1) Geotectonics refers to the structure and arrangement of rock masses in the Earth's crust resulting from folding and faulting. It involves the processes that control the structure and properties of the Earth's crust and its evolution over time.
2) The theory of plate tectonics states that the Earth's outer layer is made up of large rigid plates that move relative to each other, driven by heat loss from the Earth's interior.
3) Plate tectonics helped explain long-standing questions about earthquakes, volcanoes, and mountain formation and revolutionized understanding of Earth's dynamics.
What is mining?; Why do we need mines?; What is a mineral ?; What is an Ore Deposit? ; Concentrations of Metals; Metals enrichment factors ; Types of Ore Deposit ; GEOLOGIC CONDITIONS AND CHARACTERISTIC OF ORE DEPOSITS; Shape of ore deposits; Dip ore deposits ;Thickness ore deposits; Depth of ore deposits; Structure of ore deposits; Ore value and profitability of mining; Stability of ore rocks; Chemical and mineral characteristics of ores ; Lessening of ore deposit; Degree of breakability; Life Cycle of a Metal Resource; Mineral Supply and Demand; Conservation; Economic Impact on Mineral Supplies
Introduction of mineral deposits: Mineral deposit ; A geological definition of an ore deposit; Ore Deposit Environments; The significance of ore deposit size; Which commodities are included by the definition of Ore Deposits ; The extraction of an economic commodity from ore ; Geological Factors Affecting Economics of Ore Extraction ; Shape and depth of the deposit; Mineralogy and texture of the ore; The presence of multiple extractable products; Metals enrichment factors; Ore Deposit Constitutes; Ore Deposit Geology and Related Sciences; Structural Control Ore Deposits; Depth of Occurrence Mineral deposits; Nature of Mineralization; Morphology of Ore Deposit; Geographical Localization of Ore Deposits;
Orebodies; oreshoots; ore deposits; ore reserves
HYDROTHERMAL PROCESSES; Causes of deposition; Origin of Hydrothermal Fluids (or The Main Sources of Water in Hydrothermal System); The Main Steps in Hydrothermal Processes; Classification of Hydrothermal Deposits; Different Types of Hydrothermal Vein; Different styles of Hydrothermal ore deposits; Orogenic Hydrothermal Ore Deposits; Hypozonal: Orogenic, hydrothermal ore deposits; Epizonal:; Mesozonal
What is mining?; Why do we need mines?; What is a mineral ?; What is an Ore Deposit? ; Concentrations of Metals; Metals enrichment factors ; Types of Ore Deposit ; GEOLOGIC CONDITIONS AND CHARACTERISTIC OF ORE DEPOSITS; Shape of ore deposits; Dip ore deposits ;Thickness ore deposits; Depth of ore deposits; Structure of ore deposits; Ore value and profitability of mining; Stability of ore rocks; Chemical and mineral characteristics of ores ; Lessening of ore deposit; Degree of breakability; Life Cycle of a Metal Resource; Mineral Supply and Demand; Conservation; Economic Impact on Mineral Supplies
Introduction of mineral deposits: Mineral deposit ; A geological definition of an ore deposit; Ore Deposit Environments; The significance of ore deposit size; Which commodities are included by the definition of Ore Deposits ; The extraction of an economic commodity from ore ; Geological Factors Affecting Economics of Ore Extraction ; Shape and depth of the deposit; Mineralogy and texture of the ore; The presence of multiple extractable products; Metals enrichment factors; Ore Deposit Constitutes; Ore Deposit Geology and Related Sciences; Structural Control Ore Deposits; Depth of Occurrence Mineral deposits; Nature of Mineralization; Morphology of Ore Deposit; Geographical Localization of Ore Deposits;
Orebodies; oreshoots; ore deposits; ore reserves
HYDROTHERMAL PROCESSES; Causes of deposition; Origin of Hydrothermal Fluids (or The Main Sources of Water in Hydrothermal System); The Main Steps in Hydrothermal Processes; Classification of Hydrothermal Deposits; Different Types of Hydrothermal Vein; Different styles of Hydrothermal ore deposits; Orogenic Hydrothermal Ore Deposits; Hypozonal: Orogenic, hydrothermal ore deposits; Epizonal:; Mesozonal
Earth Expansion Tectonics - Historical ways of viewing the Earth (Part 3)Proyecto Matriz
“La vida es demasiado corta como para que una persona guarde egoístamente
cualquier nuevo hecho que descubre. Por lo tanto, estoy revelando todo lo que
he aprendido a pesar de que algunos de los datos aún no se han completado del todo.
Muchas mentes piensan mejor que una sola, y es mi ferviente esperanza que a partir
de este inicio se genere más entusiasmo, el cual traerá consigo mentes activas
a este campo de investigación. Los resultados de mi investigación inicial deben amplificarse
y desarrollarse tecnológicamente con el fin de servir mejor a la humanidad.”
MAYNARD MURRAY, M.D.
Insert Surname Here 1.Latoya RushColorado Tech Univ.docxdirkrplav
Insert Surname Here 1.
