Low work-function thermionic emission and orbital-motion-limited ion collection at bare-tether cathodic contact

With a thin coating of low-work-function material, thermionic emission in the cathodic segment of bare tethers might be much greater than orbital-motion-limited (OML) ion collection current. The space charge of the emitted electrons decreases the electric field that accelerates them outwards, and could even reverse it for high enough emission, producing a potential hollow. In this work, at the conditions of high bias and relatively low emission that make the potential monotonic, an asymptotic analysis is carried out, extending the OML ion-collection analysis to investigate the probe response due to electrons emitted by the negatively biased cylindrical probe. At given emission, the space charge effect from emitted electrons increases with decreasing magnitude of negative probe bias. Although emitted electrons present negligible space charge far away from the probe, their effect cannot be neglected in the global analysis for the sheath structure and two thin layers in between sheath and the quasineutral region. The space-charge-limited condition is located. It is found that thermionic emission increases the range of probe radius for OML validity and is greatly more effective than ion collection for cathodic contact of tethers.

Especificaciones eMathTeacher, creación del Modelo Granular Lingüístico de la evaluación del aprendizaje humano, y diseño de sistemas que implementan estos conceptos

El concepto de algoritmo es básico en informática, por lo que es crucial que los alumnos profundicen en él desde el inicio de su formación. Por tanto, contar con una herramienta que guíe a los estudiantes en su aprendizaje puede suponer una gran ayuda en su formación. La mayoría de los autores coinciden en que, para determinar la eficacia de una herramienta de visualización de algoritmos, es esencial cómo se utiliza. Así, los estudiantes que participan activamente en la visualización superan claramente a los que la contemplan de forma pasiva. Por ello, pensamos que uno de los mejores ejercicios para un alumno consiste en simular la ejecución del algoritmo que desea aprender mediante el uso de una herramienta de visualización, i. e. consiste en realizar una simulación visual de dicho algoritmo. La primera parte de esta tesis presenta los resultados de una profunda investigación sobre las características que debe reunir una herramienta de ayuda al aprendizaje de algoritmos y conceptos matemáticos para optimizar su efectividad: el conjunto de especificaciones eMathTeacher, además de un entorno de aprendizaje que integra herramientas que las cumplen: GRAPHs. Hemos estudiado cuáles son las cualidades esenciales para potenciar la eficacia de un sistema e-learning de este tipo. Esto nos ha llevado a la definición del concepto eMathTeacher, que se ha materializado en el conjunto de especificaciones eMathTeacher. Una herramienta e-learning cumple las especificaciones eMathTeacher si actúa como un profesor virtual de matemáticas, i. e. si es una herramienta de autoevaluación que ayuda a los alumnos a aprender de forma activa y autónoma conceptos o algoritmos matemáticos, corrigiendo sus errores y proporcionando pistas para encontrar la respuesta correcta, pero sin dársela explícitamente. En estas herramientas, la simulación del algoritmo no continúa hasta que el usuario introduce la respuesta correcta. Para poder reunir en un único entorno una colección de herramientas que cumplan las especificaciones eMathTeacher hemos creado GRAPHs, un entorno ampliable, basado en simulación visual, diseñado para el aprendizaje activo e independiente de los algoritmos de grafos y creado para que en él se integren simuladores de diferentes algoritmos. Además de las opciones de creación y edición del grafo y la visualización de los cambios producidos en él durante la simulación, el entorno incluye corrección paso a paso, animación del pseudocódigo del algoritmo, preguntas emergentes, manejo de las estructuras de datos del algoritmo y creación de un log de interacción en XML. Otro problema que nos planteamos en este trabajo, por su importancia en el proceso de aprendizaje, es el de la evaluación formativa. El uso de ciertos entornos e-learning genera gran cantidad de datos que deben ser interpretados para llegar a una evaluación que no se limite a un recuento de errores. Esto incluye el establecimiento de relaciones entre los datos disponibles y la generación de descripciones lingüísticas que informen al alumno sobre la evolución de su aprendizaje. Hasta ahora sólo un experto humano era capaz de hacer este tipo de evaluación. Nuestro objetivo ha sido crear un modelo computacional que simule el razonamiento del profesor y genere un informe sobre la evolución del aprendizaje que especifique el nivel de logro de cada uno de los objetivos definidos por el profesor. Como resultado del trabajo realizado, la segunda parte de esta tesis presenta el modelo granular lingüístico de la evaluación del aprendizaje, capaz de modelizar la evaluación y generar automáticamente informes de evaluación formativa. Este modelo es una particularización del modelo granular lingüístico de un fenómeno (GLMP), en cuyo desarrollo y formalización colaboramos, basado en la lógica borrosa y en la teoría computacional de