The growth of large mafic intrusions: Comparing Niquelandia and Ivrea igneous complexes

The Niquelandia Complex, Brazil, is one of the world's largest mafic-ultramafic plutonic complexes. Like the Mafic Complex of the Ivrea-Verbano Zone, it is affected by a pervasive high-T foliation and shows hypersolidus deformation structures, contains significant inclusions of country-rock paragneiss, and is subdivided into a Lower and an Upper Complex. In this paper, we present new SHRIMP U-Pb zircon ages that provide compelling evidence that the Upper and the Lower Niquelandia Complexes formed during the same igneous event at ca. 790 Ma. Coexistence of syn-magmatic and high-T subsolidus deformation structures indicates that both complexes grew incrementally as large crystal mush bodies which were continuously stretched while fed by pulses of fresh magma. Syn-magmatic recrystallization during this deformation resulted in textures and structures which, although appearing metamorphic, are not ascribable to post-magmatic metamorphic event(s), but are instead characteristic of the growth process in huge and deep mafic intrusions such as both the Niquelandia and Ivrea Complexes. Melting of incorporated country-rock paragneiss continued producing hybrid rocks during the last, vanishing stages of magmatic crystallization. This resulted in the formation of minor, late-stage hybrid rocks, whose presence obscures the record of the main processes of interaction between mantle magmas and crustal components, which may be active at the peak of the igneous events and lead to the generation of eruptible hybrid magmas. (C) 2012 Elsevier B.V. All rights reserved.

The geotectonic environments of Early Precambrian granulites in Brazil

A review is presented concerning Archaean granulites occurring in some old domains of the South American Platform, which was consolidated at the end of the Brazilian Cycle (900-500 Ma). The rocks occur in different geotectonic environments and show variable ages, structures and lithological associations. The most important complexes are the Atlantic Granulite Belt in the São Francisco Craton and the Goias Granulite Belt in the Central Goias Massif, both several hundred kilometres long. The former is composed of the Caraibas Complex, the Jequié Complex, the Salvador Complex and several minor granulite occurrences along the Brazilian coast in the States of Espírito Santo and Rio de Janeiro. The latter includes the large basic-ultrabasic complexes of Barro Alto, Tocantins and Canabrava. Both belts consist of massive or foliated rocks, banded or homogeneous and varying from acidic to ultrabasic in composition. They are the result of metamorphism affecting diversified supra- and infracrustal material. The Atlantic Granulite Belt lies between greenstone/granite terrains which show ovoid and boomerang-type dome structures. The contacts between both are either tectonic or transitional. Another occurrence of Archaean granulites comprises intercalations of palaeosomes and melanosomes within migmatites and anatectic rocks. These vary in size from small lenses to irregular complexes which may attain sizes of several hundred square kilometres. Apart from migmatites, they are associated with gneisses, schists and granitoid bodies. They are located in regions which underwent remobilization of varying intensity during the Middle and Late Precambrian. The rocks show polymetamorphism, K-feldspar blastesis, tectonic overprinting and isotopic rejuvenation. These granulites are in some cases very similar to those formed during the Middle Precambrian. In some places it is therefore quite difficult to distinguish between Early and Middle Precambrian granulites - the more so, since interpretations of radiometric age values are largely controversial. At present there is no evidence of granulitic rocks related to the Late Precambrian geotectonic cycles of Brazil. © 1979.

Is complex signal processing for bone conduction hearing aids useful?

OBJECTIVES To establish whether complex signal processing is beneficial for users of bone anchored hearing aids. METHODS Review and analysis of two studies from our own group, each comparing a speech processor with basic digital signal processing (either Baha Divino or Baha Intenso) and a processor with complex digital signal processing (either Baha BP100 or Baha BP110 power). The main differences between basic and complex signal processing are the number of audiologist accessible frequency channels and the availability and complexity of the directional multi-microphone noise reduction and loudness compression systems. RESULTS Both studies show a small, statistically non-significant improvement of speech understanding in quiet with the complex digital signal processing. The average improvement for speech in noise is +0.9 dB, if speech and noise are emitted both from the front of the listener. If noise is emitted from the rear and speech from the front of the listener, the advantage of the devices with complex digital signal processing as opposed to those with basic signal processing increases, on average, to +3.2 dB (range +2.3 … +5.1 dB, p ≤ 0.0032). DISCUSSION Complex digital signal processing does indeed improve speech understanding, especially in noise coming from the rear. This finding has been supported by another study, which has been published recently by a different research group. CONCLUSIONS When compared to basic digital signal processing, complex digital signal processing can increase speech understanding of users of bone anchored hearing aids. The benefit is most significant for speech understanding in noise.

