Fall 2003 Abstracts for Georgia Southern University
Geology and Geography Students and Faculty


Pranoti Asher - at the annual Geological Society of America Meeting in Seattle, WA
Pranoti Asher - at the American Geophysical Union Meeting in San Francisco, CA
Denise Battles- at the annual Geological Society of America Meeting in Seattle, WA
Jim Darrell- at the annual Geological Society of America Meeting in Seattle, WA
Luke Davis and Fred Rich- at the annual Geological Society of America Meeting in Seattle, WA
Jason Dittmer - at the Southeastern Division of the AAG, Charlotte, NC
Jonathan Geisler- at the Society of Vertebrate Paleontology Meeting in St. Paul, MN
Michael Kelley- at the annual Geological Society of America Meeting in Seattle, WA
Michael Kelley- at theAnnual meeting of the Division for Planetary Science of the American Astronomical Society in Monterey, CA
Jessica Mannering and Jonathan Geisler - at the Society of Vertebrate Paleontology Meeting in St. Paul, MN
John Mnieckowski and Jonathan Geisler - at the Society of Vertebrate Paleontology Meeting in St. Paul, MN
Jim Reichard- at the annual Geological Society of America Meeting in Seattle, WA
Dallas Rhodes- at the annual Geological Society of America Meeting in Seattle, WA
Fred Rich - at the joint meeting of the American Association of Stratigraphic Palynologists, the Canadian Association of Palynologists, and the North American Micropaleontology Section of SEPM, St. Catharines, Ontario

USING DATA TO TEACH THE PETROLOGY OF VOLCANIC ROCKS
ASHER, PRANOTI M., Department of Geology and Geography, Georgia Southern University, Statesboro, GA 30460-8149, pasher@gasou.edu

At Georgia Southern University, Petrology is taught as a lecture course along with the accompanying laboratory. In order to make connections between the two disparate segments of this course; short exercises using real data accompany each laboratory exercise. Two examples are discussed below.
The first example is associated with a laboratory exercise on "Basalts, Andesites, Rhyolites and Tuff." In this laboratory, students examine and describe each of the rocks using hand specimens and thin sections. Once the rock descriptions are complete, the students evaluate the similarities and differences between these rocks (e.g., all the samples are porphyritic and contain plagioclase, anorthite content of plagioclase varies with composition). Students then work in small groups to calculate magma ascent rates from amphibole reaction rim thickness according to methods described by Farver and Brabender (2001). The students collect, appraise, and interpret their own data in the context of a much larger data set and model developed by Rutherford and Hill (1993). This addition to the exercise allows students to make linkages with lecture discussions on magma ascent rates and how they may be determined for recent volcanic eruptions.
The second example relates to a laboratory exercise on "Basalts." Here, students examine and report descriptions on hand-samples and thin sections of three different basalts: an olivine tholeiite from Kilauea, an alkali basalt from the Gregory rift in Kenya, and a Mesozoic diabase (quartz-normative tholeiite) from New England. Whole rock and trace element data for these samples are also provided. Students use their rock descriptions and the geochemical data provided to answer questions regarding the degree of saturation of the magma, classification of the type of basalt (requiring normative calculations), and the tectonic setting of each rock (analyzing trace element data). This part of the exercise reinforces lecture materials on phase diagrams and geochemical tools used to decipher tectonic origin of rocks.
Assigning such activities allows students to retain materials learnt in lecture, have a better understanding of the lecture material, improve their ability to think critically, and gain experience in non-discipline skills such as writing, graphing, and working with peers.