las percepciones. Esta técnica, que utiliza sistemas de inferencia basados en reglas lingüísticas y es capaz de implementar criterios de evaluación complejos, se ha aplicado a dos casos: la evaluación, basada en criterios, de logs de interacción generados por GRAPHs y de cuestionarios de Moodle. Como consecuencia, se han implementado, probado y utilizado en el aula sistemas expertos que evalúan ambos tipos de ejercicios. Además de la calificación numérica, los sistemas generan informes de evaluación, en lenguaje natural, sobre los niveles de competencia alcanzados, usando sólo datos objetivos de respuestas correctas e incorrectas. Además, se han desarrollado dos aplicaciones capaces de ser configuradas para implementar los sistemas expertos mencionados. Una procesa los archivos producidos por GRAPHs y la otra, integrable en Moodle, evalúa basándose en los resultados de los cuestionarios. ABSTRACT The concept of algorithm is one of the core subjects in computer science. It is extremely important, then, for students to get a good grasp of this concept from the very start of their training. In this respect, having a tool that helps and shepherds students through the process of learning this concept can make a huge difference to their instruction. Much has been written about how helpful algorithm visualization tools can be. Most authors agree that the most important part of the learning process is how students use the visualization tool. Learners who are actively involved in visualization consistently outperform other learners who view the algorithms passively. Therefore we think that one of the best exercises to learn an algorithm is for the user to simulate the algorithm execution while using a visualization tool, thus performing a visual algorithm simulation. The first part of this thesis presents the eMathTeacher set of requirements together with an eMathTeacher-compliant tool called GRAPHs. For some years, we have been developing a theory about what the key features of an effective e-learning system for teaching mathematical concepts and algorithms are. This led to the definition of eMathTeacher concept, which has materialized in the eMathTeacher set of requirements. An e-learning tool is eMathTeacher compliant if it works as a virtual math trainer. In other words, it has to be an on-line self-assessment tool that helps students to actively and autonomously learn math concepts or algorithms, correcting their mistakes and providing them with clues to find the right answer. In an eMathTeacher-compliant tool, algorithm simulation does not continue until the user enters the correct answer. GRAPHs is an extendible environment designed for active and independent visual simulation-based learning of graph algorithms, set up to integrate tools to help the user simulate the execution of different algorithms. Apart from the options of creating and editing the graph, and visualizing the changes made to the graph during simulation, the environment also includes step-by-step correction, algorithm pseudo-code animation, pop-up questions, data structure handling and XML-based interaction log creation features. On the other hand, assessment is a key part of any learning process. Through the use of e-learning environments huge amounts of data can be output about this process. Nevertheless, this information has to be interpreted and represented in a practical way to arrive at a sound assessment that is not confined to merely counting mistakes. This includes establishing relationships between the available data and also providing instructive linguistic descriptions about learning evolution. Additionally, formative assessment should specify the level of attainment of the learning goals defined by the instructor. Till now, only human experts were capable of making such assessments. While facing this problem, our goal has been to create a computational model that simulates the instructor’s reasoning and generates an enlightening learning evolution report in natural language. The second part of this thesis presents the granular linguistic model of learning assessment to model the assessment of the learning process and implement the automated generation of a formative assessment report. The model is a particularization of the granular linguistic model of a phenomenon (GLMP) paradigm, based on fuzzy logic and the computational theory of perceptions, to the assessment phenomenon. This technique, useful for implementing complex assessment criteria using inference systems based on linguistic rules, has been applied to two particular cases: the assessment of the interaction logs generated by GRAPHs and the criterion-based assessment of Moodle quizzes. As a consequence, several expert systems to assess different algorithm simulations and Moodle quizzes have been implemented, tested and used in the classroom. Apart from the grade, the designed expert systems also generate natural language progress reports on the achieved proficiency level, based exclusively on the objective data gathered from correct and incorrect responses. In addition, two applications, capable of being configured to implement the expert systems, have been developed. One is geared up to process the files output by GRAPHs and the other one is a Moodle plug-in set up to perform the assessment based on the quizzes results.