Design Pressure Test 2013 Workshop

Design Pressure Test 2013 was a full-day intensive design immersion creative event run on Saturday 3 August 2013, at the QUT Faculty of Creative Industries J Block Design Lab Workshop in Brisbane, Australia, for 25 self-selected high-achieving junior and middle school (year 5-9) students, as part of the Queensland Academies ‘Young Scholars’ Program. Facilitated by tertiary interior design, fashion design and industrial design educators, technicians and six tertiary interior design and fashion design students, the workshop explored design process, environmental impact, the material properties and structural integrity of cardboard, construction techniques, and the production and evaluation of furniture design prototypes. This action research study aimed to facilitate an awareness in young people, of the role and scope of design within our society, the environmental ramifications of design decisions, and the value of design thinking skills in generating strategies to solve basic to complex challenges. It also aimed to investigate the value of collaboration between junior and middle school students, tertiary design educators and students and industry professionals in design awareness, and inspiring post-secondary pathways and idea generation for education. During the creative event, students utilised mathematics skills and developed sketching, making, communication, presentation and collaboration skills to improve their design process, while considering social, cultural and environmental opportunities. Through a series of hands-on collaborative design experiments, participants explored in teams of five, the opportunities available using cardboard as a material – inspiring both functional and aesthetic design solutions. Underpinned by the State Library of Queensland Design Minds Website ‘inquire, ideate and implement’ model of design thinking, the experiments culminated in the development of a detailed client brief, the design and fabrication of a furniture item for seating, and then a team presentation of prototypes to a panel of judges from the professions of architecture, interior design and industrial design, viewed also by parents. The final test for structural integrity was measured by the hoisting down of an adult body weight onto the fabricated seat. The workshop was filmed for the television program ‘Totally Wild’ for dissemination nationally (over 200,000 viewing audience) of the value of design and the Design Minds model to a wider target youth audience.

Design Minds Refresh Toolkit

The Design Minds Refresh Toolkit was one of six K7-12 secondary school design toolkits commissioned by the State Library of Queensland (SLQ) Asia Pacific Design Library (APDL), to facilitate the delivery of the Stage 1 launch of its Design Minds online platform (www.designminds.org.au) partnership initiative with Queensland Government Arts Queensland and the Smithsonian Cooper-Hewitt National Design Museum, on June 29, 2012. Design Minds toolkits are practical guides, underpinned by a combination of one to three of the Design Minds model phases of ‘Inquire’, ‘Ideate’ and ‘Implement’ (supported by at each stage with structured reflection), to enhance existing school curriculum and empower students with real life design exercises, within the classroom environment. Toolkits directly identify links to Naplan, National Curriculum, C2C and Professional Standards benchmarks, as well as the student capabilities of successful and creative 21st century citizens they seek to engender through design thinking. Inspired by ideas from a design project for second year Interior Design students at QUT School of Design, this toolkit explores, through five distinct exercises, different design tools and ways to approach the future design of environments (bathrooms) to facilitate the daily washing ritual, while addressing diverse and changing social, cultural, technological and environmental challenges. The Design Minds Refresh Toolkit particularly aims to promote ‘Lateral Thinking’ attitudes and empathy as an approach to create unusual and sustainable solutions to future problems that may affect our daily behavioural routines, and the spaces that facilitate them. More generally, it aims to facilitate awareness in young people, of the role of design in society and the value of design thinking skills in generating strategies to solve basic to complex systemic challenges, as well as to inspire post-secondary pathways and idea generation for education. The toolkit encourages students and teachers to develop sketching, making, communication, presentation and collaboration skills to improve their design process, as well as explore further inquiry (background research) to enhance the ideation exercises. Exercise 1 focuses on the ‘Inquire’ and ‘Ideate’ phases, Exercise 2 and 3 build on ideation skills, and Exercise 4 and 5 concentrate on the ‘Implement’ phase. Depending on the intensity of the focus, the unit of work could be developed over a 4-5 week program (approximately 10-12 x 60 minute lessons/workshops) or as smaller workshops treated as discrete learning experiences. The toolkit is available for public download from http://designminds.org.au/refresh/ on the Design Minds website. Exercise 2 (Other People’s Shoes) and Exercise 3 (The Future Bathroom) of the toolkit were used as content for the inaugural Design Minds Professional Development Workshop on June 28, 2012 to pre-launch the website to Queensland teachers.

