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Only the uppermost part of the crust is available for direct sampling at the surface or from boreholes At greater depths within the crust, virtually all information about its composition and structure is indirect Geologic studies of high grade metamorphic rocks that once resided at depths of 20 50 km and have been brought to the surface by subsequent tectonic activity provide some useful information (Miller & Paterson, 2001a; Clarke et al, 2005) Foreign rock fragments, or xenoliths, that are carried from great depths to the Earth s surface by fastrising magmas (Rudnick, 1992) also provide samples of deep crustal material In addition, much information about the crust has been derived from knowledge of the variation of seismic velocities with depth and how these correspond to experimental determinations of velocities measured over ranges of temperature and pressure consistent with crustal conditions.

Pressure increases with depth at a rate of about 30 MPa km 1, mainly due to the lithostatic con ning pressure of the overlying rocks, but also, in some regions, with a contribution from tectonic forces Temperature increases at an average rate of about 25 C km 1, but decreases to about half this value at the Moho because of the presence of radioactive heat sources within the crust (Section 213) Collectively, the observations from both geologic and geophysical studies show that the continental crust is vertically strati ed in terms of its chemical composition (Rudnick & Gao, 2003) The variation of seismic velocities with depth (Section 22) results from a number of factors The increase of pressure with depth causes a rapid increase in incompressibility, rigidity, and density over the topmost 5 km as pores and fractures are closed.

Thereafter the increase of these parameters with pressure is balanced by the decrease resulting from thermal expansion with increasing temperature so that there is little further change in velocity with depth Velocities change with chemical composition, and also with changes in mineralogy resulting from phase changes Abrupt velocity discontinuities are usually caused by.

We can easily adapt the tic-tac-toe game that we developed in the previous chapter, transforming it from a spotlet to a MIDlet. Instead of having the TicTacToe class draw the user interface and interact with the user, however, we are going to move most of its functionality into a separate TicTacToeUI class. TicTacToe is then left as a simple MIDlet that follows the basic outline of the HelloMIDlet application:

Potential (V vs. SCE) (b)

Dreamweaver codes these alignment attributes in the <table> tag. As with floating images, Dreamweaver places an anchor point for floating elements on the Web page. However, you cannot drag-and-drop or cut-and-paste the anchor point, unlike most other Invisible symbols, for a floating table.

Online forms should have a Telecommunications Device for the Deaf (TDD) phone number available so that persons with disabilities can call your company or organization instead of worrying about how to ll out an online form. Even PDF les can be made accessible using a new Make Accessible command that creates a specially tagged PDF le that can be read by screen readers.

D 15 [9]

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The companion to the <nobr> tag is the word break tag <wbr>. Similar to a soft hyphen in a word processing program, the <wbr> tag tells the browser where to break a word, if necessary. When used within <nobr> tags, <wbr> is the equivalent of telling a browser, Keep all this text in one line, but if you have to break it, break it here. As with the <nobr> tag, <wbr> is supported only by Netscape and Microsoft browsers and must be entered by hand via the Quick Tag Editor, Code view, Code Inspector, or your external editor.

theDom = dreamweaver.getDocumentDOM( document ) theHeadNode = theDom.getElementsByTagName( HEAD )

The creation and adoption of these tags seems somewhat haphazard. As such, the support for the tags is not standard across user agents you may not be able to tell the difference between text coded with <cite> or <em>, for example.

Pressure 30%

Numerals 1, 2, 3, and so forth (this is the default style) Small i, ii, iii, and so forth Large I, II, III, and so forth Small a, b, c, and so forth Large A, B, C, and so forth

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