Academic literature on the topic 'Degree Discipline: Geology'

This study documents women paleobotanists and their achievements from the late 1920s to the early 1970s in Germany. More than forty women were involved in paleobotanical research and related fields during this period. After they had finished their degrees, about two thirds of them left the field for private, political, and/or economic reasons. Several of them, however, had a successful career or were even leaders in their field. Compared with other disciplines and neighbouring countries, the unusually late entry of women students into this discipline from the 1930s on is explained by the close affiliation of the discipline with Paleozoic geology and mining in Germany before 1945. It is significant that of the thirteen women who finished a degree in the field before 1945, about two thirds studied Quaternary pollen analysis and vegetation history. Only a minority was involved in pre-Quaternary paleobotany. After World War II, the number of women scientists increased noticeably only when Tertiary palynology/paleobotany became more important sub-disciplines of paleobotany, a pattern which was similar in both parts of the newly divided country. During the period between 1945 and 1955, the number of women students in West Germany was significantly higher than in the East. This is partly explained by the policies of the East German communist party, which put restrictions on women students from a middle-class background. Between 1955 and 1973 the number of women students in East Germany exceeded those in the West. This was due to the East German party policy of activating the female working force, especially in fields which had been traditionally occupied by men, such as geology, mining, and engineering.

Uruguay has recently expanded its Exclusive Economic Zone (EEZ), having more aquatic sovereignty than terrestrial territories. In this country, various State institutions have carried out the study of marine science for several decades, but their academic development has not been analyzed. The formal evaluation of scientific research represents a crucial opportunity to define long-term policies requiring greater knowledge of the territory and its resources. In this context, this work carries out a systematic and quantitative review of Uruguay authors' international publications over three decades. The productivity indicators trend is evaluated concerning context variables, predominant research topics are identified, and collaboration networks are characterized. We collected and analyzed data on marine science articles in which an author or co-author is affiliated to an institution in Uruguay from 1990 to 2018 using the Scopus database. It was found that scientific activity measured by a bibliographic analysis showed an increase in the number of articles, authors, and research topics but nowadays show signs of stagnation. Moreover, specific indicators show a great degree of centralism (institutional and authorial), low dynamism, and decreased international collaboration. The largest academic capacities are focused in specific biological disciplines, with little physics and almost nil in geology and chemistry. Decentralization and strengthening sectorial funding for marine science will boost Uruguay's discipline for facing future challenges.

Explicitly regional projects have been a comparatively recent phenomenon in Mediterranean archaeology. Classical archaeology is by far the strongest discipline in the university, museum and antiquities services career structures within the Mediterranean countries. It has always been dominated by the ‘Great Tradition’ of classical art and architecture: even today, a university course on ‘ancient topography’ in many departments of classical archaeology will usually deal predominantly with the layout of the major imperial cities and the details of their monumental architecture. The strength of the tradition is scarcely surprising in the face of the overwhelming wealth of the standing remains of the Greek and Roman cities in every Mediterranean country. There has been very little integration with prehistory: early prehistory is still frequently taught within a geology degree, and later prehistory is still invariably dominated by the culture-history approach. Prehistory in many traditional textbooks in the north Mediterranean countries remains a succession of invasions and migrations, first of Palaeolithic peoples from North Africa and the Levant, then of neolithic farmers, then metal-using élites from the East Mediterranean, followed in an increasingly rapid succession by Urnfielders, Dorians and Celts from the North, to say nothing of Sea Peoples (from who knows where?!). For the post-Roman period, church archaeology has a long history, but medieval archaeology in the sense of dirt archaeology is a comparatively recent discipline: until the 1960s in Italy, for example, ‘medieval archaeology’ meant the study of the medieval buildings of the historic cities, a topic outside the responsibility of the State Archaeological Service (the Superintendency of Antiquities) and within that of the parallel ‘Superintendencies’ for monuments, libraries, archives and art galleries.