Design Minds The Big Picture Toolkit

The Design Minds The Big Picture Toolkit was one of six K7-12 secondary school design toolkits commissioned by the State Library of Queensland (SLQ) Asia Pacific Design Library (APDL), to facilitate the delivery of the Stage 1 launch of its Design Minds online platform (www.designminds.org.au) partnership initiative with Queensland Government Arts Queensland and the Smithsonian Cooper-Hewitt National Design Museum, on June 29, 2012. Design Minds toolkits are practical guides, underpinned by a combination of one to three of the Design Minds model phases of ‘Inquire’, ‘Ideate’ and ‘Implement’ (supported by at each stage with structured reflection), to enhance existing school curriculum and empower students with real life design exercises, within the classroom environment. Toolkits directly identify links to Naplan, National Curriculum, C2C and Professional Standards benchmarks, as well as the student capabilities of successful and creative 21st century citizens they seek to engender through design thinking. Inspired by the Unlimited: Designing for the Asia Pacific Generation Workshop 2010 (http://eprints.qut.edu.au/47762/), this toolkit explores, through three distinct exercises, ‘design for the other 90%’, addressing tools and approaches to diverse and changing social, cultural, technological and environmental challenges. The Design Minds The Big Picture Toolkit challenges students to be active agents for change and to think creatively and optimistically about solutions to future global issues that deliver social, economic and environmental benefits. More generally, it aims to facilitate awareness in young people, of the role of design in society and the value of design thinking skills in generating strategies to solve basic to complex systemic challenges, as well as to inspire post-secondary pathways and idea generation for education. The toolkit encourages students and teachers to develop sketching, making, communication, presentation and collaboration skills to improve their design process, as well as explore further inquiry (background research) to enhance the ideation exercises. Exercise 1 focuses on the ‘Inquire’ phase, Exercise 2 the ‘Inquire’ and ‘Ideate’ phases, and Exercise 3 concentrates on the ‘Implement’ phase. Depending on the intensity of the focus, the unit of work could be developed over a 4-5 week program (approximately 4-6 x 60 minute lessons/workshops) or as smaller workshops treated as discrete learning experiences. The toolkit is available for public download from http://designminds.org.au/the-big-picture/ on the Design Minds website.

Design Minds Tomorrow's Classroom Toolkit

The Design Minds Tomorrow’s Classroom Toolkit was one of six K7-12 secondary school design toolkits commissioned by the State Library of Queensland (SLQ) Asia Pacific Design Library (APDL), to facilitate the delivery of the Stage 1 launch of its Design Minds online platform (www.designminds.org.au) partnership initiative with Queensland Government Arts Queensland and the Smithsonian Cooper-Hewitt National Design Museum, on June 29, 2012. Design Minds toolkits are practical guides, underpinned by a combination of one to three of the Design Minds model phases of ‘Inquire’, ‘Ideate’ and ‘Implement’ (supported by at each stage with structured reflection), to enhance existing school curriculum and empower students with real life design exercises, within the classroom environment. Toolkits directly identify links to Naplan, National Curriculum, C2C and Professional Standards benchmarks, as well as the student capabilities of successful and creative 21st century citizens they seek to engender through design thinking. This toolkit explores, through four distinct exercises, different design tools and ways to approach the future design of environments (classrooms/schools) to facilitate the Reggio Emilia philosophy of learning, while addressing diverse and changing social, cultural, technological and environmental challenges. The Design Minds Tomorrow’s Classroom Toolkit encourages students to explore architecture and interior design, and to think about their (life-long) learning as a product of inspiring interactions with people and the environments around them, and that their potential role in contributing to both delightful and functional design solutions requires a deep understanding of the user experience. More generally, it aims to facilitate awareness in young people, of the role of design in society and the value of design thinking skills in generating strategies to solve basic to complex systemic challenges, as well as to inspire post-secondary pathways and idea generation for education. The toolkit encourages students and teachers to develop sketching, making, communication, presentation and collaboration skills to improve their design process, as well as explore further inquiry (background research) to enhance the ideation exercises. Exercise 1 focuses on the ‘Inquire’ and ‘Ideate’ phases, Exercise 2 on the ‘Inquire’, Exercise 3 builds on ideation skills, and Exercise 4 concentrates on the ‘Implement’ phase. Depending on the intensity of the focus, the unit of work could be developed over a 2-5 week program (approximately 4-10 x 60 minute lessons/workshops) or as smaller workshops treated as discrete learning experiences. The toolkit is available for public download from http://designminds.org.au/tomorrows-classroom/ on the Design Minds website. This toolkit inspired the authorship and facilitation of a 2-day design workshop entitled Learning Environment 2050 at John Paul College, Daisy Hill, Brisbane on the 15-16 August 2013. 120 Grade 7 students and their teachers, under the mentorship of two design academics, 3 QUT design students and a professional architect, as part of a QUT School of Design Project Week community engagement activity, explored the formulation of a participatory design brief for the redesign of the school’s Wesley Precinct (including classrooms, a sustainable farm and recreation areas).