Modeling and Databases as Tools for Teaching Petrology

Pranoti Asher and Barb Dutrow

With the widespread availability of computers capable of massive calculations on a rapid time scale and easily storing and transporting large amounts of data, both aspects of modeling and the use of databases provide new tools with which to teach petrology. Modeling can be used to gain insights into a system, predict system behavior, describe a system's processes, compare with a natural system or simply be illustrative. These aspects result from data driven or empirical, analytical or numerical model or the examination of multiple lines of evidence. At the same time, use of models can enhance core foundations of the geosciences by improving critical thinking skills and reinforce priorknowledge gained. However, the use of modeling to teach petrology is dictated by the level of expection we have for students and their facility with modeling approaches. For example, do we expect students to push buttons and navigate a program, understand the conceptual model and/or evaluate the results of a model. Whatever the desired level of
sophisocation, specific elements of design should be incorporated into a modeling exercise for effective teaching. These include, but are not limited to; use of the scientific method, use of prior knowledge, a clear statement of purpose and goals, attainable goals, a connection to the natural/actual system, a demonstration that complex heterogeneous natural systems are amenable to analyses by these techniques and ideally connections to other disciplines and the larger system.

Databases offer another avenue with which to explore petrology. Large datasets are available that allow integration of multiple lines of evidence to attack a petrologic problem or understand a petrologic process. These are collected into a database that offers a tool for exploring, organizing and analyzing the data. For example,
datasets of use may be geochemical, mineralogic, experimental and/or visual in nature, covering global, regional to local scales. These datasets provide students with access to large amount of related data through space and time. Goals of the database working group include educating earth scientists about information systems in general, about the importance of metadata, about ways of using databases and datasets as educational tools and about the availabilty of existing datasets. The modeling and databases groups hope to create additional petrologic teaching tools using these aspects and invite the community to contribute to the effort.





An Interdisciplinary Approach to Teaching Introductory Geology: A Course on Art and Geology

BATTLES, Denise A., Department of Geology and Geography, Georgia Southern Univ., P.O. Box 8149, Statesboro, GA 30460, dbattles@gasou.edu and HUDAK, Jane Rhoades, Department of Art, Georgia Southern Univ., P.O. Box 8032, Statesboro, GA 30460, jhudak@gasou.edu

Courses that integrate science and non-science disciplines are an appealing means of teaching introductory science concepts. The visual arts are particularly well-suited as a framework for teaching introductory geology, as evidenced by courses now offered at a number of universities. "Art and Geology," a course developed at Georgia Southern University, allows students to explore the connections between the earth sciences and visual arts using a highly interactive format that merges lecture, seminar, and lab/studio instruction.

The course structure consists of modules, each focused on a particular theme (such as European ice age cave art) or art medium (architecture, ceramics, metalwork and jewelry, painting and drawing, printmaking, and sculpture). The modules incorporate learning of fundamental art and geology concepts, which are conveyed through assigned readings, brief lectures, and classroom discussions. This knowledge is then applied through a variety of activities, usually centered on one or more case studies that amply illustrate the connections between art and geology. For example, a case study in the architecture module considers possible transportation mechanisms for the far-traveled bluestones of Stonehenge, a topic that supports a discussion of glacial erosion and deposition. Included in the course are two field trips, one to an inactive mineral quarry and another to an art museum, which allow students to apply course concepts in these settings.

The course, which has been taught previously to sophomore honors students, is being adapted for use in the core curriculum. The authors are currently engaged in an educational materials development project, the ultimate goal of which is the production of a widely adoptable textbook for general education courses on art and geology. The textbook will be designed to support hands-on and active learning, in keeping with the literature on "best practices" for teaching and learning. It is hoped that the availability of such a textbook will facilitate the dissemination of art and geology courses to other institutions.


TEACHERS, ENVIRONMENTAL SCIENCE, SOCIETY AND INDUSTRY WORKSHOP: A MODEL OF TEACHING THROUGH APPLICATION
DARRELL, James H. II, Department of Geology and Geography, Georgia Southern Univ, Statesboro, GA 30460, JDarrell@GaSoU.edu and SCHRIVER, Martha L., Department of Teaching and Learning, Georgia Southern Univ, Statesboro, GA 30460

