Bathymetry and magnetic studies (part of the Trans Indian Ocean Geotraverse investigations) in the northeastern Indian Ocean revealed seafloor topographic features, magnetic lineations (19 through 32B) and abandoned spreading centers. The seafloor topography of the Ninetyeast Ridge is relatively wider and shallower south of 15°S. The magnetic anomalies indicate nine fracture zones. Two of them are newly identified. Some of the fracture zones are reflected in the bathymetry. Abandoned spreading centers between 86°E Fracture Zone (FZ) and 92°E FZ are interpreted as the western extensions of the Wharton Ridge. They ceased spreading along with other spreading centers in the Wharton Basin soon after the formation of magnetic anomaly 19 (around 42 Ma) and merged the Indian and Australian plates as single Indo‐Australian plate. The pattern of magnetic lineations between 86°E FZ and 90°E FZ indicate a series of southerly ridge jumps at anomalies 30, 26 (Royer et al., 1991 and other workers) and 19. These ridge jumps transferred portions of the Antarctic plate to the Indian plate. The captured portions and offset along 86°E FZ between India‐Antartica Ridge and Wharton Ridge resulted in an anomalous extra oceanic crust between 86°E FZ and Ninetyeast Ridge spanning 11° in latitude.

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The relevance of the paper is related to the necessity to develop the creative abilities of students who are able to be professionally realized in a society in the conditions of rapid social and information changes. In connection with this, there is a growing need to develop probable paths of students' abilities forming for creative activity as the basis for their future self-determination and self-improvement. The research is aimed at initiating the students' learning and research work in the course of vocational training in the University to develop and realize their creative abilities. The authors propose a programtargeted approach to the development of learning and research creativity of students, the main feature of which is the priory of activities goal-setting. The following aspects are determined: the criteria for university students' creative activity; stages of creative selfdevelopment of the student; components of the system of creative activity of the university student (motivational, operational, diagnostic, and resultant); algorithm of student's creative activity; methods, forms and means of realization of creative activity in the process of vocational training of students in the university. The aspects selected by V. S. Shcherbakov et al. 766the authors make it possible to compile and implement a personal program for selfdevelopment of the creative abilities of each university student. The paper is intended for educators and psychologists, the scientific community, dealing with the formation of creative abilities of students in the learning and research activities.

The external and internal environment's high turbulence in the education system and its entity's activity make the measures taken and development programs insufficiently productive, which reduces the education social impact and its economic productivity. The authors believe that the management of education development requires flexible adaptive mechanisms creation capable to preserve the system's functional in a varieties environment. The iteration allows solving this task, as a control function, consisting in regulatory mechanisms controllable connection in case of the criterion parameters deviations in functioning from established norms. The iteration possibilities in achieving the education target results at all levels are shown, which allows implementing the established mission projection of the higher education system. Iteration realization gives an understanding of the deviations nature, education risks identification, which allows timely adjustments in the development path. The paper is intended for researchers, heads of managerial educational structures.