998 resultados para Grupo climático


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This work aimed at describing the Neoproterozoic evolution of a Southern Brasília Fold Belt segment, in Tapira area (southwest of Minas Gerais state, Brazil), using detailed geologic mapping. This area, the Canastra Group type-area, has showed great tectonic and stratigraphic complexities unlike the simplicity suggested in previous works. From recognizing the main tectonic discontinuities, it was possible to subdivide the area into some domains. In the west domain, they were individualized in tectonic sheet I, marked by pelitic rocks and pelitic-graphite rocks with psammitic intercalations, and II, pelitic rocks with psammitic and mafic-ultramafic intercalations overlapped by gneisses. In the east domain, a group of three tectonic sheets was defined, in which, in the two lower tectonic sheets, pelitic and pelitic-graphite rocks with psammitic rock intercalations prevailed, which is different in metamorphic conditions. The lower tectonic sheet is marked by mineralogical associations with muscovite + chlorite + quartz ± graphite ± albite, without biotite; however, the superior one is with muscovite + quartz + garnet ± chlorite ± biotite ± chloritoid ± graphite ± albite. In the upper tectonic sheet, pelitic rocks with local contributions of psammitic and ultramafics rocks occur. In the south domain, psammitic rocks basically occur with contributions of pelitics and rudaceous rocks, where the preservation of textures and sedimentary structures is common. Rocks of the several domains are interpreted as part of a passive continental margin basin, located in the western margin of the São Francisco paleocontinent. Thus, the south domain rocks would represent the facies of proximal platform; rocks of the lower and middle tectonic sheets (east domain) and of the tectonic sheet I (west domain) are of facies distal platform; and the ones from the upper tectonic sheet (east domain) and tectonic sheet II (west domain) were acknowledged as deposited in an environment of continental shelf and/or oceanic seafoor.

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The Rio Apa Massif corresponds the southern portion of the Amazon Craton and is located in the southwest of Mato Grosso do Sul State. It consists on Paleoproterozoic rocks of Rio Apa Complex, Alto Tererê Group and Amonguijá Group, is subdivided into Alumiador Plutonic Suite and Serra da Bocaina Volcanic Suite. The volcanic suite is comprises sub volcanic, volcanic and varied volcanoclastics rocks with composition ranging from alkali-rhyolitic to rhyolite types. The plutonic suite corresponds to an N-S elongated batholith and is characterized by four main segments delimited by NW-SE faults. The southern and central main segments, discussed in this paper, are characterized by the following petrographic facies: medium to fine grained hornblende-biotite monzogranites, coarse grained biotite monzogranites, graphic biotite sienogranites and muscovite sienogranites and the northern segment is contemporaneous and is composed of two different sequences of rocks, one acid and another of basic to ultrabasic composition. The southern and central segment consists of to chemically compatible rocks with the types I and A Granites. These are calc-alkaline rocks of high potassium to the shoshonitic and subalkaline. Constitute sin-collisional granites of metaluminous the peraluminous characters of the Amonguijá Magmatic Arc, but they exhibit late litotypes with chemical characteristics of post tectonic granites from intraplate environment.

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In 2003 the construction team of the 1st grade of the medical and nursing courses from a medical school began a work aiming at curriculum reconstruction, and restructured cognitive contents and the integration of basic and clinical aspects, in order to adapt to the incentive program for Curriculum Changes (PROMED) which allows for the continuity of curricular innovations. This team worked considering the group dynamics, a method already used in tutorial sessions which teachers have some familiarity with. For a good group performance the team participants were divided into two subgroups: one for constructing educational problems and the other for doing cognitive assessment exercises. The team and the subgroups met weekly, and every 15 days the group met for socialization of information, identifying the strengths and weaknesses of the process and/or products. A good adhesion, an active involvement of participants and satisfaction expressed by each participant with their inclusion in the group were reflected in the final product and contributed to the subjects' commitment to the proposal. This way, in the process the individual transformations and relations in a situation requiring the collaboration of professionals were essential in the process of permanent curricular reconstruction.

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