The Teachers, Environmental Science, Society and Industry workshop is a collaboration among a geology faculty member, a College of Education faculty member, and International Paper Company to enhance the teaching of environmental science for public school teachers. Funding for student tuition, field trips, and supplies is provided by a grant from International Paper. Up to 25, K-12 teachers are selected to attend this tuition-paid all day four-week long workshop. Fifty-two teachers have completed the program in the last three years. This workshop includes lectures, demonstrations, hands-on activities and field trips to provide background material and illustrate the application of fundamental aspects of earth science, biology, chemistry, and physical science. Topics include but are not restricted to soil fertility, geologic hazards, water resources, water pollution, and waste management particularly within the Coastal Plain of Georgia. Emphasis is placed on the interconnections among Georgia's coastal geology, natural environments, both renewable and nonrenewable resources, population, and industry. In contrast to the first two years of this program when only science teachers were selected, this year teachers of all content disciplines were selected. The workshop participants are expected to incorporate these environmental science concepts into their classrooms through demonstrations, laboratory exercises, outdoor activities, or supplement classroom curriculum already taught. Therefore, science will be incorporated into language arts, social science, and mathematics classrooms. These classroom projects must meet specific Quality Core Curriculum objectives established by the Georgia Department of Education.


Broxton Rocks- a Geological and Ecological Island in Southern Georgia

Luke A. Davis and Fred Rich, Department of Geology and Geography, Georgia Southern University, Statesboro, Georgia 30460-8149

The Broxton Rock preserve, located in northern Coffee County, Georgia is owned by the Nature Conservancy. It occupies a portion of the Atlantic Coastal Plain where strata of Middle Miocene age dip gently eastward. "The Rocks" are erosional remnants of the Altamaha Grit, and exhibit outcrops that are less than six meters high, and that contain numerous sub-vertical and vertical joints. Many of the joints have been widened by erosion and are large enough to walk through. Three fracture sets are dominant: 1) 095°-275°, 2) 015°-195°, and 3) 185°-355° (all +/-5°). Age relationship show the N-S joints are older than the E-W. Preferred orientations and relative ages correlate fracture sets previously studied on the Coastal Plain of Georgia and South Carolina. Rocky Creek, a first-order ephemeral stream, dissects part of the outcrop and flows in a rectilinear pattern from the knickpoint. Orientations of the stream channel mimic those of the fractures, but with a more dominant NW-SE trend (335°-155°).

Broxton Rocks also contains over 500 species of plants; some are very rare. Though the outcrops are dominated by longleaf pine (Pinus palustris) and numerous xeric species, the range of microclimates provided by the different joint sets is conducive to the growth of such unusual plants as filmy ferns (Trichomanes boschianum), shoestring ferns (Vittaria lineata), and green-fly orchids (Epidendrum conopseum). Diverse animal species inhabit the varied landscape as well, including gopher tortoises, indigo snakes, eastern wood rats, flying squirrels, and a variety of birds. Broxton Rocks exhibits both geology and natural communities that are unique in southern Georgia.




Representing the Orient: Russia in Newspaper Accounts of NATO Expansion

Jason Dittmer
Georgia Southern University

This paper discusses the modes of representation employed to construct "Russia" within discourses associated with NATO expansion. In particular, this paper focuses solely on one mode of representation, that of Russia as the Orient. This representation is uncovered as the result of a content analysis of newspaper articles that date from April 17, 1991 to April 19, 2002. Most of the data dates from the pre-September 11th, 2001 timeframe, when Russia was ardently opposed to NATO expansion.



COMBINING MORPHOLOGICAL AND MOLECULAR DATA TO ADDRESS AUTOCETA (ODONTOCETI + MYSTICETI) PHYLOGENY
Geisler, Jonathan; Department of Geology and Geography, Georgia Southern University, Statesboro, GA 30460, geislerj@GaSoU.edu