Escuela en Hunstanton de A+P Smithson: el Nuevo Brutalismo en Inglaterra

La tesis estudia en detalle la Hunstanton Secondary School y su trascendencia. Así, se trata de analizar el conjunto de procesos que hace que esta obra sea entendida como el manifiesto construido del Nuevo Brutalismo en Inglaterra. La Escuela en Hunstanton fue la primera obra proyectada y construida por los Smithson y, si se considera que el legado que dejaron Alison y Peter fue más de carácter teórico que constructivo, ésta se ha convertido en un edificio relevante dentro de su trayectoria profesional. Además, el rigor con el que fue realizado el proyecto y la ratificación de las ideas que subyacían tras él, a pesar del extenso intervalo temporal que caracterizó su proceso constructivo, hacen que esta obra se convierta en una síntesis de la filosofía arquitectónica gestada en Inglaterra tras la guerra. Por otro lado, hay que contemplar que la sencillez del lenguaje constructivo empleado, viene dada por la compleja reiteración de los sistemas proyectuales tipo que formulan para este proyecto y el establecimiento de una gramática casi matemática. La sistematización de su vocabulario hace que, tras el análisis de su arquitectura, se encuentren nuevos parámetros capaces de documentar este momento de la historia de la arquitectura en Inglaterra. La envolvente del edificio constituye al tiempo fachada y estructura. Esta característica ha pasado inadvertida cuando, en numerosas ocasiones y durante seis décadas, se han venido publicando las fotografías de la obra terminada y los dibujos que los Smithson habían realizado en la fase de proyecto. Como consecuencia, ha proliferado el conocimiento de la arquitectura de la escuela a un nivel más superficial, mostrando el resultado formal de la misma y con ello, simplemente se ha dejado intuir la gran influencia que Mies Van der Rohe provocó en los Smithson en los primeros años de desarrollo de su labor como arquitectos. El objetivo principal de esta tesis es, por tanto, facilitar el entendimiento del espacio que propusieron los Smithson a partir del análisis pormenorizado de los distintos sistemas constructivos empleados y del equipo personal que se vio implicado en su construcción. Para ello, es necesario abordar el estudio de los materiales y mecanismos proyectuales que hicieron posible que este conjunto de espacios –interiores y exteriores- resultase definido a través de la relación entre dos variables: una evidente austeridad en la utilización de los materiales y la combinación de los distintos sistemas intervinientes a partir del recurso de la repetición. La Escuela de Hunstanton, a pesar de las inoportunas intervenciones realizadas para adaptar el centro a unas necesidades derivadas de su número de alumnos actual (el doble que en su inicio), continúa proclamando su integridad espacial. Partiendo de la hipótesis de que la arquitectura de la Secondary School en Hunstanton, representa el manifiesto construido del Nuevo Brutalismo en Inglaterra, se concluye que el resultado de su construcción fue consecuencia de numerosas influencias que, en relación con los Smithson, estuvieron presentes durante los años en que se gestó. Algo que va más allá de la conclusión de aquellos debates arquitectónicos que se habían emprendido, por escrito, en las distintas revistas locales de arquitectura. Los mecanismos compositivos empleados, también habían tenido mucho que ver con lo que los historiadores del arte habían venido aportando a la historia de la arquitectura hasta ese momento. Desde los años 40, éstos últimos habían emprendido una nueva manera de contar la historia en la que quedaba fuertemente involucrada su capacidad crítica, provocando interferencias en la mentalidad de los arquitectos de nueva generación y otorgándoles un bagaje cultural subliminalmente determinado y subjetivo. Por supuesto, en el resultado arquitectónico final, también tuvieron mucho que ver los recursos materiales de que se disponía en aquel momento. Así como la optimización de los mismos a través de la adopción de nuevas metodologías de trabajo como puede ser la organización multidisciplinar. La inclusión del ingeniero Ronald Jenkins en el equipo de trabajo de los Smithson supuso una gran oportunidad. Este ingeniero, propuso poner en práctica la entonces innovadora Teoría Plástica en la metodología de cálculo estructural y, con ello consiguió enriquecer el resultado espacial, posibilitando la percepción de una arquitectura ligera –a pesar de sus grandes dimensiones- y vinculada al paisaje donde se inserta. Pero todos estos condicionantes fueron pasados a su vez por el filtro del deseo de una regeneración social, que buscaba el modelo de la sociedad americana. El Buen Vivir que propugnaban los