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The development of creative abilities is an important aspect in the system of training future specialists mastering higher education curricula. Creativity is an integral part of the professional activity of a future graduate. Even while studying at the university students should be creative in solving professional tasks and the cases proposed. It is, first of all, extracurricular project activities on the discipline that helps to enhance the creative potential of students. The implementation of project work helps to develop the necessary skills and abilities for the formation of creative personality. This study explores the use of massive open online courses along with creative projects of various kinds for the possibilities of developing creative abilities of students in the framework of the discipline "Foreign Language". An algorithm for the implementation of project extracurricular independent work of students is presented. A methodological model for integrating a massive open online foreign language course into the educational process of university is considered. The study also covers the content of foreign-language massive open online courses. As a result of the study, after the completion of NSUEM pilot project, a survey of economics student to study the capabilities of MOOCs and project activities for the development of creative abilities was carried out. It is concluded that the use of massive open online courses along with extracurricular project activities contributes to the development of creative abilities of students in the framework of the discipline "Foreign Language" in higher education institution. [ABSTRACT FROM AUTHOR]

The formation of creativity of future entrepreneurs still remains one of the important issues of modern training at university. Future graduates should be able to think, analyze and be imaginative in finding solutions in situations that follow the procedures of professional training and personal development. It is extracurricular activities in a foreign language that enable us o engage a student in active, imaginative, research and cognitive activity and provide the building of a professional foreign language competence of future specialists. Extracurricular activities promote increasing of motivation to acquire a foreign language, contributes to the building of personality, its creative outbreak, broadening horizons, erudition and emotional attitude to the entire world and to oneself. This study explores the use of information and communication technologies, namely massive open online courses for the building of creative skills among students majoring in entrepreneurship, as well as for the development of their professional foreign language competence. Criteria for choosing an online course for integration into the educational process of teaching a foreign language are presented. The content of the massive open online course on creativity and entrepreneurship is reviewing. As a result of the study, a survey of entrepreneurship students is conducted after completing the massive open online course on an American online platform in order to consider the positive features of the use of massive open online courses for extracurricular activities on the "Foreign Language" discipline as a part of blended learning environment. It is concluded that the use of foreign-language massive open online course on creativity and entrepreneurship in extracurricular work at tertiary level as a part of blended approach can be an effective way to jointly form the creativity and professional foreign language competence of future entrepreneurship graduates. [ABSTRACT FROM AUTHOR]

The Relief Canyon mine exploited a carbonate-hosted, disseminated Au-Ag-(F) deposit located at the intersection of the Mesozoic Fencemaker thrust zone and late Tertiary range-bounding fault zone in the southern Humboldt Range. A metamorphosed, tectonically thickened section of multiply deformed Middle-Late Triassic platform carbonate, volcanic, and siliciclastic rocks intruded by gabbro dikes and sills comprise the mine section. Collapse of a back-arc basin and development of the Luning-Fencemaker fold- and thrust belt produced compressional deformation features in these rocks. D1 formed during NE-SW shortening and created a S0/S1 planar fabric and small isoclinal folds during greenschist metamorphism in the Early to Middle Jurassic. D2 documents a shift to N-S shortening and the generation of thrusts, duplexes, folds of varying geometry and scale, boudins, mullions, lineations, crenulations, spaced cleavage, and a S2 planar fabric. D3 structures control barren orogenic quartz± tourmaline±carbonate±sulfide veins that formed in shear zones and flatter extensional fractures. D4 structures are Miocene and younger normal faults of NNW, NNE, and NE trends, including the range-front fault zone. Two episodes of mineralization produced distinct hydrothermal assemblages that are spatially superimposed at the deposit. The dominant style consists of multiple generations of jasperoidal quartz-illite-pyrite±fluorite (QIPF) with trace amounts of gold, electrum, chalcopyrite, sphalerite, galena, cinnabar, stibnite, tetrahedrite, native silver, and hessite(?). Illite from the QIPF assemblage yielded a 40Ar/39Ar date of 23.51±0.11 Ma. Later gold mineralization generated quartz-calcite±adularia±kaolinite veins that exhibit bladed and lattice calcite, suggestive of boiling fluids at low temperatures (~≤ 225°C) and shallow depths (~< 270 m). Adularia from this assemblage produced a 40Ar/39Ar date of 14.92±0.05 Ma. Igneous rocks coeval with either mineralizing episode have not been identified in the deposit area. QIPF replacement and open-space filling took place in three structurally and stratigraphically controlled zones. Most of the current (and historical) resources are, in Main Zone, variably silicified, polyphase solution collapse breccias, and cave-fill sediments developed in thick-bedded limestone (Cane Spring Formation) immediately below a D2 thrust of the Fencemaker thrust system. Allocthonous slates, phyllites, siltites, and quartzites of the Grass Valley Formation cap these breccias. Mineralizing fluids in the Lower Zone followed thrusts, shears, and tectonic-solution collapse breccias in foliated to tectonized limestone interleaved with a pale green, mafic volcanic rock and stretched pebble conglomerate. The Jasperoid Zone mineralized interval occurs below and in the same rock package as the Lower Zone, but is characterized by intense silicification along limestone tectonites and steeply dipping, sheeted fractures striking N 30°-35°E. Sheared contacts of foliated, fine-grained, gabbro sills/dikes were common sites of mineralization. The sedimentological and deformation history of the Relief Canyon mine area created a favorable tectonostratigraphic framework where reactive carbonate rocks were juxataposed against impermeable rocks (gabbros, siliciclastics, volcanics) and the thrusts, shears, breccias, and extensional structures that served as fluid conduits. Regional data imply that extension and/or rotation possibly created faults or opened older structures during both mineralizing episodes. The mid-Miocene mineralizing episode at Relief Canyon may have derived mantle-sourced heat, metals, and volatiles from the Northern Nevada Rift system. [ABSTRACT FROM AUTHOR]