TEN REASONS FOR r ue INCLUSION OF GEOLOGICAL THEMES IN BASIC EDU CAn ONBasic Education is privileged to form a responsible and consequent citizenshipdue to the introduction of a broad environmental concern, amongst other concepts. There are at least tell reasons for the insertion of a geologic culture in this framework. The insertion will widely benefit the Brazilianeducation, as follows: ( I) the Sciencecurriculaof basiceducation is fragmentary and too much superficial. (2) the humanist formation. inherent to the practice of Earth Sciences. should induce solidary and humanist attitudes in the new generations, develop critical thinking and the capacity of observation. Geology allows one to think about the rational use of the technological applications and advancesof Science; it supplies (3) a broad vision of the Earth Systems. needed to understand the complex dynamics of the planet. The theoretical body of Geology brings a (4) time perspective oft he changes that have affected the planet and living organisms. The particular situation of Geology. the unique science which has experienced a scientific revolution in the XX· Century. offers the students an (5) educationon the causesof geologic risks and their consequences for the human kind. and allows manyexamples on (6) participation of Geology in modem discoveries of Science. It introduces the most current discussion of (7 ) the question of the available resources versus sustainability of life. It also constitutes a (8) preparation and orientation for further studies or critical reflections on the human activities on Earth. More can belearned on the methodological aspects of Science. since Geology favors (9) an education on varied scientific procedures. The Information Society, whose dominant role is felt in all sectors of human activity, constitutes another reason: ( 10) Geosciences helps to create a planetary perspective. The development of a geologic culture extends beyond the mere domain of tile recentadvances of Science & Technology; therefore. it allows to bring the real world intothe classroom and. overall, it allows to move the classroom towards the real world. Geology concepts help a search for a more practicaland efficient education, since it is supported by an existential reality that will allow people to retain such knowledge through life. Keywords: Education. Geology, Geosciences, classesResume A Educacao Basica 6 pnvilcgiada para se formar uma cidadania rcsponsavcl e consequcntc. graces a trnrcducno de prcocupacccs ambientais, no lade de outros conceitos. Dcscrcvcm-se dezraz6cspelas quais a lnscrcno de culturageol6gicabcncficiara o cnsino brasileiro. obcdecendo as diretrizes cducacionats atuais: ( I) 0 currfculo de Cicncias do ensino fundamental cIragrncmarioe superficial. (2) A formacao humanista, inercnte co cxercicio das Ciencias da Terra. dcve incutir alitudes solidarias e humanistas nas novas gcracoes, e dcscnvolvcr pcnsamento crftico e capacidadc de obscrvacncztndagacso. A Geologia pcrmite reflcxoessobre 0 uso racional das aplicacocs...

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The mineralogical, micromorphological, geochemical and crystallographic characteristics of the different types of apatite from the Catalão I alkaline-carbonatitic complex, Goias, Brazil, were determined by optical and scanning-electron microscopy, electron-microprobe analysis, Raman micro-spectroscopy, X-ray diffraction, thermodifferential and thermogravimetric analyses and Fourier-transform infrared spectroscopy. There are three main generations of apatite: igneous, postmagmatic or hydrothermal, and supergene. The composition of apatite of each generation has been determined. Data from primary apatite affected by weathering processes show compositional changes prior to the total destruction of grains. The main geochemical trends observed from the first to the third generation are: a) increase in CO 3 2-(that replaces PO 4 3-), in F (which follows the incorporation of carbonate), in Ca (owing to loss of substituting cations, mainly Sr, Na, and REE) and in the ratio CaO/P 2 O 5 (increase of Ca due to loss of the cations that substituted for Ca, and decrease of PO 4 3-, partially replaced by CO 3 2-), b) decrease in Si and P (replaced by C), in Sr, Na and REE (replaced by Ca) and in analytical totals (owing to an increase in components not detected using the electron microprobe, such as C and OH). These chemical changes, along with contemporaneous modification of the morphology of the apatite grains, contribute to an undesirable behavior of the apatite ore, once submitted to processes of industrial concentration. The types of apatite and the processes of their formation here defined and established for the Catalão I alkaline-carbonatitic complex are quite common and widely distributed in all carbonatitic phosphatic raw materials in Brazil, as observed in previous studies. The coexistence of these morphological and compositional varieties is responsible for the heterogeneity and complexity of these ores.

A análise dos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM), no tocante aos conteúdos em Geociências, mostra que estes são considerados importantes, sendo mencionados em disciplinas específicas (Biologia, Química, Física e Geografia) e na parte interdisciplinar (Brasil, 1999). Os PCNEM consideram condição de cidadania, e não prerrogativa de especialistas, o saber matemático, científico e tecnológico, nos quais são incluídos vários temas das Geociências, notadamente da Geologia. Com as pesquisas atuais sobre as mudanças ambientais globais e locais, fruto das atividades humanas integradas aos ciclos naturais, fica claro que o ensino útil à vida e ao trabalho preconizado pelos PCNEM deve incluir o conhecimento integral sobre o funcionamento do ambiente e das relações de interdependência de todos os seus setores, inclusive a biosfera, numa perspectiva histórica da evolução planetária. No entanto, no Brasil, salvo raras exceções, os tópicos geocientíficos têm tido um tratamento fragmentado e disperso, insuficiente para promover a compreensão da Terra como um sistema complexo e dinâmico, e para desenvolver a sensibilidade necessária para enfrentar os desafios impostos pela degradação ambiental, mostrando um caráter antropocêntrico e imediatista da filosofia de orientação dos conteúdos. Este trabalho procura demonstrar que, para atingir os objetivos da educação básica, (Brasil, 1996, 1999), é preciso incluir um tratamento abrangente dos conhecimentos em Ciências da Terra, integrados às outras Ciências da Natureza e com a Geografia. O trabalho conclui que o estudo global da natureza em sua totalidade complexa pode contribuir de forma significativa ao alcance dos objetivos da educação.

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Electronic contracts describe inter-organizational business processes in terms of supply and consumption of electronic services (commonly Web services). The establishment of e-contracts in a particular business domain usually involves a set of well-defined common and variable properties. These properties are not fully exploited by the existing e-contract establishment approaches. Feature modeling is a software engineering technique that has been widely used for capturing and managing commonalities and variabilities of product families in the context of software product line. This paper presents a feature-based approach to support Web services e-contract (WS-contract) establishment. The approach aims at improving the information structure and reuse of WS-contracts, including the QoS attributes. Features are used to represent possible WS-contract elements in order to drive WS-contract template instantiation, thus acting as a configuration space manager. A toolkit named FeatureContract was developed to automatically support the proposed approach. A case study was carried out within the telecom context to show the approach feasibility.