Latoya Rush
Colorado Tech University
Science
9/17/12
Science Assignment
1. Describe geographic evidence collected in the last part of the 20th century to support the theory of continental drift.
Abraham Ortelius is the person who came up with the hypothesis that the continents were drifted apart. Although Alfred Wegner tried to come up with supportive evidence that explained continental drift, he did not provide more prove that could support the mechanism and the underlying processes leading to the movements. However, the plate tectonics theory explains, the movements in a better manner. One of the main proves and evidence of continental drift is the relationship of the coastlines in Africa and South America. In addition the mountain ranges in Africa and South America are also correlated to each other.
There was also evidence of the reptilian fossils that were found on the coastlines showing a proof that the coastlines were joined together at one period of time. Moreover, the discovery of rocks that are similar in structure and also mineral deposits in the two coastlines also shows that the two were joined together. Evidence collected in the 2oth century also shows that there are magnetic imprints in the bottom of the ocean rocks especially in the Mid Atlantic ridges. The rocks from these ridges do repeal each other thus supporting the proof of continental drift.
2. Why do scientists today accept the movement of continents but did not accept this theory back in Wegner’s time?
Scientists accept the movement of the continents today bit did not accept it in Wegner’s time because there was no much evidence to ascertain the proof that the continents were once a common block. During Wagner’s time there was no proof of radiometric dating of oceans bottom sentiments. In addition, the fossil forests of Nova Scatia also provide more evidence to the theory thus making scientists to believe that there was once a single continent. Alfred Wegner also provided compelling arguments and explanations on the movement of the plate tectonics and this caused confusion because people did not know which explanation to follow. In particular, Wegner failed to find a mechanism for supporting continental drift theory. However, the discovery of Mid Atlantic Ridge in the 2oth century has helped to prove his theories beyond reasonable doubt. Moreover, the discoveries of sea floor mapping have also helped to shed light into the hypothesis by Wegner thus providing more acceptability into his theory (Frankel 45).
The plate tectonics theory has contributed to Wegners evidence that help to provide more evidence to his theory. This theory has helped to provide more evidence to Wegner’s ideas. Generally, the plate tectonics theory provides an argument on the proof that there is a slow movement on the earth. The tectonics theory provides more evidence on the movements in the earth’s lithosphere thus providing a green light into the movement on e.
In the beginning of 20th century scientist realized that they could not explain many of the earth structure and processes with in a single theory. Many hypotheses developed to try and support the confliction observation
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
geotectonics lec_1
1. Lecture One
Geotectonics: Relating to the form, arrangement, and structure
of rock masses of the earth crust resulting from folding or
faulting.
The word geotectonics is derived from two Greek words gê—
earth, and tectonicon—to build. It consequently means literally
the science of the Earth’s structure, but such a definition is too
wide since it embraces, in essence, almost, the whole of geology.
Tectonics (from the Late Latin tectonicus from the Greek
τεκτονικός, "pertaining to building") is concerned with the
processes which control the structure and properties of the
Earth's crust, and its evolution through time.
2. IN PARTICULAR, IT DESCRIBES:
1- the processes of mountain building, 2- the growth and
behavior of the strong, old cores of continents known as
cratons, and 3- the ways in which the relatively rigid plates
that comprise the Earth's outer shell interact with each
other. Tectonics also provides a framework to understand
the earthquake and volcanic belts which directly affect
much of the global population. Tectonic studies are
important for understanding erosion patterns in
geomorphology and as guides for the economic geologist
searching for petroleum and metallic ores.
3. Plate tectonics
In plate tectonics the outermost part of the earth, the crust and
uppermostmantle, act as a single mechanical layer, the lithosphere. The
lithosphere is divided into separate 'plates' that move relative to each
other on the underlying, relatively weak asthenosphere in a process
ultimately driven by the continuous loss of heat from the earth's interior.
Neotectonics
Neotectonics is the study of the motions and deformations of the Earth's
crust (geological and geomorphological processes) that are currentor
recent in geological time. The term may also refer to the
motions/deformations in question themselves. The corresponding time
frame is referred to as the neotectonic period. Accordingly, the
preceding time is referred to as palaeotectonic period.
4. In geologic terms, a plate is a large, rigid slab of solid rock. The word
tectonics comes from the Greek root "to build." Putting these two
words together, we get the term plate tectonics, which refer to how the
Earth's surface is built of plates. The theory of plate tectonics states
that the Earth's outermost layer is fragmented into a dozen or more
large and small plates that are moving relative to one another as they
ride atop hotter, more mobile material.
5. Before the advent of plate tectonics, however, some people
already believed that the present-day continents were the
fragmented pieces of preexisting larger landmasses
("supercontinents"). The diagrams below show the break-
up of the supercontinent Pangaea (meaning "all lands" in
Greek), which figured prominently in the theory of
continental drift the forerunner to the theory of plate
tectonics.
6. According to the continental drift theory, the
supercontinent Pangaea began to break up about 225-
200 million years ago, eventually fragmenting into the
continents as we know them today. Plate tectonics is a
relatively new scientific concept, introduced some 30
years ago, but it has revolutionized our understanding
of the dynamic planet upon which we live.
