d18O, lithologies, mineralogy and determination of temperature and depth of formation of DSDP Site 69-504 siliceous rocks

Seven opal-CT-rich and five quartz-rich porcellanites and cherts from Site 504 have a range in oxygen-isotope values of 24.4 and 29.4 per mil. In opal-CT rocks, d18O becomes larger with sub-bottom depth and with age. Quartz-rich rocks do not show these trends. Boron, in general, increases with decreasing d18O for porcellanites and cherts considered together, supporting the conclusion that boron is incorporated within the quartz crystal structure during precipitation of the SiO2. Silicification of the chalks at Site 504 began 1 m.y. ago - that is, 5 m.y. after sedimentation commenced on the oceanic crust. Temperatures of chert formation determined from oxygen-isotope compositions reflect diagenetic temperatures rather than bottom-water temperatures, and are comparable to temperatures of formation determined by down-hole measurements. Opal-A in the chalks began conversion to opal-CT when a temperature of 50°C was reached in the sediment column. Conversion of opal-CT to quartz started at 55 °C. Silicification occurred over a stratigraphic thickness of about 10 meters when the temperature at the top of the 10 meters reached about 50°C. It took about 250,000 years to complete the silica transformation within each 10-meter interval of sediment at Site 504. Quartz formed over a stratigraphic range of at least 30 meters, at temperatures of about 54 to 60°C. The time and temperatures of silicification of Site 504 rocks are more like those at continental margins than those in deep-sea, open-ocean deposits.

La enseñanza y el aprendizaje de la psicología : Estudio de la práctica docente en profesores y principiantes

El proyecto de investigación "La enseñanza y el aprendizaje de la psicología: estudio de la práctica docente en profesores y principiantes" tuvo entre sus propósitos iniciales indagar y comprender el sistema de creencias y representaciones de profesores y principiantes respecto a la enseñanza de la psicología, presuponiendo que los puntos de vista que los profesores tienen sobre el conocimiento psicológico afectan o inciden sobre el modo en que enseñan. Considerando que un número importante de profesores comparte la docencia con el ejercicio profesional, uno de los aspectos a explorar fue el impacto que sobre el pensamiento del profesor, genera la relación docencia-profesión. El proyecto se inscribe en un enfoque de investigación cualitativo, en el que la exploración y descripción no intentan señalar nexos causales del problema planteado sino comprender distintos aspectos del objeto de estudio. Ello posibilitó la aproximación a las prácticas de docentes expertos y principiantes, con el propósito de captar los constructos personales que mediatizan y significan la acción del docente en el aula.

The development of the psychologist's professional knowledge : A study of graduated in the U.N.L.P., their insert in the educational field

Los estudios sobre la formación de profesores en psicología nos fueron situando en el proceso de construcción del conocimiento profesional tanto en profesores como en psicólogos que ejercen la docencia, visualizando el papel que en él asumen los conocimientos construidos en los ámbitos académico y profesional y la relación entre ambos.

La enseñanza y el aprendizaje de la psicología : Estudio de la práctica docente en profesores y principiantes

El proyecto de investigación "La enseñanza y el aprendizaje de la psicología: estudio de la práctica docente en profesores y principiantes" tuvo entre sus propósitos iniciales indagar y comprender el sistema de creencias y representaciones de profesores y principiantes respecto a la enseñanza de la psicología, presuponiendo que los puntos de vista que los profesores tienen sobre el conocimiento psicológico afectan o inciden sobre el modo en que enseñan. Considerando que un número importante de profesores comparte la docencia con el ejercicio profesional, uno de los aspectos a explorar fue el impacto que sobre el pensamiento del profesor, genera la relación docencia-profesión. El proyecto se inscribe en un enfoque de investigación cualitativo, en el que la exploración y descripción no intentan señalar nexos causales del problema planteado sino comprender distintos aspectos del objeto de estudio. Ello posibilitó la aproximación a las prácticas de docentes expertos y principiantes, con el propósito de captar los constructos personales que mediatizan y significan la acción del docente en el aula.

The development of the psychologist's professional knowledge : A study of graduated in the U.N.L.P., their insert in the educational field

Los estudios sobre la formación de profesores en psicología nos fueron situando en el proceso de construcción del conocimiento profesional tanto en profesores como en psicólogos que ejercen la docencia, visualizando el papel que en él asumen los conocimientos construidos en los ámbitos académico y profesional y la relación entre ambos.

La enseñanza y el aprendizaje de la psicología : Estudio de la práctica docente en profesores y principiantes

El proyecto de investigación "La enseñanza y el aprendizaje de la psicología: estudio de la práctica docente en profesores y principiantes" tuvo entre sus propósitos iniciales indagar y comprender el sistema de creencias y representaciones de profesores y principiantes respecto a la enseñanza de la psicología, presuponiendo que los puntos de vista que los profesores tienen sobre el conocimiento psicológico afectan o inciden sobre el modo en que enseñan. Considerando que un número importante de profesores comparte la docencia con el ejercicio profesional, uno de los aspectos a explorar fue el impacto que sobre el pensamiento del profesor, genera la relación docencia-profesión. El proyecto se inscribe en un enfoque de investigación cualitativo, en el que la exploración y descripción no intentan señalar nexos causales del problema planteado sino comprender distintos aspectos del objeto de estudio. Ello posibilitó la aproximación a las prácticas de docentes expertos y principiantes, con el propósito de captar los constructos personales que mediatizan y significan la acción del docente en el aula.

