The magmatic origin of the Columbia River Gorge, USA.

Along subduction zones, high-relief topography is associated with sustained volcanism parallel to the plate margin. However, the relationship between magmatism and mountain building in arcs is poorly understood. Here, we study patterns of surface deformation and correlated fluvial knickpoints in the Columbia River Gorge to link long-term magmatism to the uplift and ensuing topographic development of the Cascade Range. An upwarped paleochannel exposed in the walls of the Gorge constrains unsteady deep magma flux, the ratio of intrusive to extrusive magmatic contributions to topography, and the impact of magmatism on Columbia River incision since 3.5 million years ago. Geophysical data indicate that deep magma influx beneath the arc axis is ongoing and not aligned with the current locations of volcanic edifices, representing a broad regional influence on arc construction.

Medical Education Adaptations Post COVID-19: An Egyptian Reflection.

BACKGROUND: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. OBJECTIVE: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. DESIGN: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. RESULTS: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank's crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. CONCLUSIONS: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.