Administration of a Unix computer network

http://www.worldcat.org/oclc/3193042

Early Holocene Warm Interval In Northern Alaska

Reports a radiocarbon date of 8400 ± 300 BP for a poplar log found 6 m below surface near the Sagavanirktok River and close to the Itkillik glaciation type area. This confirms the correlation of dates reported earlier by others in the Seward Peninsula, Pt Barrow and along the Anaktuvuk River, with a warm period between the Antler valley and Anivik Lake advances of the Itkillik glaciation

Glaciation on the Arctic Slope of the Brooks Range, Northern Alaska

Reconstructs glacial history of the area (approx. 68-69 30 N, 147-162 W) on the basis of observations during 1944-1953 of the nature and extent of glacial deposits in the central part of the Range between Shainin and Itkillik Lakes and in the southern part of the Foothills Province from the Shaviovik River west to Etivluk River. Distribution is mapped and characteristics described of deposits from six glaciations for which a tentative chronological sequence is established: Anaktuvuk and Sagavanirktok of Pre-Wisconsin age; Itkillik and Echooka of Early Wisonsin; Alapah Mountain of Late Wisconsin; and Fan Mountain of Recent age. Terrace deposits and Pleistone alluviations are mentioned

Does chess need intelligence? – A study with young chess players

Although it is widely acknowledged that chess is the best example of an intellectual activity among games, evidence showing the association between any kind of intellectual ability and chess skill has been remarkably sparse. One of the reasons is that most of the studies investigated only one factor (e.g., intelligence), neglecting other factors relevant for the acquisition of chess skill (e.g., amount of practice, years of experience). The present study investigated the chess skill of 57 young chess players using measures of intelligence (WISC III), practice, and experience. Although practice had the most influence on chess skill, intelligence explained some variance even after the inclusion of practice. When an elite subsample of 23 children was tested, it turned out that intelligence was not a significant factor in chess skill, and that, if anything, it tended to correlate negatively with chess skill. This unexpected result is explained by a negative correlation between intelligence and practice in the elite subsample. The study demonstrates the dangers of focusing on a single factor in complex real-world situations where a number of closely interconnected factors operate

Cognitive tests used in chronic adult human randomised controlled trial micronutrient and phytochemical intervention studies

In recent years there has been a rapid growth of interest in exploring the relationship between nutritional therapies and the maintenance of cognitive function in adulthood. Emerging evidence reveals an increasingly complex picture with respect to the benefits of various food constituents on learning, memory and psychomotor function in adults. However, to date, there has been little consensus in human studies on the range of cognitive domains to be tested or the particular tests to be employed. To illustrate the potential difficulties that this poses, we conducted a systematic review of existing human adult randomised controlled trial (RCT) studies that have investigated the effects of 24 d to 36 months of supplementation with flavonoids and micronutrients on cognitive performance. There were thirty-nine studies employing a total of 121 different cognitive tasks that met the criteria for inclusion. Results showed that less than half of these studies reported positive effects of treatment, with some important cognitive domains either under-represented or not explored at all. Although there was some evidence of sensitivity to nutritional supplementation in a number of domains (for example, executive function, spatial working memory), interpretation is currently difficult given the prevailing 'scattergun approach' for selecting cognitive tests. Specifically, the practice means that it is often difficult to distinguish between a boundary condition for a particular nutrient and a lack of task sensitivity. We argue that for significant future progress to be made, researchers need to pay much closer attention to existing human RCT and animal data, as well as to more basic issues surrounding task sensitivity, statistical power and type I error

Testing sleep consolidation in skill learning: a field study using an online game

Using an observational sample of players of a simple online game (n > 1.2 million), we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night’s sleep and those whose breaks in practice probably did not contain a night’s sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, but fails to find any additional benefit of sleeping during a break from practice. We discuss reasons why the well established phenomenon of sleep consolidation might not manifest in an observational study of skill development. We put the spacing effect into the context of the other known influences on skill learning: improvement with practice, and individual differences in initial performance. Analysis of performance data from games allows experimental results to be demonstrated outside of the lab, and for experimental phenomenon to be put in the context of the performance of the whole task

Changed responses under cross-examination: The role of anxiety and individual differences in child witnesses

The present study explored whether levels of anxiety, and a range of individual differences measures (age, IQ, and suggestibility), could predict performance during crossexamination questioning. Eighty-three children (aged 4-11 years) witnessed a staged event before being interviewed (3-6 days later) and cross-examined (ten months later). Results demonstrated that cross-examination induced a significant rise in anxiety levels. Further, recall of unchallenged details (based on children’s initial testimony, which they reviewed prior to cross-examination) and anxiety levels were the only significant predictors of crossexamination performance. Further research is needed to explore the inter-relationship between anxiety and other individual difference measures on cross-examination performance, and to determine how to alleviate the anxiety of child witnesses (to enable them to achieve their best evidence in court). Preparation to ensure children understand the importance of attending to the recording of their original evidence may improve children’s resilience under cross-examination and reduce anxiety levels

Simulation games as tools for integrative dynamic learning: The case of the management course at the University of Algarve

Today, in order to people or organizations survive in a changing environment it is essential to adapt. Learning provided to people is a key feature for an active response since it implies acquiring knowledge, skills and competencies to cope successfully with different circumstances. Literature has focused on how digital games support education because simulators represent dynamic models of real situations; so, their goal is to ensure that the player denotes his decisions consequences. When teaching certain skills through these games, a reflection stage is crucial to evaluate the experiences gathered during the simulation and promote knowledge appliance by participants into the real world. Due to its multiple scientific contributions, gaming can overlap a valid solution to prepare learners understanding regarding complex contexts. This research denotes an ongoing PhD research about the characteristics of a management course unit (at the University of Algarve, Portugal) that explores a business simulator- Cesim Global Challenge- for learning purposes, as well as the effectiveness of an integrative approach (new learning environments) on students’ engagement and dynamic learning outcomes. From the earlier empirical data is understandable game-based learning advantages and disadvantages within Management and Entrepreneurship courses