The Izu‐Bonin‐Mariana (IBM) fore arc preserves igneous rock assemblages that formed during subduction initiation circa 52 Ma. International Ocean Discovery Program (IODP) Expedition 352 cored four sites in the fore arc near the Ogasawara Plateau in order to document the magmatic response to subduction initiation and the physical, petrologic, and chemical stratigraphy of a nascent subduction zone. Two of these sites (U1440 and U1441) are underlain by fore‐arc basalt (FAB). FABs have mid‐ocean ridge basalt (MORB)‐like compositions, however, FAB are consistently lower in the high‐field strength elements (TiO2, P2O5, Zr) and Ni compared to MORB, with Na2O at the low end of the MORB field and FeO* at the high end. Almost all FABs are light rare earth element depleted, with low total REE, and have low ratios of highly incompatible to less incompatible elements (Ti/V, Zr/Y, Ce/Yb, and Zr/Sm) relative to MORB. Chemostratigraphic trends in Hole U1440B are consistent with the uppermost lavas forming off axis, whereas the lower lavas formed beneath a spreading center axis. Axial magma of U1440B becomes more fractionated upsection; overlying off‐axis magmas return to more primitive compositions. Melt models require a two‐stage process, with early garnet field melts extracted prior to later spinel field melts, with up to 23% melting to form the most depleted compositions. Mantle equilibration temperatures are higher than normal MORB (1,400 °C–1,480 °C) at relatively low pressures (1–2 GPa), which may reflect an influence of the Manus plume during subduction initiation. Our data support previous models of FAB origin by decompression melting but imply a source more depleted than normal MORB source mantle.

International Ocean Discovery Program Expedition 352 to the Izu‐Bonin forearc cored over 800 m of basement comprising boninite and boninite‐series lavas. This is the most extensive, well‐constrained suite of boninite series lavas ever obtained from in situ oceanic crust. The boninites are characterized as high‐silica boninite (HSB), low‐silica boninite (LSB), or basaltic boninite based on their SiO2‐MgO‐TiO2 relations. The principal fractionation products of all three series are high‐Mg andesites (HMA). Lavas recovered >250 meters below seafloor (mbsf) erupted at a forearc spreading axis and are dominated by LSB and HMA. Lavas recovered from <250 mbsf erupted off‐axis and are dominated by HSB. The axial and off‐axis lavas are characterized by distinct chemostratigraphic trends in their major, trace, and isotopic compositions. The off‐axis lavas are chemically similar to boninite from the type locality at Chichijima, with concave‐upward rare earth elements patterns. In contrast, the more abundant axial lavas have distinctly light rare earth element‐depleted patterns and represent a new, previously unsampled precursor to the Chichijima‐type boninite lavas. Petrogenetic modeling suggests that the axial lavas formed by fluxing of refractory mantle (likely the residue from forearc basalt extraction), with amphibolite‐facies melt derived from subducting altered oceanic crust. The upper, off‐axis lavas require an additional component of sediment‐derived melt in addition. Both models are consistent with previously published isotopic data.

Marriage and family therapy educators increasingly emphasize training competencies. What we know less about is what makes family therapy education meaningful to marriage and family therapy (MFT) graduate students and what does not. In this study, through an Internet survey, we explored the most and least meaningful learning experiences of 68 MFT graduate students and recent graduates of Commission on Accreditation for Marriage and Family Therapy Education-accredited programs. We used thematic analysis to identify and illustrate resulting themes, which included the importance of experiential and personal components to learning, the professor-student alliance, tying theory to practice, and the experiences of students with their clients, among others. We discuss the implications of these findings to support family therapy education and offer tentative suggestions for formative discussions both within and across programs. Video Abstract is found in the online version of the article.