Structure and interactions of aspirin-like drugs

A pre-requisite for the elucidation of the mechanism of action of aspirin-like drugs, which are believed to exert their pharmacological effects through the inhibition of prostaglandin biosynthesis, is an understanding of their molecular geometry, the non-covalent interactions they are likely to be involved in, and the geometrical and the electronic consequences of such interactions. This has been sought to be achieved through the x-ray analysis of these drug molecules and their crystalline complexes with other suitable molecules. The results obtained from such studies have been discussed in terms of specific typical examples. For instance, antipyrine can form metal and hydrogen-bonded complexes; phenylbutazone can form ionic complexes with basic molecules. Complex formation is accompanied by characteristic changes in the molecular geometry and the electronic structure in both the cases. The results obtained so far appear to indicate that the important common invariant structural features of the fenamates, deduced from crystal structures, are retained even when complexation takes place.

扬子板块西部大陆地幔地球化学特征及壳幔演化－有关基性岩超基性岩的地球化学研究

The continental mantle geochemical characteristics and crust-mantle evolution in the west of Yangtze Plate was discussed through the study of some within-plate basic-ultrabasic rocks from Lower Proterozoic to Later Paleozoic in this paper. In the Lower Proterozoic, the plate subduction between the pre-Tethys Proterozoic Ocean Plate and paleo-Yangtze Plate induced some basic volcanic formed in the island arc-back arc surrounding, which were represented by Ailaoshan Group-Dibadu Formation-Dahongshan Group, and there existed EM I component in the mantle source. The Middle Proterozoic Caiziyuan peridotite was formed in the epicontinental basin at the ocean-land boundary or within-continent rift basin. Its mantle source could be metasomatized by the dehydration fluid of subducted plate, and much initial radioactive ~(143)Nd was added to the source. In the Later Proterozoic, some rifts at the epicontinent or within-continent was formed due to the pre-Tethys oceanic plate subduction, and within-plate hot-spot Dahongshan diabase came into being. The whole-rock isochronal age of diabase is 1066±110Ma, and its mantle source was enriched Nd isotope and trace element which was related to the primary volatile component from asthenosphere and mantle plume. Its mantle source was included "FOZO" component representing mantle plume. The layer ultramafic rocks located at the Panxi Rift in the Middle-Later Paleozoic were resulted from different period and source. The early ultramafic indicated the incipient action of Panxi Rift, which is residue of continental lithospheric partial melting. Its mantle source involved subducted material and had distinct EM II component. The Emeishan basalt in the Later Paleozoic was typical continental flood basalt and its source also contained EM II component. The subduction of paleo-Tethys Ocean Plate provided essential dynamic condition for the large-scale opening of Panxi Rift, while the mantle plume supplied much material for Emeishan basalt. However, the plume was contaminated by the metasomatized continental mantle lithosphere in its upwelling process, which resulted in the Sr isotopic and incompatible elemental enrichment, and the Nd isotope kept down the weak-depleted character of mantle plume. The magmatic history in the west of Yangtze Plate is the tectonic process between pre-Tethys, paleo-Tethys Oceanic Plate and Yangtze Plate in a long history. Due to the subduction of oceanic plate, the crustal source material took part in the crust-mantle evolution widely. the continental mantle lithosphere in the west of Yangtze Plate was metasomatized by the fluid released by the subducted plate and the primary volatile from deeper mantle, and the mantle source include obvious enriched component.

Face segregation and recognition by cortical multi-scale line and edge coding

Models of visual perception are based on image representations in cortical area V1 and higher areas which contain many cell layers for feature extraction. Basic simple, complex and end-stopped cells provide input for line, edge and keypoint detection. In this paper we present an improved method for multi-scale line/edge detection based on simple and complex cells. We illustrate the line/edge representation for object reconstruction, and we present models for multi-scale face (object) segregation and recognition that can be embedded into feedforward dorsal and ventral data streams (the “what” and “where” subsystems) with feedback streams from higher areas for obtaining translation, rotation and scale invariance.