The phylogeny of Cetacea was revisited using a dataset that combines 304 morphological characters, 8077 aligned base pairs from mitochondrial (12s, 16s, cytochrome b) and nuclear (IRPB, vWF, transferrin, lactalbumin, casein) genes, 43 molecular insertion/deletion characters, and 12 retroposon characters. The matrix has 1300 informative characters (296 morphological, 1004 molecular) that are coded for 37 extinct and 20 extant taxa. Whereas morphological data alone support paraphyly of Delphinoidea and monophyly of four groups: Odontoceti, Physeteroidea (Ziphiidae + Physeteridae), Delphinidae + Phocoenidae, and river dolphins; molecular data alone support paraphyly of Odontoceti, paraphyly of river dolphins, monophyly of Delphinoidea, and Phocoenidae + Monodontidae. Despite these differences, both types of data support Mysticeti, Balaenoidea, Inia + Pontoporia, Ziphiidae, and Physeteridae. The most parsimonious trees for the combined matrix include all five of those clades, and in other respects they are intermediate in topology between the trees supported by the partitioned analyses. Like molecular data, the combined analysis supports Delphinoidea, paraphyly of river dolphins, and paraphyly of Physeteroidea. In contrast, it is similar to morphology in supporting odontocete monophyly and Delphinidae + Phocoenidae. The phylogenetic positions of several fossil taxa, as supported by the combined matrix, are surprising. The supposed pontoporiid Brachydelphis is the sister group to an Inia + Pontoporia clade, Lipotes and Parapontoporia are sister-groups, the platanistid Zarhachis is the sister-group to Eurhinodelphis, and the latter two taxa join with Notocetus to form a clade inside Delphinida. Platanista does not appear to be closely related to any extinct taxon, specifically Squalodon, Prosqualodon, and Waipatia are excluded from the odontocete crown group. Bremer support values for many clades are low, and additional analyses are needed to assess the affects of alternative molecular alignments and recently described fossil cetaceans.


GEOLOGIC STUDIES OF ASTEROIDS: FAMILIES, METEORITES,TAXONOMY, AND SPECTRAL MATCHING

KELLEY, Michael S., Department of Geology and Geography, Georgia Southern University, P.O. Box 8149, Statesboro, GA 30460-8149, mkelley@gasou.edu.

The presence and nature of collisionally-produced asteroid families provide important constraints on the processes involved in the disruptions of large (~100-1000 km diameter) planetesimals, on the collisional lifetime of asteroids as a function of size and composition, on the thermal history and internal compositional structure of their parent bodies, and on the rate of orbital diffusion in the asteroid belt. A dynamical asteroid family is a group of asteroids that follow similar orbits about the Sun. There are disagreements on both the total number of dynamical families and their memberships. In addition, physical studies of asteroids and meteorites suggest that there is a problem with both the number of families identified to date and the inferred homogeneity within these families.

A genetic (i.e., "real or "true) asteroid family is one in which the members were derived from a common parent body. Genetic families provide glimpses of the interiors of small planetary objects whose compositions, thermal evolutions, and geochemical processes were established by the ambient conditions present during the formation epoch of the solar system. Thus asteroids provide the only in situ record from the earliest part of solar system history for the mainbelt region. Historically, only tests based on taxonomy or spectral matching have been
applied to assay asteroid family membership. These methods are useful for sorting and classifying the objects, but they are unable to demonstrate genetic relationships.

The most reliable way of testing the reality of asteroid families is by deriving the mineralogy of individual members. Remote sensing techniques must be used since in situ testing or sample return is not possible in most cases. However, significant progress can be made by using meteorites as validity checks on asteroid compositional interpretations derived from remote sensing data. That is a primary goal of the Family Asteroid Compositional Evaluation Survey, which was established to fill gaps in existing family asteroid spectroscopic databases and to obtain new data on additional family members. Recent results from analyses of the FACES database will be presented.


Mineralogical analyses of two small Vesta family asteroids.

Michael S. Kelley1, Faith Vilas2, Michael J. Gaffey3, Anthony Hicks1, Paul A. Abell4, and Susan M. Lederer5

1Dept. of Geology & Geography, Georgia Southern University, Statesboro, Georgia 30460-8149.
2NASA Johnson Space Center, Mail Code SR, Houston, TX 77058.
3Dept. of Space Studies, University of North Dakota, Grand Forks, ND 58202-9008.
4Dept. of Earth & Env. Sci., Rensselaer Polytechnic Institute, Troy, NY 12180-3590.
5Dept. of Physics, California State University, San Bernardino, CA 92407-2397.