The development of the psychologist's professional knowledge : A study of graduated in the U.N.L.P., their insert in the educational field

Los estudios sobre la formación de profesores en psicología nos fueron situando en el proceso de construcción del conocimiento profesional tanto en profesores como en psicólogos que ejercen la docencia, visualizando el papel que en él asumen los conocimientos construidos en los ámbitos académico y profesional y la relación entre ambos.

Diagenetic dolomite formation in Quaternary anoxic diatomaceous muds at DSDP Leg 64 Holes

During drilling in the Gulf of California, diagenetic carbonate rocks were recovered at 7 out of 8 sites. These are primarily dolomites which record 13C isotopic evidence of the incorporation of carbon derived from the decomposition of organic matter. In Hole 479, drilled to a sub-bottom depth of 440 meters on the Guaymas Slope, under a fertile upwelling belt, we recognized an excellent example of deep sea dolomitization in progress. This Quaternary section of organic-carbon- rich, low-carbonate, hemipelagic diatomaceous oozes contains numerous fine-grained, decimeter-thin, episodic beds of dolomite, which show sedimentologic, geochemical, and isotopic evidence of accretion by precipitation below 40 meters sub-bottom in zones of high alkalinity and low sulfate. The beds preserve original sedimentary structures. Carbon-13 varies from +3 to +14 per mil, indicating biogenic CO2 reservoirs related to active methanogenesis. In single beds, 18O values range outwardly from +5 to -7 per mil, reflecting increasing temperature with progressive accretion of dolomite with depth; the values parallel progressive trends in lithification, texture, mineralogy, and fossil preservation. We estimate slow accretion rates on the order of 0.1-0.7 mm/10**3 yr. with burial. Dolomitization does not proceed merely at the expense of nearby nannofossils. Ca and Mg ions must be derived from interstitial waters. The episodic appearance of beds in the sequence seems partly a reflection of latent climate signals. This process of deep sea dolomitization carries implications for hydrocarbon migration, as well as an interpretation of the presence of dolomite in other modern and ancient pelagic to hemipelagic sediment sequences.

Petrology and carbon and oxygen stable isotopic composition of macrofossils and sediments from the Blake-Bahama Formation, DSDP Hole 93-603B

Strata that record the evolutionary history of the North American continental margin in a region that serves as the basin margin interface between allochthonous sedimentation from the continent and pelagic sedimentation from the oceanic realm were recovered at Deep Sea Drilling Project Site 603, on the lower continental rise. The lowermost unit recovered at this site is composed of upper Berriasian-Aptian interbedded laminated limestone and bioturbated limestone with sandstone to claystone turbidites. This unit can be correlated with the Blake-Bahama Formation in the western North Atlantic. Studies of the laminated and bioturbated limestones were used to determine the depositional environment. Geochemical and petrographic studies suggest that the laminated limestones were deposited from the suspended particulate loads of the nepheloid layer associated with weak bottom-current activity as well as moderate to poorly oxygenated bottom-water conditions. Fragments of macrofossils are also found in the Blake-Bahama Formation drilled at Site 603. Twelve specimens and their host sediment were analyzed for their carbon and oxygen isotopic composition. The macrofossil samples chosen for analysis consist of nine samples of Inoceramus, two ammonite aptychi, and one belemnite sample. Depletion in 18O is observed in recrystallized specimens. The ammonite aptychi have been diagenetically altered and/or exhibit evidence of isotopic fractionation by the organism. Oxygen isotope paleotemperatures obtained from five well-preserved specimens - four of Inoceramus and one of a belemnite - suggest that bottom-water temperatures in the North Atlantic Basin during the Early Cretaceous were very warm, at least 11°C.

Electrical resistivity, formation factors, and sound velocity at DSDP Holes 75-530A and 75-530B