Geoscience Education is not included in the School curriculum in South Africa as a stand-alone subject area. Some concepts are embedded in other subject areas such as Plate Tectonic Theory in Geography and Evolution in Life Sciences. Consequently, most students who do register for a BSc degree at South African Universities do not initially intend to study Geology. Minimum entry requirements for different disciplines in the Faculty of Science at the University of the Witwatersrand (Wits) mean that most of the Geology I registrations are by students not qualifying for Mathematical or Physical Sciences. Biological Sciences can only accommodate a portion of these students so the remainder of the students end up in Geology because they wish to ob-tain a degree and are “forced to do Geology”. In an attempt to introduce future students to a broader view of Science, and in particular to Geoscience, Wits has started offering certified Short Courses at NQF Level 4 (National Qualification Framework school leaving certificate level). In 2016 Wits ran the Wits Integrated Experience in Science and in 2017, the Wits Integrated Experience in Science and Commerce, short courses. Learners were exposed to the integrated nature of various Science disci-plines and the integrated nature of Science and Commerce through enquiry based, problem solving learning opportunities. The target audience was Grade 11 learners as they have not yet applied to any university and have yet to make subject choices and degree choices. By participating in the short course they are exposed to a variety of disciplines and through investigating real problems, they are exposed to the interdisciplinary nature of these disciplines. In 2016 the learners solved a murder mystery and in 2017, they had to scenario plan for an impending meteorite impact just south of Johannesburg. This scenario planning helped learners to see the relationship between Science disciplines and between Science and Commerce. This is important as the initiative is designed to assist learners in actively choosing their Science and/or Commerce majors and to encourage learners to consider taking innovative major combinations that might cross traditional Faculty boundaries.

Sofia University “St. Kliment Ohridski” is the first Bulgarian and the highest academic institution with more than a century long educational and scientific traditions. Geology is part of the university from the very beginning in the area of Natural sciences. It is an example of the effective interaction between the educational processes and implementation of science, technology and innovation. The scientific activities of Sofia University have been developing along with the research priorities, lecture courses, field work and their implementation into practice.The degree programs in Geology were set up at the end of the 19th century, just 3 years after foundation of the Sofia University. The first lectures in Geology and Mineralogy dates back to 1891 when the Department for Natural History at the Sofia University started. They both form the basis of education and research in the field of Geology in Bulgaria. The main contribution in the beginning for the development of teaching and research belongs to remarkable scientists like Prof. Georgi Zlatarski, Prof. Georgi Bonchev, Prof. Stefan Bonchev, Prof. Lazar Vankov, Prof. Dimitar Yaranov and so many others. Faculty of Biology, Geology and Geography inherits the Faculty of Natural History, but is later divided.Faculty of Geology and Geography in Sofia University was formed in 1963 and till now the geology is studied in a regular form of education. There are Bachelor, Master and PhD degrees with duration of 8, 3 and 6 semesters respectively. The Bachelor Degree provides fundamental knowledge in all geological disciplines. The Master Degree covers a wide range of educational and scientific research work carried out in specialized, well-equipped laboratories for investigation of geological objects. PhD Degree is a basic form of organized training for highly qualified graduates in all spheres of geological science and practice.The teaching process in the Faculty focuses on the lectures and seminars, as well as on the individual forms of education – tasks, course and diploma thesis works, laboratory and field practices. The educational practices - stationary and field trips to certain geological, mining or economic sites are regularly held after the end of the summer semesters. Modern profile of Geology means that students obtain detailed knowledge on structure, tectonics, geological features, underground and surface processes of the Earth as well as regularities for the accumulation and distribution of ores, non-metalliferous raw materials, coal, oil and gas.The implementation of geological education into practice is supported by student membership in various society and sections. The specific activities focus student interests in organized working groups, participation in field trips and applied research. These non-profit organizations integrate in the best way geological traditions from the industry and knowledge from university into the future career development of young people. The Sofia University SEG Student Chapter supports student field trips with the idea to provide understanding of main geological characteristics of the visited geological sites and obtain specific skills of investigation and mining exploration. The Sofia University Student Chapter of AAPG actively contributes to student community growth, enriching educational culture and expanding geological expertise of its members in the field of Petroleum geology.

The production of energy under a special regime of renewable origin has had a sustainable evolution in Portugal. Since the 1990s, the percentage of renewables has been growing steadily, with special emphasis being given to wind, photovoltaic, mini-hydro, biogas and high-efficiency cogeneration [1]. More recently there has been a strong push in promoting small scale production and self-consumption [2]. There are several periods of time when the country’s electricity load is 100% supplied by renewable energy. There are also periods when surplus renewable energy is exported to Spain. However, there are some periods when production exceeds consumption and it is then necessary to reduce wind power production. In Portugal there is an innovative process underway to carry out this reduction, which was systematized by the General Department of Energy and Geology in Order No. 8810/2015, of August 10. Thus, in the case of wind power plants that receive power reduction orders, the remuneration equivalent to that which is lost is paid by the other producers, through the Last Resort Supplier. Those power plants that have not been interrupted pay a percentage of their power produce to the Last Resort Supplier, to compensate those that have been interrupted. The total of the payments made to the producers whose power plants were interrupted must equal the receipts from those plants that continued to produce energy. This new concept is exemplified in this paper by the wind power cut that occurred on March 12 and 13, 2017 in Portugal. An explanation of what occurred on that day is presented, to understand why this cut was made, having been reached the limits of energy exports to Spain. To implement this new interruptible compensation model it was necessary to develop a mathematical algorithm and include it in the computer application named GPCE - Producers’ Management and Energy Purchase, that belongs to the Last Resort Supplier. When the interruption occurred in March 2017, the computer system worked correctly. The sum of the payments made equaled the sum of the receipts. It should be noted that there was a high degree of discipline shown by the producers.