Asteroid 4 Vesta is a target of the Dawn Mission under NASA's Discovery program. Experience gained from the NEAR mission demonstrates that a firm understanding of an asteroid's geology prior to the mission permits more sophisticated questions to be addressed during the mission. Our recent work (Kelley et al. 2003, Icarus, in press) shows that much can be learned about Vesta by studying genetically related asteroids in the Vesta region of the main belt.

The depth, width, and spectral placement of the 1- and 2-micron mafic silicate absorption features in the reflectance spectrum of 4 Vesta (the archetype V-class asteroid) indicate that orthopyroxene is a major phase in its surface mineralogy. Hubble Space Telescope observations confirmed albedo differences across Vesta's surface, and produced shape and topographic information about Vesta. Dynamical studies previously revealed that a family of mainbelt asteroids is associated with Vesta. Taxonomic surveys have found numerous, smaller asteroids with Vesta-like 1-micron spectral absorption features.

Until recently, work on the surface mineralogy of Vesta was the definitive analysis for V-class asteroids since no complete near-infrared spectrum of another V-type had been quantified. The case for a Vesta-HED meteorite connection has a firm mineralogical foundation. Previous spectral data have suggested a link to additional V-class asteroids, but until now that supposed association had not been mineralogically tested.

Analyses of our near-infrared reflectance spectra for asteroids 1929 Kollaa and 3494 Purple Mountain, which include the critical 1- and 2-micron spectral absorption features, allowed us not only to determine that these mainbelt asteroids are daughters of 4 Vesta, but also to constrain the location of their formation within Vesta and establish their connection to the cumulate eucrites. This is the first mineralogical link to be made between the HED meteorites and an asteroid other than Vesta, and between Vesta and another asteroid.


A NEW XENOROPHUS-LIKE ODONTOCETE FROM THE CHANDLER BRIDGE FORMATION OF SOUTH CAROLINA

MANNERING, Jessica, GEISLER, Jonathan, Georgia Southern University, Statesboro, GA.

We report a new species of odontocete from the Late Oligocene, Chandler Bridge Formation. This new specimen (GSM 1098) was found near Summerville, SC and includes a nearly complete skull, most of the mandible, and the atlas vertebra.
Four odontocetes were compared to GSM 1098: Xenorophus sloanii, Agorophius pygmaeus, Archaeodelphis patrius, and Simocetus rayi. Of the four, Xenorophus is the most closely related to GSM 1098 because both have a large lacrimal exposure in dorsal view, and the premaxilla extends under the supraorbital part of the maxilla.
Xenorophus has a much broader rostrum and braincase than GSM 1098, and
the premaxilla gets narrower posterior to the nasal opening in Xenorophus, while in GSM 1098 the premaxilla stays the same width. In Agorophius, the supraoccipital extends anteriorly on top of the braincase, which makes it more in dorsal view, whereas the supraoccipital in GSM 1098 is nearly vertical and extends beyond and slightly overhangs the parietals. In Simocetus, the rostrum dramatically tapers anteriorly unlike GSM 1098,
which has a narrow rostrum that does not change much in width. The vomer of
Simocetus is very wide, also true for Agorophius, and the mesorostral gutter is open dorsally. In contrast, the vomer in GSM 1098 is narrow and the gutter is covered by the premaxillae. In Archaeodelphus, the exoccipital is almost the same height as the nasal, which makes the braincase much flatter than the braincase of GSM 1098. With the possible exception of Waipatia maerewhenua, GSM 1098 is the earliest record of
cranial asymmetry in odontocetes. The asymmetry occurs on the premaxillae
anterior to the nasal opening. The left side is shifted posteriorly, and the right side is 130% the width of the left side.

A NEW SPECIES OF PROTOCETID CETACEAN FROM THE EOCENE OF SOUTH CAROLINA

MNIECKOWSKI*, John, GEISLER, Jonathan, Dept. of Geology and Geography, Georgia Southern University, Statesboro, GA 30460.

