U-series Disequilibria in Guatemalan Lavas, Crustal Contamination, and Implications for Magma Genesis Along the Central American Subduction Zone

New U-series results indicate that Guatemalan volcanic rocks display both 238U and 230Th excesses. 230Th excess is restricted to volcanoes in central Guatemala, both along and behind the front. 230Th excess correlates with a number of incompatible element ratios, such as Th/Nb and Ba/Th. It also shows a negative correlation with MgO. Guatemalan volcanic rocks have (230Th/232Th) ratios that overlap those of Costa Rican volcanics and are therefore considerably lower than the unusually high ratios characterizing volcanic rocks from Nicaragua. Along-arc variations in (230Th/232Th) therefore mirror those of a number of diagnostic geochemical parameters, such as Ba/La, which are symmetrical about a peak in west central Nicaragua. The one siliceous lava analyzed, from the Cerro Quemado dome complex, has a recognizable crustal imprint, distinguished, for instance, by high Th/Nb and low Ba/Th. In mafic samples, 238U excess is attributed to addition of a U-enriched fluid component from the subducting Cocos plate. Our preferred explanation for 230Th excess in Guatemalan mafic samples, on the other hand, is crustal contamination, consistent with the relatively high Th/Nb and low Ba/Th ratios in these samples. We suspect, however, that crustal contamination only exerts a sizable control over the U-series disequilibrium of mafic magmas in Guatemala, and not elsewhere along the Central American volcanic front. This agrees with previously published trace element and isotopic evidence that throughout Central America, with the exception of Guatemala, mafic magmas are largely uncontaminated by crustal material.The work was supported by NSF grant OCE-0405666

Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors

Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution). The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments. The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum

U series disequilibrium

Includes bibliographical references (pages [86]-92)M.S. (Master of Science