From 0 to 277 m at Site 530 are found Holocene to Miocene diatom ooze, nannofossil ooze, marl, clay, and debrisflow deposits; from 277 to 467 m are Miocene to Oligocene mud; from 467 to 1103 m are Eocene to late Albian Cenomanian interbedded mudstone, marlstone, chalk, clastic limestone, sandstone, and black shale in the lower portion; from 1103 to 1121 m are basalts. In the interval from 0 to 467 m, in Holocene to Oligocene pelagic oozes, marl, clay, debris flows, and mud, velocities are 1.5 to 1.8 km/s; below 200 m velocities increase irregularly with increasing depth. From 0 to 100 m, in Holocene to Pleistocene diatom and nannofossil oozes (excluding debris flows), velocities are approximately equivalent to that of the interstitial seawater, and thus acoustic reflections in the upper 100 m are primarily caused by variations in density and porosity. Below 100 or 200 m, acoustic reflections are caused by variations in both velocity and density. From 100 to 467 m, in Miocene-Oligocene nannofossil ooze, clay, marl, debris flows, and mud, acoustic anisotropy irregularly increases to 10%, with 2 to 5% being typical. From 467 to 1103 m in Paleocene to late Albian Cenomanian interbedded mudstone, marlstone, chalk, clastic limestone, and black shale in the lower portion of the hole, velocities range from 1.6 to 5.48 km/s, and acoustic anisotropies are as great as 47% (1.0 km/s) faster horizontally. Mudstone and uncemented sandstone have anisotropies which irregularly increase with increasing depth from 5 to 10% (0.2 km/s). Calcareous mudstones have the greatest anisotropies, typically 35% (0.6 km/s). Below 1103 m, basalt velocities ranged from 4.68 to 4.98 km/s. A typical value is about 4.8 km/s. In situ velocities are calculated from velocity data obtained in the laboratory. These are corrected for in situ temperature, hydrostatic pressure, and porosity rebound (expansion when the overburden pressure is released). These corrections do not include rigidity variations caused by overburden pressures. These corrections affect semiconsolidated sedimentary rocks the most (up to 0.25 km/s faster). These laboratory velocities appear to be greater than the velocities from the sonic log. Reflection coefficients derived from the laboratory data, in general, agree with the major features on the seismic profiles. These indicate more potential reflectors than indicated from the reflection coefficients derived using the Gearhart-Owen Sonic Log from 625 to 940 m, because the Sonic Log data average thin beds. Porosity-density data versus depth for mud, mudstone, and pelagic oozes agree with data for similar sediments as summarized in Hamilton (1976). At depths of about 400 m and about 850 m are zones of relatively higher porosity mudstones, which may suggest anomalously high pore pressure; however, they are more probably caused by variations in grain-size distribution and lithology. Electrical resistivity (horizontal) from 625 to 950 m ranged from about 1.0 to 4.0 ohm-m, in Maestrichtian to Santonian- Coniacian mudstone, marlstone, chalk, clastic limestone, and sandstone. An interstitial-water resistivity curve did not indicate any unexpected lithology or unusual fluid or gas in the pores of the rock. These logs were above the black shale beds. From 0 to 100 m at Sites 530 and 532, the vane shear strength on undisturbed samples of Holocene-Pleistocene diatom and nannofossil ooze uniformly increases from about 80 g/cm**2 to about 800 g/cm**2. From 100 to 300 m, vane shear strength of Pleistocene-Miocene nannofossil ooze, clay, and marl are irregular versus depth with a range of 500 to 2300 g/cm**2; and at Site 532 the vane shear strength appears to decrease irregularly and slightly with increasing depth (gassy zone). Vane shear strength values of gassy samples may not be valid, for the samples may be disturbed as gas evolves, and the sediments may not be gassy at in situ depths.

Oxygen-isotope composition, temperature and depth of formation of chert at DSDP Leg 62 Holes

We measured oxygen-isotope compositions of 16 siliceous rocks from Deep Sea Drilling Project Sites 463, 464, 465, and 466 (Leg 62). Samples are from deposits that range in age from about 40 to 103 m.y. and that occur at sub-bottom depths of 9 to 461 meters. Mean d18O values range from 28.4 to 36.8 per mil and 36.0 ± 0.3 per mil for quartz-rich and opal-CTrich rocks, respectively. d18O values in chert decrease with increasing sub-bottom depth; the slope of the d18O/depth curve is less steep for Site 464 than for the other sites which indicates that chert at Site 464 formed at higher temperatures than chert at Sites 463, 465, and 466. Temperatures of formation of cherts were 7 to 42°C, using the silica-water fractionation factor of Knauth and Epstein (1976), or 19 to 56°C, using the equation of Clayton et al. (1972). Temperatures in the sediment where the cherts now occur are lower than their isotopically determined temperatures of formation, which means that the cherts record an earlier history when temperatures in the sediment section were greater. Estimated sediment temperatures when the cherts formed are comparable to, but generally slightly lower than, those calculated from Knauth and Epstein's equation. The isotopic composition of cherts is more closely related to environment of formation (diagenetic environment) or paleogeothermal gradients, than to paleoclimates (bottom-water temperatures). Opal-CT-rich rocks may better record paleo-bottom-water temperature. In Leg 62 cherts, better crystallinity of quartz corresponds to lower d18O values; this implies progressively higher temperatures of equilibration between quartz and water during maturation of quartz. The interrelationship of d18O and crystallinity is noted also in continental-margin deposits such as the Monterey Formation - but for higher temperatures. The apparent temperature difference between open-ocean and continental-margin deposits can be explained by the dominant control of temperature on silica transformation in the rapidly deposited continental-margin deposits, whereas time, as well as temperature, has a strong influence on the transformations in open-ocean deposits. Comparisons between the chemistry and d18O values of cherts reveal two apparent trends: both boron and SiO2 increase as d18O increases. However, the correspondence between SiO2 and d18O is only apparent, because the two cherts lowest in SiO2 are also the most deeply buried, so the trend actually reflects depth of burial. The correspondence between boron and d18O supports the conclusion that boron is incorporated in the quartz crystal structure during precipitation