly arose in 50-30 ka interval. The Last Glacial Maximum (18 ka) is characterized by the lowest salinity but not by a peak of low temperatures at the surface. Surface temperature was lowered up to 10 ka. Average annual surface temperature of the Holocene optimum was 2°C above the modern one and 2°C below temperature in the Interglaciation optimum (5e), thickness of the upper homogeneous layer exceeded 100 m.

Abundance and biomass of benthic foraminifera in bottom sediments from the Sea of Okhotsk and the Pacific Ocean

A study of distribution of live individuals of benthic foraminifera in sediments of the Sea of Okhotsk and of the Northwestern Basin of the Pacific Ocean shows that they can be present in sediments up to depth of 30 cm and probably can live there for long periods, sometimes forming high concentrations. Living individuals in the subsurface layer often account for more than 50% of total biomass, which varies from 1 to 21 g/m**2 in different morphological structures. The largest biomass values are attained in underwater rises embedded in relatively warm, oxygen-saturated Pacific waters. Minimum total biomass concentrations occur in deep-water depressions where stagnation phenomena are observed. Foraminifera biomass everywhere decreases gradually with increasing depth from the surface of sediments regardless of relief, depth, and nature of sediments.

Biogeochemical parameters and processes in waters and bottom sediments of the Chukchi Sea

Study of biogeochemical processes in waters and sediments of the Chukchi Sea in August 2004 revealed atypical maxima of biogenic element (N, P, and Si) concentrations and rate of microbial sulfate reduction in the surface layer (0-3 cm) of marine sediments. The C/N/P ratio in organic matter (OM) of this layer does not fit the Redfield-Richards stoichiometric model. Specific features of biogeochemical processes in the sea are likely related to the complex dynamics of water, high primary produc¬tivity (110-1400 mg C/m**2/day), low depth of the basin (<50 m for 60% of the water area), reduced food chain due to low population of zooplankton, high density of zoobenthos (up to 4230 g/m**2), and high activity of microbial processes. Drastic decrease in concentrations of biogenic elements, iodine, total alkalinity, and population of microorganisms beneath the 0-3 cm layer testify to large-scale OM decay at the water-seafloor barrier. Our original experimental data support high annual rate of OM mineralization at the bottom of the Chukchi Sea.

Individual differences and personality correlates of navigational performance in the virtual route learning task

Research on the mechanisms and processes underlying navigation has traditionally been limited by the practical problems of setting up and controlling navigation in a real-world setting. Thanks to advances in technology, a growing number of researchers are making use of computer-based virtual environments to draw inferences about real-world navigation. However, little research has been done on factors affecting human–computer interactions in navigation tasks. In this study female students completed a virtual route learning task and filled out a battery of questionnaires, which determined levels of computer experience, wayfinding anxiety, neuroticism, extraversion, psychoticism and immersive tendencies as well as their preference for a route or survey strategy. Scores on personality traits and individual differences were then correlated with the time taken to complete the navigation task, the length of path travelled,the velocity of the virtual walk and the number of errors. Navigation performance was significantly influenced by wayfinding anxiety, psychoticism, involvement and overall immersive tendencies and was improved in those participants who adopted a survey strategy. In other words, navigation in virtual environments is effected not only by navigational strategy, but also an individual’s personality, and other factors such as their level of experience with computers. An understanding of these differences is crucial before performance in virtual environments can be generalised to real-world navigational performance.

Immersive Learning Research Network

Computer games have now been around for over three decades and the term serious games has been attributed to the use of computer games that are thought to have educational value. Game-based learning (GBL) has been applied in a number of different fields such as medicine, languages and software engineering. Furthermore, serious games can be a very effective as an instructional tool and can assist learning by providing an alternative way of presenting instructions and content on a supplementary level, and can promote student motivation and interest in subject matter resulting in enhanced learning effectiveness. REVLAW (Real and Virtual Reality Law) is a research project that the departments of Law and Computer Science of Westminster University have proposed as a new framework in which law students can explore a real case scenario using Virtual Reality (VR) technology to discover important pieces of evidence from a real-given scenario and make up their mind over the crime case if this is a murder or not. REVLAW integrates the immersion into VR as the perception of being physically present in a non-physical world. The paper presents the prototype framework and the mechanics used to make students focus on the crime case and make the best use of this immersive learning approach.

