Elena Ferrero

Palaeoclimatic interpretation based on Middle Miocene planktonic Foraminifera: the Silesia Basin (Paratethys) and Monferrato (Tethys) records

A comparative study of the distribution and palaeoclimatic interpretation of temperature-related taxa of Middle Miocene planktonic foraminifera from the Paratethys Silesia Basin (southern Poland) and Tethys Monferrato area (northwestern Italy) is presented. The time span considered (Badenian–Langhian/Serravallian) is the last period of significant connection between the Paratethys and Mediterranean Tethys, even though the depositional conditions, water circulation and connection with the oceanic realm were not always favourable to the life and preservation of significant planktonic foraminiferal taxa. The Silesia Basin, located in the western segment of the Karpathian Foredeep, is filled by an autochthonous, non-folded cover of Miocene deposits. Four stratigraphic sections were studied in this area, characterised by Carpathian sandy deposits of the Klodnica Formation, Lower Badenian unbedded marly clays, marls and strongly bedded Lithothamnium marls (Skawina Formation), Middle Badenian anhydrite and laminated clay shales (Krzyźanowice Formation), Upper Badenian unbedded marly clays, followed by fine-grained sands, sandy limestone layers, and bioclastic levels rich in molluscs and calcareous algae (Gliwice Formation). The Monferrato area corresponds to the northwestern termination of the Apennines thrust belt and consists of an Eocene–Miocene mainly terrigenous succession, resting unconformably on Upper Cretaceous and Eocene Ligurian flysch. Three stratigraphic sections are studied in the eastern area, characterised by Late Oligocene to Early Burdigalian deepwater terrigenous sediments (Marne di Antognola Formation), followed unconformably by Early to Middle Miocene carbonate sediments, originating in a foramol platform depositional environment (Pietra da Cantoni Group), and by grey–whitish glauconitic marls of the Marne di Mincengo Formation (Late Langhian–Serravallian). Twenty-three species of Tethys and Paratethys planktonic foraminifera were grouped in cold (Globigerina bulloides, Globigerina quinqueloba, Globigerina praebulloides gr., Globorotaloides spp., Catapsydrax spp.), cold–temperate (Zeaglobigerina woodi, Z. brazieri Globorotalia scitula gr., Globorotalia bykovae), warm (Globigerinoides spp., orbuliniforms, including Praeorbulina spp. and Orbulina spp., Globigerina ciperoensis, Dentoglobigerina altispira gr., Velapertina indigena, Globorotalia praemenardii), and warm–temperate indices (Paragloborotalia siakensis gr., Dentoglobigerina baroemoenensis gr., Globoquadrina praedehiscens and G. dehiscens, Tenuitellinata angustiumbilicata, Globigerinella obesa, Globigerina venezuelana). Their relative abundance was used to reconstruct palaeoclimatic curves. Comparison of the palaeoclimatic curves makes it possible to recognise a climatic change from warmer conditions in the Langhian towards relatively colder conditions in the Serravallian. The fall in warm-related taxa was much more pronounced in the Silesia Basin than in the Monferrato area. This palaeoclimatic evidence may be interpreted as the beginning of a series of oscillations pointing to a period of cooling, corresponding to one of the major global changes in the palaeoclimatic/palaeoceanographic history of the Cenozoic, i.e. the ‘Mid-Miocene event’, Mi3 [Miller et al. (1991) Paleoceanography 6, 33–52].

A Selection of Geological Tours for Promoting the Italian Geological Heritage in the Secondary Schools

Twenty Italian geological tours have been selected and studied for creating a didactic multimedia product devoted to secondary schools. The aim is to enhance the knowledge of the Italian geological heritage, starting from teachers and students, through the proposal of virtual geological tours. Particular attention has been given both to the relevance of Earth Sciences in everyday life and to the multidisciplinary topics proposed, having care of such aspects as the use of the land and the prevention of natural resources from degradation. An emotional approach has been applied because emotions are essential to stimulate curiosity and to build affection towards a territory, for raising the awareness of the value of the geological heritage. The project required collaboration among researchers, professionals, associations, and institutions involved in studying, protecting, and promoting the Italian geological heritage. Moreover, a further collaboration with teachers and students is foreseen, in order to test the effectiveness of the product in the teaching/learning process. The feedback collected will be useful for realizing a new multimedia product on the geosites of the Piemonte Region, as an output of the multidisciplinary PROactive management of GEOlogical heritage in the Piemonte region (PROGEO-Piemonte) research project.

Natural hazards and geological heritage in Earth science education projects

Abstract To the non-specialist, the concept of geological natural hazard usually refers to natural processes affecting the geosphere that produce far-reaching and intense effects, involving significant transfers of matter and energy, in a relatively short time when compared to the human timescale. Usually, these processes are also associated with abrupt and destructive effects involving human activities and lives. From the geoscientific point of view, slower and more gradual processes, which produce small scale effects, can also pose a hazard, for example when the process results in the loss of scientific information or in the destruction of evidence of past events that cannot be reproduced, such as those related to the history of life, or when spectacular examples of particular aesthetic value are destroyed. Only widespread education and good quality communication, both rigorous and effective, can increase peoples awareness and sensitivity to the need for protection of the geological heritage and for adopting geoethic attitudes. This paper presents some case studies in the Piedmont region (NW Italy) that involved students of primary and secondary schools in an active and participatory way and that represented a training opportunity for their teachers.