In 1999, Mr. Bill Palmer, a volunteer for the Charleston Museum, discovered a protocetid whale in the Martin Marietta Cross Quarry, Berkeley County, South Carolina. The remains consist of both P3's, petrosals, one side of the orbital region, posterior edge of nasals, and a partial cranium. The specimen ChM PV6950 was collected from the Middle Eocene Cross Formation (Bartonian). Diagnostic characters that identify this specimen as a cetacean are presence of pterygoid sinus, anterior process of the petrosal, and supraorbital processes of the frontals. The new species differs from Protocetus atavus and Georgiacetus vogtlensis by having a bulbous promontorium and a more elongate volcano-shaped internal acoustic meatus. It differs from Eocetus schweinfurthi, and ChM PV540 (i.e. Cross Whale), by lacking an anteroposterior parietal ridge on the medial wall of intertemporal fossa. In order to determine the affinities of our new taxon, we performed a preliminary phylogenetic analysis of 16 taxa coded for 113 characters. We found two most parsimonious trees, in the first tree ChM PV6950 is the sister-group to the clade including Babiacetus, Basilosaurus, Dorudon, and Eocetus. Characters that support its exclusion from Basilosauridae are absence of accessory cusps on posterior premolars and the vertical orientation of the supraoccipital above the foramen magnum. The second tree indicates a sister-group relationship with Protocetus atavus, both taxa lack nuchal tubercles. ChM PV 6950 exhibits post-mortem erosion along breaks, which suggests the nuchal tubercles may have been eroded before fossilization. If true, then the first tree is better supported. The new specimen from Georgia has a petrosal with remarkable preservation indicating the most developed peribullar sinus cavity seen in a protocetid to date. The advanced peribullar sinus excavation has allowed development of sinus cavity between the tegmen tympani of the petrosal and the parietal, causing for the promontorium to lose contact with the involucrum of the bulla.



Investigating the Relationship of Critical Sturgeon Habitat to Groundwater Springs in the Coastal Plain of Southeast Georgia
Reichard, James, Department of Geology and Geography, Georgia Southern University, Statesboro, GA 30460

Groundwater springs emanating from the Floridan aquifer system into rivers are well known on the Florida peninsula. The groundwater system there is generally unconfined and karst in nature. Moreover, isolated spring discharge has created zones of localized stream habitat that support certain species. In the southeast Coastal Plain of Georgia, the Floridan aquifer system becomes confined, with confining material reaching a thickness of over 500 ft. Based on a saltwater contamination plume in the upper Floridan aquifer at a major pumping center, high-angle fractures are thought to act as conduits, allowing the upward movement of hypersaline water from deeper parts of the system. In the present study it is hypothesized that such fractures exist elsewhere within the sedimentary section and may breach the surface, creating isolated springs within coastal rivers.

The spring hypothesis is being tested at several deep pools in coastal rivers in southeast Georgia. Aquatic biologists mapping the movement of endangered shortnosed sturgeon have found that the fish congregate in isolated deep pools during summer periods of high temperature and low flow. They believe that sturgeon migrate to the pools for conditions of lower temperature and or salinity created by artesian springs. By collecting discrete bottom samples within the pools and at upstream control sites, the current study is attempting to determine if springs actually exist in the deep pools. Field parameters of temperature, pH, conductivity and dissolved oxygen are measured for each sample along with a complete laboratory analysis of major cations and anions. Should physical and chemical data indicate spring vents, the aquifer source will be identified by installing a piezometer nest near a spring to compare its geochemistry to various aquifers. To date, preliminary results indicate a conductivity and temperature anomaly within the one deep pool sampled. More detailed data will be collected from this and other pools during the upcoming low-flow period. This research is significant since artesian springs have not been identified in southeast Georgia coastal rivers. Furthermore, should springs be found, their association with critical sturgeon habitat may have an important impact on the management of those aquifers contributing to the spring flow.