americanos, viajaba a Europa de la mano de la publicidad. Y, al igual que la componente publicitaria tuvo algo que ver en el proceso creativo de la arquitectura de la escuela, también lo tuvo el conocimiento del arte pop y sus recursos compositivos. ABSTRACT The thesis examines in detail the project of Hunstanton Secondary School and the architectural language’s significance used in it. Thus, it is reinterpreting the set of processes that makes this work to be understood as the “built manifesto” of the English New Brutalism. Hunstanton School’s project was the first work designed and built by the Smithsons and, considering their legacy -more theoretical than constructed-, make of this building an important work within their career. In addition, the rigor with which it was carried out the project and the ratification of the ideas lying behind him, make this work becomes a synthesis of the architectural philosophy gestated in England after the war, despite the extensive time interval that characterized its construction process. On the other hand, it must be considered the simplicity of the constructive language used in this project. It is given by the complex projective repetition of the type systems and by the establishment of a quasi-mathematical grammar. The systematization of its vocabulary makes, after a deep analysis of its architecture, to recognize new parameters able to document this moment in the history of English architecture. The building envelope is, at the same time, facade and structure. This feature has been overlooked when many photographs of the finished work and its drawings -made by the Smithsons during the design phase- has been exposed over six decades. As a result, it has proliferated the knowledge of Hunstanton Secondary Modern School’s architecture as a more superficial level, just by showing the formal outcome of its project and thus simply been left the sensation of the great influence that Mies Van der Rohe provocated in the Smithson thinking during their first years of developing his work as architects. Therefore, the main objective of this thesis is to facilitate an understanding of the Smithsons’ proposed space. This is made possible through the detailed analysis of the different systems used in it and, by understanding the knowledge of the team involved in its construction. To prove this, it is necessary to pay attention to the study of the materials and to different project mechanisms that make possible to this group of spaces -inner and outer- be defined through the game played by two variables: an apparent austerity in the use of materials and the combination of the various participant systems through the resource of repetition. Despite the untimely interventions made in order to adapt the center to the new needs (the large increase in the number of students), Hunstanton School’s building continues proclaiming its spatial integrity. Assuming that Hunstanton Secondary School’s architecture represents the manifesto of New Brutalism in England, it is concluded that the result of its construction was the result of numerous influences that, in connection with the Smithsons, were present during the years in which its project was conceived. This meaning goes beyond the conclusions made from the architectural debate that was published in many of local architectural magazines. The compositional mechanisms employed, are also linked to what art historians had contributed to the history of architecture until then. Since the 40s, historians had undertaken a new way to tell History. This new mode strongly implied its critical capacity. All this, was causing interferences in the mentality of the architects of the new generation and, giving them a subliminally determined and very subjective cultural background. Of course, the final architectural result had much to do with the material resources available at that time and, with its optimization through the adoption of new working methods as the multidisciplinary organization. The inclusion of engineer Ronald Jenkins in the team of the Smithsons was a great opportunity. He proposed to implement the new Plastic Theory in the structural calculation and thereby he got enrich the spatial results achieved, by enabling the perception of a lightweight construction, despite its large size and, linked to the landscape where it is inserted. But all these conditions were passed through the filter of social regeneration’s desire, following the American society’s model. This American model travelled to Europe in the hands of advertising. And, in the same way that publicity had something to do with the creative process of this architecture, also had a lot to do the knowledge of pop art and its compositional resources.