Digging up the frequency of phrasal verbs in English for the Police: the case of "up"

The present study focuses on the frequency of phrasal verbs with the particle up in the context of crime and police investigative work. This research emerges from the need to enlarge McCarthy and O’Dell’s (2004) scope from purely criminal behavior to police investigative actions. To do so, we relied on a corpus of 504,124 running words made up of spoken dialogues extracted from the script of the American TV series Castle shown on ABC since 2009. Based on Rudzka-Ostyn’s (2003) cognitive motivations for the particle up, we have identified five different meaning extensions for our phrasal verbs. Drawing from these findings, we have designed pedagogical activities for those L2 learners that study English at the Police Academy.

Designing networked learning for innovation: A dimension perspective

In her presentation, Emmy discusses a case study where a teacher group is followed in its innovative attempt to start up a new curriculum. Searching for guidelines to facilitate knowledge-creating teacher groups, the ‘Dimensions of Social Learning (DSL) Framework’ is applied as a starting point to assess the group's social configuration. To supplement the DSL Framework towards knowledge creation, social capital and value creation theories were studied. This has resulted in an extended framework that can bring the knowledge creation of teacher groups into view.

Efficient Learning of Bayesian Networks with Bounded Tree-width

Learning Bayesian networks with bounded tree-width has attracted much attention recently, because low tree-width allows exact inference to be performed efficiently. Some existing methods \cite{korhonen2exact, nie2014advances} tackle the problem by using $k$-trees to learn the optimal Bayesian network with tree-width up to $k$. Finding the best $k$-tree, however, is computationally intractable. In this paper, we propose a sampling method to efficiently find representative $k$-trees by introducing an informative score function to characterize the quality of a $k$-tree. To further improve the quality of the $k$-trees, we propose a probabilistic hill climbing approach that locally refines the sampled $k$-trees. The proposed algorithm can efficiently learn a quality Bayesian network with tree-width at most $k$. Experimental results demonstrate that our approach is more computationally efficient than the exact methods with comparable accuracy, and outperforms most existing approximate methods.

Learning to manage complexity through simulation: students' challenges and possible strategies

Many have called for medical students to learn how to manage complexity in healthcare. This study examines the nuances of students' challenges in coping with a complex simulation learning activity, using concepts from complexity theory, and suggests strategies to help them better understand and manage complexity.Wearing video glasses, participants took part in a simulation ward-based exercise that incorporated characteristics of complexity. Video footage was used to elicit interviews, which were transcribed. Using complexity theory as a theoretical lens, an iterative approach was taken to identify the challenges that participants faced and possible coping strategies using both interview transcripts and video footage.Students' challenges in coping with clinical complexity included being: a) unprepared for 'diving in', b) caught in an escalating system, c) captured by the patient, and d) unable to assert boundaries of acceptable practice.Many characteristics of complexity can be recreated in a ward-based simulation learning activity, affording learners an embodied and immersive experience of these complexity challenges. Possible strategies for managing complexity themes include: a) taking time to size up the system, b) attuning to what emerges, c) reducing complexity, d) boundary practices, and e) working with uncertainty. This study signals pedagogical opportunities for recognizing and dealing with complexity.

Learning Treewidth-Bounded Bayesian Networks with Thousands of Variables

We present a method for learning treewidth-bounded Bayesian networks from data sets containing thousands of variables. Bounding the treewidth of a Bayesian network greatly reduces the complexity of inferences. Yet, being a global property of the graph, it considerably increases the difficulty of the learning process. Our novel algorithm accomplishes this task, scaling both to large domains and to large treewidths. Our novel approach consistently outperforms the state of the art on experiments with up to thousands of variables.