COSMOLOGIES: COMBINING SCIENCE AND RELIGIOUS STUDIES TO ENHANCE STUDENTS' UNDERSTANDING OF TIME AND THEIR RELATIONSHIPS WITH THE PHYSICAL UNIVERSE AND ITS INHABITANTS
RHODES, Dallas D., Department of Geology and Geography, Georgia Southern University, Statesboro, GA 30460, DRhodes@GaSoU.edu; YOCUM, Glenn, Department of Religious Studies, Whittier College, Whittier, CA 90608

Paired courses and shared teaching are a strong model for enhancing undergraduate students' appreciation of science and religion as alternate approaches to the cosmos. Our courses on "Cosmologies" was an option for studies of "Contemporary Society and the Individual" in Whittier College's liberal education program. The connections between human understanding of time and our relationships with the physical universe and its other inhabitants were central to both courses.
"Time and Creation" was taught by a geologist and explored scientific concepts of time and theories of the origin of the Earth, solar system, and the universe. The other course in the pair, "Humans and the Cosmos," was taught by a religious-studies professor and approached the same subject matter using mythological and religious explanations, with an emphasis on the effect of cultural differences on the perception and understanding of time. Particular attention was paid to non-Western religious traditions.
The paired courses introduced students to coherent, reflective approaches, both traditional religious and contemporary scientific thinking, about the cosmos ­ how it began, its structure and extent, its likely future, and humankind's place and significance within it. The disciplinary differences were used as starting points for phrasing questions about humans and their group life. The courses emphasized cultural assumptions implicit in various world views, whether "religious" or "scientific."
The course pair revolved around human conceptions of time ­ mythic, historical, geological, biological; cyclic/linear; non-repeatable/reversible; purposeful/random. We focused on how these ideas impact human self-understanding. Controversial issues were unavoidable, particularly that between evolution and creationism. In so far as this conflict is peculiar to the Western cultural dynamic, we differentiated the West, with its worldviews rooted in historical monotheism and science, from other cultural traditions, especially that of India, where evolution does not create the kind of religious controversies it has in the West. Although interpretations of life's history certainly differ among various kinds of religion and tradition, no inherent conflict exists between science and religion or between evolution and "tradition."


Microfossil Biostratigraphy of the Atlantic and Gulf Coastal Plains, Georgia, USA

Fredrick J. Rich
Department of Geology and Geography
Georgia Southern University
Statesboro, Georgia 30460-8149
frich@gasou.edu
voice (912)681-0849
FAX (912) 681-0668

 

The Atlantic and Gulf Coastal Plains of Georgia are topics of new-found interest among stratigraphers. The lack of mineral resources, dense land-cover, absence of outcrops, and widely scattered population centers resulted in decades of neglect. As urban and industrial development proceed with unprecedented vigor, however, it has become necessary to understand the stratigraphy of the region seaward of the Fall Line. Much of this need is driven by the quest for water resources, but heavy-mineral sand exploration has also prompted recent investigations.
The complexity of stratigraphy from the Late Oligocene through the Holocene was detailed by Paul Huddlestun in 1988. He described 24 lithostratigraphic units. All of his biostratigraphy was based on foraminiferal analyses. Most units were acknowledged to be of marine origin, though marine/terrestrial terraces were also identified. No terrestrial paleontology was discussed in Huddlestun's work.
In 2001, Robert Weems and Lucy Edwards re-evaluated Oligocene, Miocene, and younger units, and rearranged Huddlestun's stratigraphic nomenclature. They used dinoflagellate biostratigraphy as the foundation to establish 18 unconformity-bounded Oligocene and Miocene units. Even though most of these are known to be of marine origin, it is clear that the depositional history of the strata is complex. Numerous high-stands and low-stands are implicated, but these were not discussed in any detail.
Data from terrestrial facies of Oligocene-Miocene age remain scarce, largely because of a lack of impetus to explore and define stratigraphic units in inland areas of the state. Recent work by Rich and his colleagues has shown, however, that, where it is known, the Miocene terrestrial flora is almost identical to that of modern times. Their palynological analyses further demonstrate the very conservative nature of the Southeastern flora. The plant communities that make it up have remained largely intact since the Miocene.