7. The theory has unified the study of the Earth by
drawing together many branches of the earth
sciences, from paleontology (the study of
fossils) to seismology (the study of
earthquakes). It has provided explanations to
questions that scientists had speculated upon
for centuries -- such as why earthquakes and
volcanic eruptions occur in very specific areas
around the world, and how and why great
mountain ranges like the Alps and Himalayas
formed?.
8.
9. Why is the Earth so restless? What causes the ground to shake violently, volcanoes to
erupt with explosive force, and great mountain ranges to rise to incredible heights?
Scientists, philosophers, and theologians have wrestled with questions such as these
for centuries. Until the 1700s, most Europeans thought that a Biblical Flood played a
major role in shaping the Earth's surface. This way of thinking was known as
"catastrophism," and geology (the study of the Earth) was based on the belief that all
earthly changes were sudden and caused by a series of catastrophes. However, by the
mid-19th century, catastrophism gave way to "uniformitarianism," a new way of
thinking centered around the "Uniformitarian Principle" proposed in 1785 by James
Hutton, a Scottish geologist. This principle is commonly stated as follows: The present
is the key to the past. Those holding this viewpoint assume that the geologic forces
and processes -- gradual as well as catastrophic -- acting on the Earth today are the
same as those that have acted in the geologic past.
10.
11. The layer of the Earth we live on is broken into a dozen or so rigid
slabs (called tectonic plates by geologists) that are moving
relative to one another. The belief that continents have not
always been fixed in their present positions was suspected long
before the 20th century; this notion was first suggested as early
as 1596 by the Dutch map maker Abraham Ortelius in his work
Thesaurus Geographicus. Ortelius suggested that the Americas
were "torn away from Europe and Africa . . . by earthquakes and
floods" and went on to say: "The vestiges of the rupture reveal
themselves, if someone brings forward a map of the world and
considers carefully the coasts of the three [continents]." Ortelius'
idea surfaced again in the 19th century.
12. However, it was not until 1912 that the idea of moving
continents was seriously considered as a full-blown
scientific theory -- called Continental Drift --introduced in
two articles published by a 32-year-old German
meteorologist named Alfred Lothar Wegener. He contended
that, around 200 million years ago, the supercontinent
Pangaea began to split apart. Alexander Du Toit, Professor
of Geology at Johannesburg University and one of
Wegener's staunchest supporters, proposed that Pangaea
first broke into two large continental landmasses, Laurasia
in the northern hemisphere and Gondwanaland in the
southern hemisphere. Laurasia and Gondwanaland then
continued to break apart into the various smaller continents
that exist today.
13.
14. Wegener's theory was based in part on what appeared to him to be
the remarkable fit of the South American and African continents,
first noted by Abraham Ortelius three centuries earlier. Wegener
was also intrigued by the occurrences of unusual geologic
structures and of plant and animal fossils found on the matching
coastlines of South America and Africa, which are now widely
separated by the Atlantic Ocean. He reasoned that it was
physically impossible for most of these organisms to have swum or
have been transported across the vast oceans. To him, the
presence of identical fossil species along the coastal parts of Africa
and South America was the most compelling evidence that the two
continents were once joined.
15. In Wegener's mind, the drifting of continents after the break-up of
Pangaea explained not only the matching fossil occurrences but
also the evidence of dramatic climate changes on some
continents. For example, the discovery of fossils of tropical
plants (in the form of coal deposits) in Antarctica led to the
conclusion that this frozen land previously must have been
situated closer to the equator, in a more temperate climate
where lush, swampy vegetation could grow. Other mismatches
of geology and climate included distinctive fossil ferns
(Glossopteris) discovered in now-polar regions, and the
occurrence of glacial deposits in present-day arid Africa, such as
the Vaal River valley of South Africa.
16. The theory of continental drift would become the spark that ignited a new
way of viewing the Earth. But at the time Wegener introduced his theory,
the scientific community firmly believed the continents and oceans to be
permanent features on the Earth's surface. Not surprisingly, his proposal
was not well received, even though it seemed to agree with the scientific
information available at the time. A fatal weakness in Wegener's theory
was that it could not satisfactorily answer the most fundamental question
raised by his critics: What kind of forces could be strong enough to move
such large masses of solid rock over such great distances? Wegener
suggested that the continents simply plowed through the ocean floor, but
Harold Jeffreys, a noted English geophysicist, argued correctly that it was
physically impossible for a large mass of solid rock to plow through the
ocean floor without breaking up.
17.
18. Plate tectonics has proven to be as important to the earth sciences
as the discovery of the structure of the atom was to physics and
chemistry and the theory of evolution was to the life sciences.
Even though the theory of plate tectonics is now widely accepted
by the scientific community, aspects of the theory are still being
debated today. Ironically, one of the chief outstanding questions is
the one Wegener failed to resolve: What is the nature of the
forces propelling the plates? Scientists also debate how plate
tectonics may have operated (if at all) earlier in the Earth's history
and whether similar processes operate, or have ever operated, on
other planets in our solar system.