O BOCA A BOCA ON-LINE: AS IMPLICAÇÕES DA VOZ DO CONSUMIDOR NA COMUNICAÇÃO DE MERCADO

O consumidor contemporâneo, inserido em um novo ambiente de comunicação, potencializa suas expressões, capaz de avaliar uma marca ou produto e transmitir sua opinião pelas redes sociais, ou seja, o consumidor expressa suas opiniões e desejos dialogando com seus pares de forma espontânea nas redes sociais on-line. É neste ambiente de participação e interação (ciberespaço) que está nosso objeto de estudo, o boca a boca on-line – a voz do consumidor contemporâneo, também conhecido como uma manifestação informativa pessoal ou uma conversa, a opinion sharing. Proporcionado pelos consumidores nas redes sociais on-line, o boca a boca se fortalece em função das possibilidades de interação, característica da sociedade em rede. Nesse cenário, oobjetivo desta pesquisa é caracterizar o boca a boca on-line como um novo fluxo comunicacional entre consumidores, hoje potencializado pelas novas tecnologias da comunicação, capazes de alterar a percepção da marca e demonstrar o uso, pelas marcas, das redes sociais on-line ainda como um ambiente de comunicação unidirecional. Mediante três casos selecionados por conveniência (dois casos nacionais e um internacional), o corpus de análise de nossa pesquisa se limitou aos 5.084 comentários disponibilizados após publicação de matérias jornalísticas no Portal G1 e nas fanpages (Facebook), ambos relativos aos casos selecionados. Com a Análise de Conteúdo dos posts, identificamos e categorizamos a fala do consumidor contemporâneo, sendo assim possível comprovar que as organizações/marcas se valem da cultura do massivo, não dialogando com seus consumidores, pois utilizam as redes sociais on-line ainda de forma unidirecional, além de não darem a devida atenção ao atual fluxo onde se evidencia a opinião compartilhada dos consumidores da sociedade em rede.

O DISCURSO DE HUMANIZAÇÃO COMO ESTRATÉGIA DE APROXIMAÇÃO COM O CONSUMIDOR NAS PUBLICIDADES DAS MÍDIAS SOCIAIS

Este trabalho propõe o estudo analítico de estratégias discursivas das organizações empregadas nas publicidades das mídias sociais no Brasil em que, na tentativa de aproximação com os consumidores, as empresas emitem discursos de humanização. A pesquisa ocupou-se em identificar e analisar as publicidades das marcas notabilizadas nesse ambiente superabundante de informação, capazes de comunicar-se efetivamente com os consumidores, a ponto de levá-los ao engajamento com os interesses da organização pela interação e compartilhamento dos conteúdos nas mídias sociais, e de torná-los os agentes da marca, aqueles que divulgam voluntariamente os seus benefícios para a sua rede de amigos. Trata-se de uma pesquisa exploratória de teor qualitativo, cuja busca se dará pelas delineações de um espaço discursivo. Utilizou-se a análise do discurso (AD), da linha francesa, sob a perspectiva dos estudos do ethos, cenas de enunciação e contrato de comunicação que contemplam os discursos organizacionais. Além da conceituação teórica e revisão de literatura vinculadas às mídias sociais e cultura organizacional, o trabalho analisou as publicidades em vídeo publicadas no Facebook e YouTube, nos anos de 2014 e 2015, cujo intuito era a aproximação com o consumidor. A pesquisa demonstrou que o ambiente das mídias sociais requer outra postura das organizações, uma linguagem dialógica e interativa com a participação do consumidor nas suas publicidades. A supervalorização do consumidor e a sua inclusão nas narrativas é uma tentativa de humanizar as relações entre organização e seus públicos e demonstram ser o eixo conciliador entre ambos na nova ambiência midiática.