Методы петрографии давно и успешно применяются в геологии для описания и классификации горных пород. Во второй половине XIX в. они были заимствованы исследователями для изучения глиняных изделий, с целью определения компонентного состава сырья и минералов, использованных в качестве отощителя, а также для установления степени их изменений в процессе декарбонизации. Кроме того, петрография позволяет изучать органические остатки в составе формовочной массы с целью определения температуры обжига изделия. Со временем данное направление переросло в отдельную дисциплину, получившую название керамической петрографии и ставшей, по сути, археологическим методом изучения артефактов из глины, сочетающим традиционные археологические (визуальный, морфологический, типологический и т.д.) и естественнонаучные приемы характеристики керамики. В статье рассматривается отечественная и зарубежная историография, посвященная петрографическому анализу, преимущественно, обожженных сосудов. Главный акцент делается на исследованиях, затрагивающих основные вехи развития самого метода, а также характеризующих опыт его применения при изучении керамики античной эпохи. В статье также затрагиваются проблемы современного состояния керамической петрографии в отечественной науке. Petrography methods have long been successfully used in geology to describe and classify rocks. In the late half of the 19th century, they were borrowed by researchers to study clay products in order to establish the component composition of raw materials and minerals used as a non-plastic additives, as well as to determine the degree of their changes in the process of decarbonitization. In addition, petrography makes it possible to study organic residues in the composition of the molding mass in order to determine the firing temperature of the product. Over time, the approach has grown into a separate discipline called ceramic petrography and has become, in fact, an archaeological method of studying clay artifacts, combining traditional archaeological procedures (visual, morphological, typological analyses, etc.) and scientific methods. The article deals with Russian and foreign historiography devoted to the petrographic analysis, mainly of fired vessels. The main emphasis is placed on research that touches on the main milestones of the development of the method itself, as well as characterizing the experience of its application in the study of pottery making in classical antiquity. The article also touches upon the problems of the current state of ceramic petrography in Russian science.

Hector Alfredo Alfonso Acero received his civil engineering degree from the Universidad Nacional de Colombia in 1987. In 1988, as he began eyeing the labor market, he was attracted by an opportunity offered by Ecopetrol where young professionals from various disciplines were invited to participate in a scientific training program in collaboration with the Colorado School of Mines. After a stringent selection process, he was admitted to a program that would convert him into a geophysical exploration expert. There he began a 30-year career that would lead him to be an authority on geophysics for the Colombian National Oil Company.

Abstract. Biogeochemistry has an important role to play in many environmental issues of current concern related to global change and air, water, and soil quality. However, reliable predictions and tangible implementation of solutions, offered by biogeochemistry, will need further integration of disciplines. Here, we refocus on how further developing and strengthening ties between biology, geology, chemistry, and social sciences will advance biogeochemistry through (1) better incorporation of mechanisms, including contemporary evolutionary adaptation, to predict changing biogeochemical cycles, and (2) implementing new and developing insights from social sciences to better understand how sustainable and equitable responses by society are achieved. The challenges for biogeochemists in the 21st century are formidable and will require both the capacity to respond fast to pressing issues (e.g., catastrophic weather events and pandemics) and intense collaboration with government officials, the public, and internationally funded programs. Keys to success will be the degree to which biogeochemistry can make biogeochemical knowledge more available to policy makers and educators about predicting future changes in the biosphere, on timescales from seasons to centuries, in response to climate change and other anthropogenic impacts. Biogeochemistry also has a place in facilitating sustainable and equitable responses by society.