Bespoke Radiology e-Learning

Introduction: Foundation doctors are expected to assess and interpret plain x-ray studies of the chest/abdomen before a definitive report is issued by senior staff. The Royal College of Radiologists have published guidelines (RCR curriculum) on the scope of plain film findings medical students should be familiar with.1 Studies have shown that the x-ray interpretation without feedback does not significantly improve diagnostic ability. 2 Queen’s University, Belfast Trust Radiology and Experior Medical developed an online system to assess individual student ability to interpret X-ray findings. Over a series of assessments each student’s profile is built up, identifying strengths and weakness. The system can then create bespoke individual assessments re-evaluating previously identified weak areas and quantifying interpretative skill improvement. Aim: To determine how readily an online system is adopted by senior medical students, investigating if increasing exposure to x-ray interpretation combined with cyclical formative feedback enhances performance. Methods: The system was offered to all 270 final year medical students as an online resource. The system comprised a series of 20 weekly 30 minute assessments, containing normal and abnormal x-rays within the RCR curriculum. After each assessment students were given formative feedback, including their own result, annotated answers, peer group comparison and a breakdown of areas of strength and weakness. Focus groups of 4-5 students addressed student perspectives of the system, including ease of use, image resolution, system performance across different operating platforms, perceived value of formative feedback loops, breakdown of performance and the value of bespoke personalised assessments. Research Ethics Approval was granted for the study. Data analysis was via two-sided one-sample t-test; initial minimal recruitment was estimated as 60 students, to detect a mean 10% change in performance, with a standard deviation of 20%. Results and Discussion: Over 80% (n = XXX/270) of the student cohort engaged with the study. Student baseline average was 39%, increasing to 62% by the exit test. The steadily sustained improvement (57% relative performance in interpretative diagnostic accuracy) was despite increasing test difficulty. Student feedback via focus groups was universally positive throughout the examined domains. Conclusion: The online resource proved to be valuable, with high levels of student engagement, improving performance despite increasingly difficulty testing and positive learner experience with the system. References: 1. Undergraduate Radiology Curriculum, The Royal College of Ra, April 2012. Ref No. BFCR(12)4 The Royal College of Radiologists, April 2012 2. I Satia, S Bashagha, A Bibi, R Ahmed, S Mellor, F Zaman. Assessing the accuracy and certainty in interpretating chest x-rays in the medical division. Clin Med August 2013 Vol.13 no. 4 349-352

Exploring the Success of Student Experiential Learning through Entrepreneurial Opportunities

Academic literature has increasingly recognized the value of non-traditional higher education learning environments that emphasize action-orientated experiential learning for the study of entrepreneurship (Gibb, 2002; Jones & English, 2004). Many entrepreneurship educators have accordingly adopted approaches based on Kolb’s (1984) experiential learning cycle to develop a dynamic, holistic model of an experience-based learning process. Jones and Iredale (2010) suggested that entrepreneurship education requires experiential learning styles and creative problem solving to effectively engage students. Support has also been expressed for learning-by-doing activities in group or network contexts (Rasmussen and Sorheim, 2006), and for student-led approaches (Fiet, 2001). This study will build on previous works by exploring the use of experiential learning in an applied setting to develop entrepreneurial attitudes and traits in students. Based on the above literature, a British higher education institution (HEI) implemented a new, entrepreneurially-focused curriculum during the 2013/14 academic year designed to support and develop students’ entrepreneurial attitudes and intentions. The approach actively involved students in small scale entrepreneurship activities by providing scaffolded opportunities for students to design and enact their own entrepreneurial concepts. Students were provided with the necessary resources and training to run small entrepreneurial ventures in three different working environments. During the course of the year, three applied entrepreneurial opportunities were provided for students, increasing in complexity, length, and profitability as the year progressed. For the first undertaking, the class was divided into small groups, and each group was given a time slot and venue to run a pop-up shop in a busy commercial shopping centre. Each group of students was supported by lectures and dedicated class time for group work, while receiving a set of objectives and recommended resources. For the second venture, groups of students were given the opportunity to utilize an on-campus bar/club for an evening and were asked to organize and run a profitable event, acting as an outside promoter. Students were supported with lectures and seminars, and groups were given a £250 budget to develop, plan, and market their unique event. The final event was optional and required initiative on the part of the students. Students were given the opportunity to develop and put forward business plans to be judged by the HEI and the supporting organizations, which selected the winning plan. The authors of the winning business plan received a £2000 budget and a six-week lease to a commercial retail unit within a shopping centre to run their business. Students received additional academic support upon request from the instructor, and one of the supporting organizations provided a training course offering advice on creating a budget and a business plan. Data from students taking part in each of the events was collected, in order to ascertain the learning benefits of the experiential learning, along with the successes and difficulties they faced. These responses have been collected and analyzed and will be presented at the conference along with the instructor’s conclusions and recommendations for the use of such programs in higher educations.

Virtual Worlds for Learning

This chapter examines four papers that have been influential in the use of virtual worlds for learning, but also draws on a range of other research and literature in order to locate virtual world learning across the landscape of higher education. Whilst there is sometimes a misconception that research into learning in virtual worlds is very new, the field began to develop in the late 1990’s and has continued since then. Typical examples of the first iterations of virtual worlds include Second Life, Active Worlds, and Kaneva, which have been available for up to 20 years. The second generation is currently being developed, examples being High Fidelity and Project Sansar. The chapter reviews the literature in this field and suggests central themes that emerge are: Socialisation; Presence and immersion in virtual world learning; Learning collaboratively and Trajectories of participation