Individual-specific changes in the human gut microbiota after challenge with enterotoxigenic Escherichia coli and subsequent ciprofloxacin treatment

IA, JNP, and MP were partly supported by the NIH, grants R01-AI-100947 to MP, and R21-GM-107683 to Matthias Chung, subcontract to MP. JNP was partly supported by an NSF graduate fellowship number DGE750616. IA, JNP, BRL, OCS and MP were supported in part by the Bill and Melinda Gates Foundation, award number 42917 to OCS. JP and AWW received core funding support from The Wellcome Trust (grant number 098051). AWW, and the Rowett Institute of Nutrition and Health, University of Aberdeen, receive core funding support from the Scottish Government Rural and Environmental Science and Analysis Service (RESAS).

Is there a Population II analogy to the F star lithium dip?

Observers have found a small number of lithium-depleted halo stars in the temperature range of the Spite plateau. The current status of the mass-loss hypothesis for producing the observed lithium dip in Population (Pop) I stars is briefly discussed and extended to Pop II stars as a possible explanation for these halo objects. Based on detections of F-type main-sequence variables, mass loss is assumed to occur in a narrow temperature region corresponding to this “instability strip.” As Pop II main-sequence stars evolve to the blue, they enter this narrow temperature region, then move back through the lower temperature area of the Spite plateau. If 0.05 M⊙ (solar mass) or more have been lost, they will show lithium depletion. This hypothesis affects the lithium-to- beryllium abundance, the ratio of high- to low-lithium stars, and the luminosity function. Constraints on the mass-loss hypothesis due to these effects are discussed. Finally, mass loss in this temperature range would operate in stars near the turnoff of metal-poor globular clusters, resulting in apparent ages 2 to 3 Gyr (gigayears) older than they actually are.

Long RNA hairpins that contain inosine are present in Caenorhabditis elegans poly(A)+ RNA

Adenosine deaminases that act on RNA (ADARs) are RNA-editing enzymes that convert adenosine to inosine within double-stranded RNA. In the 12 years since the discovery of ADARs only a few natural substrates have been identified. These substrates were found by chance, when genomically encoded adenosines were identified as guanosines in cDNAs. To advance our understanding of the biological roles of ADARs, we developed a method for systematically identifying ADAR substrates. In our first application of the method, we identified five additional substrates in Caenorhabditis elegans. Four of those substrates are mRNAs edited in untranslated regions, and one is a noncoding RNA edited throughout its length. The edited regions are predicted to form long hairpin structures, and one of the RNAs encodes POP-1, a protein involved in cell fate decisions.

La estética y narrativa del vídeo musical como representante del discurso audiovisual hipermoderno

Desde que en 1981 la cadena norteamericana de televisión por cable MTV introdujera el videoclip como elemento transgresor en el entramado televisivo, no ha existido pieza audiovisual más permeable, impactante e innovadora en la reciente historia del audiovisual. Representante vivo de la sociedad postmoderna, heredero de las vanguardias y popular herramienta publicitaria; el vídeo musical ha conseguido aquello que el cine sigue intentando instaurar: llegar al “mainstream” social inculcando premisas artísticas. Actualmente, no hay artista musical que no tenga alguna obra vídeo musical que ilustre su trabajo. Forma parte de su imagen de marca y es una herramienta de marketing indispensable. El cantante pop no solo vende su música, vende una imagen que busca identificar a un público que, en consecuencia, consumirá su música. Pero, ¿en qué medida es cuantificable el éxito del videoclip? En los albores de dicha cadena televisiva, resultaba evidente la incidencia de videoclips como Thriller (John Landis, 1983) en las ventas de discos (Pérez-Yarza, 1996, 30). Hoy en día, el vídeo musical es más una inercia empresarial cuyos costes de producción han bajado de manera considerable y su éxito se mide en número de reproducciones...

