L'orogenese de l'Atlas tunisien

1951 ◽  
Vol S6-I (8) ◽  
pp. 701-720 ◽  
Author(s):  
Gilbert Castany
Keyword(s):  
Basement Complex ◽  
Atlas Mountains ◽  
Slow Evolution ◽  
East West

Abstract The Atlas mountains of Tunisia have undergone a long and slow evolution. East-west trending structures were developed during Mesozoic deformation. Tertiary (pre-Burdigalian) movements heralded the major Plio-Pleistocene diastrophism, which continued until the end of the Pleistocene and produced folds with northeast-southwest trending axes. In recent Quaternary times, isostatic readjustment has produced depressions, both parallel and at right angles, which are superposed on the old fractures of the basement complex.

Oblique extension in the Jurassic trough of the central and eastern High Atlas (Morocco)

1996 ◽  
Vol 33 (1) ◽  
pp. 84-92 ◽  
Author(s):  
Abdesselam El Kochri ◽  
Jean Chorowicz
Keyword(s):  
Strike Slip ◽  
Early Jurassic ◽  
Normal Faults ◽  
Rift System ◽  
Stress Regime ◽  
High Atlas ◽  
Atlas Mountains ◽  
High Atlas Mountains ◽  
Stress Patterns ◽  
East West

A field structural analysis has been carried out in the High Atlas Mountains of Morocco. Paleostress solutions provide information on the successive orientations of major stress patterns during Mesozoic and Cenozoic time. An initial rift stage in the Early Jurassic is characterized by normal–oblique faults bounding tilted blocks, which are associated with tensional paleostress patterns whose minimum component trends west-northwest–east-southeast. Faults parallel to this direction are interpreted as paleotransfer faults. We assume that the divergent motion responsible for the opening of the rift system in the Early Jurassic was oriented west-northwest–east-southeast, subparallel to the paleotransfer faults and the trend of the minimum component (σ3) of the paleostress field. The east–west-trending Jurassic central–eastern High Atlas rift opened obliquely, and not in a pure strike-slip stress regime along east–west-striking faults as previously proposed. A later stage of rifting (Middle Jurassic) is characterized by large normal faults and is supposed to accompany local movements, probably due to gravity. The uplift of the High Atlas belt occurred mainly during the Cenozoic period as a consequence of a north–south- to northwest–southeast-directed compression related to collision between Europe and Africa.

Les grands traits structuraux de la Tunisie

1954 ◽  
Vol S6-IV (1-3) ◽  
pp. 151-173 ◽  
Author(s):  
Gilbert Castany
Keyword(s):  
Regional Development ◽  
Sedimentary Cover ◽  
Basement Complex ◽  
Basement Structure ◽  
Present Structure ◽  
Slow Evolution

Abstract The present structure of the Atlas ranges of Tunisia is the result of a long slow evolution marked by a series of deformations and pulsations in which the sedimentary cover and the basement complex reacted relatively independently. The basement structure nevertheless played a role in determining the regional development of major fold structures in the sedimentary cover.

A geophysical study on the Abu Gharadig basin, Egypt

Geophysics ◽  
1985 ◽  
Vol 50 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Ghareeb M. Awad
Keyword(s):  
Late Cretaceous ◽  
Sedimentary Cover ◽  
Gravity Anomalies ◽  
Western Desert ◽  
Basement Complex ◽  
Near Surface ◽  
North East ◽  
The North ◽  
Tectonic Disturbances ◽  
East West

The area of study comprises one of the most hydrocarbon‐potential basins of the Egyptian Western Desert, the Abu Gharadig basin. Major marine transgression and regression cycles dominated the territory during different geologic times. Those depositional cycles, together with at least three tectonic cycles—the end of the Paleozoic Hercynean, the close of the Jurassic until the Late Cretaceous and, the close of the Cretaceous until Mid‐Teritary—resulted in a highly deformed, thick sedimentary cover. A study of the geophysical anomalies of the basin, including those indicated by aeromagnetic, gravity, and seismic data as well as the study of about 60 deep wells drilled within and around the Abu Gharadig basin, has revealed that the major tectonic disturbances of the area were caused by basement complex block faulting. These major tectonic disturbances have produced great variations in the thickness and distribution of the various geologic units throughout the region. Aeromagnetic anomalies and the wells which reached the basement indicate great variations in the depths and type of the basement complex and the presence of major intrusions in the region. The major fracturing is indicated to be mainly along an east‐west, west‐northwest and east‐northeast directions. The Bouguer gravity anomalies indicate major basement fracturing as well as variations in sedimentary patterns, erosions, and subsequent tectonic disturbances. The most obvious anomalous trends on the gravity map, based on frequency and amplitude, are the north‐east to east‐northeast, the east‐west and the west‐northwest. The main Abu Gharadig depositional center does not show sharp variations because of the homogeneity of the near‐surface rocks and the great basement depth (20 000-40 000 ft). Seismic interpretation has confirmed the presence of all these fracturing trends. It also identified some major structural trends. These are closely related to the depositional centers, and represent potential drilling locations, especially those associated with Late Cretaceous‐Tertiary active contemporaneous faulting.

Values and intergroup perceptions of East Germans and West Germans in 1998 1This research was supported by a grant from the German Research Society (We 1106/3-1).

1999 ◽  
Vol 58 (4) ◽  
pp. 263-272
Author(s):  
Jörg Doll ◽  
Michael Dick
Keyword(s):  
Research Society ◽  
Frame Of Reference ◽  
Control Group ◽  
Perceived Similarity ◽  
The West ◽  
Need For Uniqueness ◽  
German Research ◽  
East German ◽  
Experimental Group ◽  
East West

The studies reported here focus on similarities and dissimilarities between the terminal value hierarchies ( Rokeach, 1973 ) ascribed to different groups ( Schwartz & Struch, 1990 ). In Study 1, n = 65 East Germans and n = 110 West Germans mutually assess the respective ingroup and outgroup. In this intra-German comparison the West Germans, with a mean intraindividual correlation of rho = 0.609, perceive a significantly greater East-West similarity between the group-related value hierarchies than the East Germans, with a mean rho = 0.400. Study 2 gives East German subjects either a Swiss (n = 58) or Polish (n = 59) frame of reference in the comparison between the categories German and East German. Whereas the Swiss frame of reference should arouse a need for uniqueness, the Polish frame of reference should arouse a need for similarity. In accordance with expectations, the Swiss frame of reference significantly reduces the correlative similarity between German and East German from a mean rho = 0.703 in a control group (n = 59) to a mean rho = 0.518 in the experimental group. Contrary to expectations, the Polish frame of reference does not lead to an increase in perceived similarity (mean rho = 0.712).

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

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