Tracing the Cambro-Ordovician ferrosilicic to calc-alkaline magmatic

U–Pb geochronological study of zircons from nodular granites and Qtz-diorites comprising part of Variscan high- grade metamorphic complexes in Gredos massif (Spanish Central System batholith) points out the significant presence of Cambro-Ordovician protoliths among the Variscan migmatitic rocks that host the Late Carboniferous intrusive granitoids. Indeed, the studied zone was affected by two contrasted tectono-magmatic episodes, Car- boniferous (Variscan) and Cambro-Ordovician. Three main characteristics denote a close relation between the Cambro-Ordovician protholiths of the Prado de las Pozas high-grade metamorphic complex, strongly reworked during the Variscan Orogeny, and other Cambro-Ordovician igneous domains in the Central Iberian Zone of the Iberian Massif: (1) geochemical features show the ferrosilicic signature of nodular granites. They plot very close to the average analysis of themetavolcanic rocks of the Ollo de Sapo formation (Iberia). Qtz-diorites present typical calc-alkaline signatures and are geochemically similar to intermediate cordilleran granitoids. (2) Both Qtz-diorite and nodular granite samples yield a significant population of Cambro-Ordovician ages, ranging between 483 and 473 Ma and between 487 and 457 Ma, respectively. Besides, (3) the abundance of zircon inher- itance observed on nodular granites matches the significant component of inheritance reported on Cambro- Ordovician metagranites and metavolcanic rocks of central and NW Iberia. The spatial and temporal coincidence of both peraluminous and intermediate granitoids, and specifically in nodular granites and Qtz-diorite enclaves of the Prado de las Pozas high-grade complex, is conducive to a common petrogenetic context for the formation of both magmatic types. Tectonic and geochemical characteristics describe the activity of a Cambro-Ordovician arc-back-arc tectonic set- ting associated with the subduction of the Iapetus–Tornquist Ocean and the birth of the Rheic Ocean. The exten- sional setting is favorable for the generation, emplacement, and fast rise of subduction-related cold diapirs, supported by the presence of typical calc-alkaline cordilleran granitoids contemporary with ferrosilicic volcanism.

U-Pb geochronology and Nd isotope contributions to the interpretation of a peculiar ring massif: the Santa Eulália plutonic complex (SW Iberia, Portugal)

The Santa Eulalia plutonic complex (SEPC) is a late-Variscan granitic body placed in the Ossa-Morena Zone. The host rocks of the complex belong to metamorphic formations from Proterozoic to Lower Paleozoic. The SEPC is a ring massif (ca. 400 km2 area) composed by two main granitic facies with different colours and textures. From the rim to the core, there is (i) a peripheral pink medium- to coarse-grained granite (G0 group) involving large elongated masses of mafic and intermediate rocks, from gabbros to granodiorites (M group), and (ii) a central gray medium-grained granite (G1 group). The mafic to intermediate rocks (M group) are metaluminous and show wide compositions: 3.34–13.51 wt% MgO; 0.70–7.20 ppm Th; 0.84–1.06 (Eu/Eu*)N (Eu* calculated between Sm and Tb); 0.23–0.97 (Nb/Nb*)N (Nb* calculated between Th and La). Although involving the M-type bodies and forming the outer ring, the G0 granites are the most differentiated magmatic rocks of the SEPC, with a transitional character between metaluminous and peraluminous: 0.00–0.62 wt% MgO; 15.00–56.00 ppm Th; and 0.19–0.42 (Eu/Eu*)N ; 0.08–0.19 (Nb/Nb*)N [1][2]. The G1 group is composed by monzonitic granites with a dominant peraluminous character and represents the most homogeneous compositional group of the SEPC: 0.65–1.02 wt% MgO; 13.00–16.95 ppm Th; 0.57–0.70 (Eu/Eu*)N ; 0.14–0.16 (Nb/Nb*)N . According to the SiO2 vs. (Na2O+K2O–CaO) relationships, the M and G1 groups predominantly fall in the calc-alkaline field, while the G0 group is essencially alkali-calcic; on the basis of the SiO2 vs. FeOt/(FeOt+MgO) correlation, SEPC should be considered as a magnesian plutonic association [3]. New geochronological data (U-Pb on zircons) slightly correct the age of the SEPC, previously obtained by other methods (290 Ma, [4]). They provide ages of 306  2 Ma for the M group, 305  6 Ma for the G1 group, and 301  4 Ma for the G0 group, which confirm the late-Variscan character of the SEPC, indicating however a faintly older emplacement, during the Upper Carboniferous. Recent whole-rock isotopic data show that the Rb-Sr system suffered significant post-magmatic disturbance, but reveal a consistent set of Sm-Nd results valuable in the approach to the magmatic sources of this massif: M group (2.9 < Ndi < +1.8); G1 group (5.8 < Ndi < 4.6); G0 group (2.2 < Ndi < 0.8). These geochemical data suggest a petrogenetic model for the SEPC explained by a magmatic event developed in two stages. Initially, magmas derived from long-term depleted mantle sources (Ndi < +1.8 in M group) were extracted to the crust promoting its partial melting and extensive mixing and/or AFC magmatic evolution, thereby generating the G1 granites (Ndi < 4.6). Subsequently, a later extraction of similar primary magmas in the same place or nearby, could have caused partial melting of some intermediate facies (e.g. diorites) of the M group, followed by magmatic differentiation processes, mainly fractional crystallization, able to produce residual liquids compositionally close to the G0 granites (Ndi < 0.8). The kinetic energy associated with the structurally controlled (cauldron subsidence type?) motion of the G0 liquids to the periphery, would have been strong enough to drag up M group blocks as those occurring inside the G0 granitic ring.

Students´ Engagement In Schools: Differentiation and Promotion

The objective of this work is to present elements of the project Student engagement in Schools (SES). The team consists of 10 researchers from six Universities. Student engagement in schools is a multidimensional construct that unites affective, behavioural, and cognitive dimensions of student adaptation in the school and has influence on students‘outcomes. The team of researchers conceptualized two major studies, a differential study to analyze the relations between SES and contextual factors, personal factors, student’s outcomes, and a quasi-experimental study to analyze the effects on SES of a specific intervention programmes. In study 1, the sample size is around 600 students (150 6th graders, 150 7th graders, 150 9th graders, and 150 10th graders). We shall focus on years of school transition, with rural and urban populations, on different regions of the country, and on students with different family background. We shall conduct questionnaires with national and international scales. The study 2 will involve students in 7th and 9th grade, from four classes, two of the experimental group and two of the control group. Patterns of verbal communications between a teacher and students can influence the classroom environment and SES. This model of communication would result in more effective student management and more time on-task for learning.