Germany's stance on the TTIP. Background, interests and concerns. OSW Studies 52, March 2015

Co-operation between the United States and Germany has for many years been a subject of disputes. In addition to the differences over the US engagement in the resolution of international conflicts, bilateral relations have been strained as a consequence of the so-called Snowden scandal and the unproved allegations that Chancellor Angela Merkel’s telephone was wiretapped. The Transatlantic Trade and Investment Partnership offers a chance for improving relations between Germany and the USA for the first time in many years. Companies from the two countries may benefit from the lifting of some barriers to transatlantic economic co-operation. Furthermore, the emergence of in fact an internal EU and US market, with reduced customs tariffs and harmonised legal and economic rules, will pressure the emerging economies to make their markets more open. The TTIP may create conditions for exporting US raw materials from unconventional sources to the European Union; and this will be a benefit of geopolitical significance for Germany. The German government is aware of the fact that diversification of supplies of fossil fuels will make Europe less dependent on pressure from Moscow.

The role of Central Europe in the German economy. The political consequences. OSW Report June 2016

Recent publications allow us to conclude that the economic relations between Germany and Central Europe have come to the ‘end of history’, and nothing new will happen. However, a deeper analysis of these relationships reveals interesting new trends. Since joining the European Union the states of Central Europe have not settled for maintaining the average level of economic development, but have continued to narrow the distance between them and Western Europe, something which the global financial crisis did not prevent. Their improved economic situation also affected their relations with Germany. The latest results from the Visegrád Group states show them to be Germany’s most important trading partner, and their balance of trade in goods is in a state of equilibrium, while many euro area countries have recorded high trade deficits with Germany. The aim of this report is to display the trends in trade and investment between Germany and Central Europe, based on the example of the Visegrád Group. The author will also attempt to answer the question of whether the advancing economic cooperation between Germany and the V4 countries will lead to the further modernisation of those countries’ economies, or whether it will run the risk of leaving them in the ‘middle income trap’.

Benchmarking numerical models of brittle thrust wedges

We report quantitative results from three brittle thrust wedge experiments, comparing numerical results directly with each other and with corresponding analogue results. We first test whether the participating codes reproduce predictions from analytical critical taper theory. Eleven codes pass the stable wedge test, showing negligible internal deformation and maintaining the initial surface slope upon horizontal translation over a frictional interface. Eight codes participated in the unstable wedge test that examines the evolution of a wedge by thrust formation from a subcritical state to the critical taper geometry. The critical taper is recovered, but the models show two deformation modes characterised by either mainly forward dipping thrusts or a series of thrust pop-ups. We speculate that the two modes are caused by differences in effective basal boundary friction related to different algorithms for modelling boundary friction. The third experiment examines stacking of forward thrusts that are translated upward along a backward thrust. The results of the seven codes that run this experiment show variability in deformation style, number of thrusts, thrust dip angles and surface slope. Overall, our experiments show that numerical models run with different numerical techniques can successfully simulate laboratory brittle thrust wedge models at the cm-scale. In more detail, however, we find that it is challenging to reproduce sandbox-type setups numerically, because of frictional boundary conditions and velocity discontinuities. We recommend that future numerical-analogue comparisons use simple boundary conditions and that the numerical Earth Science community defines a plasticity test to resolve the variability in model shear zones.

