Growth of early continental crust controlled by melting of amphibolite in subduction zones

It is thought that the first continental crust formed by melting of either eclogite or amphibolite, either at subduction zones or on the underside of thick oceanic crust. However, the observed compositions of early crustal rocks and experimental studies have been unable to distinguish between these possibilities. Here we show a clear contrast in trace-element ratios of melts derived from amphibolites and those from eclogites. Partial melting of low-magnesium amphibolite can explain the low niobium/tantalum and high zirconium/samarium ratios in melts, as required for the early continental crust, whereas the melting of eclogite cannot. This indicates that the earliest continental crust formed by melting of amphibolites in subduction-zone environments and not by the melting of eclogite or magnesium-rich amphibolites in the lower part of thick oceanic crust. Moreover, the low niobium/tantalum ratio seen in subduction-zone igneous rocks of all ages is evidence that the melting of rutile-eclogite has never been a volumetrically important process.     

Participative Methodology for Local Development: The Contribution of Engineers Without Borders from Italy and Colombia: Towards the Improvement of Water Quality in Vulnerable Communities

This paper presents a systemic methodology by which engineering is put to use in vulnerable communities through applied technological research and the main results of its application. The methodology presented corresponds to one implemented and designed by two groups of Engineers without Borders in Europe and Latin America, to integrate technical know-how with local context in communities with water problems in Colombia and the Democratic Republic of Congo. The main results of this methodology are related to the improvement of the living conditions of vulnerable groups thanks to the integration of the communities?? knowledge with engineering know-how, leading to autonomous communities and engineering professors and students learning from real life problems to enrich applied sciences.     

Analysis of the coding genome of diffuse large B-cell lymphoma

Diffuse large B-cell lymphoma (DLBCL) is the most common form of human lymphoma. Although a number of structural alterations have been associated with the pathogenesis of this malignancy, the full spectrum of genetic lesions that are present in the DLBCL genome, and therefore the identity of dysregulated cellular pathways, remains unknown. By combining next-generation sequencing and copy number analysis, we show that the DLBCL coding genome contains, on average, more than 30 clonally represented gene alterations per case. This analysis also revealed mutations in genes not previously implicated in DLBCL pathogenesis, including those regulating chromatin methylation (MLL2; 24% of samples) and immune recognition by T cells. These results provide initial data on the complexity of the DLBCL coding genome and identify novel dysregulated pathways underlying its pathogenesis.     

Perceiving the Infinite and the Infinitesimal World: Unveiling and Optical Diagrams in Mathematics

Many important concepts of the calculus are difficult to grasp, and they may appear epistemologically unjustified. For example, how does a real function appear in “small” neighborhoods of its points? How does it appear at infinity? Diagrams allow us to overcome the difficulty in constructing representations of mathematical critical situations and objects. For example, they actually reveal the behavior of a real function not “close to” a point (as in the standard limit theory) but “in” the point. We are interested in our research in the diagrams which play an optical role –microscopes and “microscopes within microscopes”, telescopes, windows, a mirror role (to externalize rough mental models), and an unveiling role (to help create new and interesting mathematical concepts, theories, and structures). In this paper we describe some examples of optical diagrams as a particular kind of epistemic mediator able to perform the explanatory abductive task of providing a better understanding of the calculus, through a non-standard model of analysis. We also maintain they can be used in many other different epistemological and cognitive situations.