Estratigrafia da faixa de dobramentos Paraguai-Araguaia no centro-norte do Brasil

A Faixa de Dobramentos Paraguai-Araguaia, constituída no Ciclo Brasiliano, estende-se para o norte da Ilha do Bananal, com orientação sub-meridiana. Acima do paralelo 9º30'S ela se faz representar pelo Grupo Baixo Araguaia, uma faixa ofiolítica, alguns corpos graníticos e pela Formação Rio das Barreiras. O Grupo Baixo Araguaia se constitui de três formações, Estrondo, Couto Magalhães e Pequizeiro, esta última de caráter magmático-sedimentar associada à faixa ofiolítica. A faixa ofiolítica é associada à Geossutura Tocantins-Araguaia, que parece se manifestar à superfície através da falha de empurrão entre o Rio Vermelho e Tucuruí, em associação à qual incide fáceis xisto verde glaucofanítica. A evolução da faixa de dobramentos mostra polaridade para oeste dos vários fenômenos, com exceção do magmatismo básico-ultrabásico.

Caracterização geofísica no Gabro Santa Catarina, São Sepé (RS)

Geophysical methods are widely used in mineral exploration for several types of mineral deposits. When combined with direct studies as geochemistry, a substantial increase in the probability of ore discovery is possible in mineral exploration activities. Electrical geophysical methods are particularly promising in studies related to the search of sulphides due to the contrast of physical properties electric resistivity and chargeability. This paper presents the results obtained from the application of Resistivity (DC) and Induced Polarization methods, through the electrical profiling technique, aiming at evaluating the potential mineral of a gabbro intruded in a metasedimentary sequence, in an area where several occurrences of gold and copper were described. This gabbro is ranked on the Basic-Ultrabasic stratiform bodies, which gather peridotites, gabbros, and layered anortosites. Three radial lines of electrical profiling were performed, spaced of 60° and crossing at the area center, with readings of electric resistivity and chargeability in Wenner-Schlumberger array. The association of low resistivity and high chargeability areas has allowed defining potentially mineralized zones related to structures that condition the drainage net in the gabbro domain. Grains of gold detected through geochemical prospection of alluvial sediments dowstream from the gabbro may have originated from leaching of ores deposited in fractures through the action of river waters within the gabbro domain, possibly consisting of sulphides and gold.

Chemical composition of sediments from DSDP Site 223, Indian Ocean

Detailed major- and trace-element chemistry is presented for 41 sediment samples from DSDP Site-223 borehole cores. A marked change in chemical (and mineralogical) character is shown at the end of the Early Miocene Epoch which relates to tectonic events and associated changes in sedimentary regime. Enrichment in the contents of such elements as Mg, Cr and Ni compared with average values for fine-grained sediments occurs throughout the sequence and is particularly marked in the upper group of samples. A basic-ultrabasic provenance is suggested - the Oman ophiolites. Leaching with combined acid-reducing agent indicated typical lithogenous-character ordering for the elements and emphasised the enrichment of Mg, Cr, Ni (and Li, Cu, Zn, Pb, Fe and Ti) over values for near-shore muds and terrigenous material. Factor analysis on the bulk chemical data identifies the main lithogenous and biogenous components, subdividing the latter. It separates the upper and lower group of chemically dissimilar sediments and delineates a Mn-hydroxide phase. It also shows the essentially independent roles of Na, Ba and P.

A model for integrating clinical care and basic science research, and pitfalls of performing complex research projects for addressing a clinical challenge

The collaboration of clinicians with basic science researchers is crucial for addressing clinically relevant research questions. In order to initiate such mutually beneficial relationships, we propose a model where early career clinicians spend a designated time embedded in established basic science research groups, in order to pursue a postgraduate qualification. During this time, clinicians become integral members of the research team, fostering long term relationships and opening up opportunities for continuing collaboration. However, for these collaborations to be successful there are pitfalls to be avoided. Limited time and funding can lead to attempts to answer clinical challenges with highly complex research projects characterised by a large number of "clinical" factors being introduced in the hope that the research outcomes will be more clinically relevant. As a result, the complexity of such studies and variability of its outcomes may lead to difficulties in drawing scientifically justified and clinically useful conclusions. Consequently, we stress that it is the basic science researcher and the clinician's obligation to be mindful of the limitations and challenges of such multi-factorial research projects. A systematic step-by-step approach to address clinical research questions with limited, but highly targeted and well defined research projects provides the solid foundation which may lead to the development of a longer term research program for addressing more challenging clinical problems. Ultimately, we believe that it is such models, encouraging the vital collaboration between clinicians and researchers for the work on targeted, well defined research projects, which will result in answers to the important clinical challenges of today.