Benchmarking analogue models of brittle thrust wedges

We performed a quantitative comparison of brittle thrust wedge experiments to evaluate the variability among analogue models and to appraise the reproducibility and limits of model interpretation. Fifteen analogue modeling laboratories participated in this benchmark initiative. Each laboratory received a shipment of the same type of quartz and corundum sand and all laboratories adhered to a stringent model building protocol and used the same type of foil to cover base and sidewalls of the sandbox. Sieve structure, sifting height, filling rate, and details on off-scraping of excess sand followed prescribed procedures. Our analogue benchmark shows that even for simple plane-strain experiments with prescribed stringent model construction techniques, quantitative model results show variability, most notably for surface slope, thrust spacing and number of forward and backthrusts. One of the sources of the variability in model results is related to slight variations in how sand is deposited in the sandbox. Small changes in sifting height, sifting rate, and scraping will result in slightly heterogeneous material bulk densities, which will affect the mechanical properties of the sand, and will result in lateral and vertical differences in peak and boundary friction angles, as well as cohesion values once the model is constructed. Initial variations in basal friction are inferred to play the most important role in causing model variability. Our comparison shows that the human factor plays a decisive role, and even when one modeler repeats the same experiment, quantitative model results still show variability. Our observations highlight the limits of up-scaling quantitative analogue model results to nature or for making comparisons with numerical models. The frictional behavior of sand is highly sensitive to small variations in material state or experimental set-up, and hence, it will remain difficult to scale quantitative results such as number of thrusts, thrust spacing, and pop-up width from model to nature.

Comparisons between analogue and numerical models of thrust wedge development

Analogue and finite element numerical models with frictional and viscous properties are used to model thrust wedge development. Comparison between model types yields valuable information about analogue model evolution, scaling laws and the relative strengths and limitations of the techniques. Both model types show a marked contrast in structural style between ‘frictional-viscous domains’ underlain by a thin viscous layer and purely ‘frictional domains’. Closely spaced thrusts form a narrow and highly asymmetric fold-and-thrust belt in the frictional domain, characterized by in-sequence propagation of forward thrusts. In contrast, the frictional-viscous domain shows a wide and low taper wedge and a thrust belt with a more symmetrical vergence, with both forward and back thrusts. The frictional-viscous domain numerical models show that the viscous layer initially simple shears as deformation propagates along it, while localized deformation resulting in the formation of a pop-up structure occurs in the overlying frictional layers. In both domains, thrust shear zones in the numerical model are generally steeper than the equivalent faults in the analogue model, because the finite element code uses a non-associated plasticity flow law. Nevertheless, the qualitative agreement between analogue and numerical models is encouraging. It shows that the continuum approximation used in numerical models can be used to model frictional materials, such as sand, provided caution is taken to properly scale the experiments, and some of the limitations are taken into account.

Limitations of microbial hydrocarbon degradation at the Amon Mud Volcano (Nile Deep Sea Fan)

The Amon mud volcano (MV), located at 1250 m water depth on the Nile Deep Sea Fan, is known for its active emission of methane and non-methane hydrocarbons into the hydrosphere. Previous investigations showed a low efficiency of hydrocarbon-degrading anaerobic microbial communities inhabiting the Amon MV center in the presence of sulphate and hydrocarbons in the seeping subsurface fluids. By comparing spatial and temporal patterns of in situ biogeochemical fluxes, temperature gradients, pore water composition and microbial activities over three years, we investigated why the activity of anaerobic hydrocarbon degraders can be low despite high energy supplies. We found that the central dome of the Amon MV, as well as a lateral mud flow at its base, showed signs of recent exposure of hot subsurface muds lacking active hydrocarbon degrading communities. In these highly disturbed areas, anaerobic degradation of methane was less than 2% of the methane flux. Rather high oxygen consumption rates compared to low sulphide production suggest a faster development of more rapidly growing aerobic hydrocarbon degraders in highly disturbed areas. In contrast, the more stabilized muds surrounding the central gas and fluid conduits hosted active anaerobic hydrocarbon-degrading microbial communities. Furthermore, within three years, cell numbers and hydrocarbon degrading activity increased at the gas-seeping sites. The low microbial activity in the hydrocarbon-vented areas of Amon mud volcano is thus a consequence of kinetic limitations by heat and mud expulsion, whereas most of the outer mud volcano area is limited by hydrocarbon transport.