AbstractThe construction industry in Abu Dhabi is thriving and its coastline has some of the most ambitious structures in the world. Whilst the subsurface evaporitic and calcareous soft rocks of this region are of great geological interest, they are relatively poorly understood from a geotechnical engineering perspective, forcing foundation designs to be overly conservative. Understanding the stiffness of the underlying geology at small strains is of great importance for the accurate estimation of ground movements around excavations and foundations, and yet routine post-SI laboratory testing programmes tend to focus on basic rock mechanics tests such as UCS tests. These procedures are generally unsuitable for use with calcareous rocks due to their friable and moisture sensitive nature, and rarely obtain parameters representative of actual in situ behaviour. The calcareous mudstone investigated in this paper has mechanical and structural characteristics falling between those of a soil and those typical of a rock and, as such, requires a geotechnical testing approach that combines methods from both soil and rock mechanics disciplines. The mineralogical, micro-structural and mechanical characteristics of this lithology have been examined via a suite of testing techniques, including XRPD, SEM, advanced triaxial with bender elements, along with industry standard procedures. Shearing, tensile and consolidation behaviours have been explored. Examination of the micro- and macro-scale features of this material shows it to be highly structured, with strength and stiffness being controlled by inter-granular bonding of Dolomite grains, as well as by mean effective stress state and rate of strain. The presence of fibrous Palygorskite acts to reduce the degree of bonding, causing specimens rich in this clay mineral to have a more ductile mechanical behaviour.

Orientador: Henrique Cesar da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias
Made available in DSpace on 2018-08-15T06:01:43Z (GMT). No. of bitstreams: 1 Pessoa_TerezinhaChagasCarneiro_M.pdf: 2792648 bytes, checksum: 651166e55a3d7727afe7bb5fb14d6236 (MD5) Previous issue date: 2010
Resumo: Nesse trabalho busquei compreender como estudantes de um curso de licenciatura em Ciências Biológicas de uma universidade pública produzem sentidos sobre as interações entre ciência, tecnologia, sociedade e ambiente, tendo como uma das condições de produção uma disciplina de Geologia, e, além disso, quais sentidos são produzidos. Para esse estudo me apoiei em abordagens CTSA, e na Análise de Discurso (AD) da linha francesa. O imaginário, que inclusive intitula essa pesquisa, é entendido a partir da AD como aquilo que se crê ser real, crença materializada no e pelo discurso, aquilo com que o sujeito explica o que é o mundo e os papéis nele representados, sendo que isso se dá a partir de construções sociais, históricas, políticas, econômicas e culturais. Uma entrevista semi-estruturada foi elaborada, de tal forma que suas perguntas e imagens remetessem à disciplina e em particular ao trabalho de campo, ao mesmo tempo em que aspectos sobre ciência, tecnologia, sociedade e ambiente eram questionados. Em relação ao referencial CTSA, destaquei temas recorrentes na literatura, como formação para a cidadania, participação, tomada de decisão, e não neutralidade da ciência e dos cientistas, além do tópico "ser pesquisador, ser professor". As análises dos discursos dos estudantes indicam, entre outros aspectos, que eles acreditam que a participação da sociedade e a tomada de decisão em assuntos relacionados à ciência e tecnologia têm como condição necessária o domínio do conhecimento científico hegemônico. Os outros conhecimentos, silenciados pelo sentido de verdade exclusivo da ciência, acabam deixando de existir no imaginário dos que vivenciam a mesma cultura. A disciplina estudada gerou deslocamentos nos sentidos dos estudantes sobre ciência, sociedade e ambiente principalmente quando a questão do trabalho foi apresentada pelo professor como um fator constituinte do ambiente, trazendo assim o sentido do socioambiental, em contraste com a noção de ambiente como algo que se restringe a aspectos da fauna e da flora. Outro aspecto marcante dos discursos foi a constante construção de sentidos sobre ciência, tecnologia, sociedade e ambiente partindo-se de concepções biológicas.
Abstract: This work seeks to understand how Biology licentiate students of a Brazilian public university produced meanings about on the interactions between science, technology, society and the environment in the context of a Geology class, as well as which ideas were developed and in which terms field activities carried out might be considered approximations to a STSE Education approach. The study is based on the concept of a Science, Technology, Society and Environment Education (STSE) and in the French school of Discourse Analysis (DA). The "imaginary", which was included in the title of the study, is understood by DA as that which is believed to be real, a belief that materializes on and by means of a discourse or that with which an individual explains what the world is and how parts are played in it, all of which filtered by social, historical, political and economic constructs. In order for questions to relate to the class and specifically to fieldwork - while still queried about aspects regarding science, technology, society and the environment - students were subjected to a semi-structured interview. As to the STSE background, recurring topics on the theme's literature - such as citizen education, participation, decision-making and the non-neutrality of science and scientists (besides a topic entitled "being a researcher, being a teacher") - were pointed out. Discourse analysis on student speech indicate that they believe that citizen participation and decision-making in science- and technology-related matters are believed to be conditioned on mastering the hegemonic scientific knowledge. Other forms of knowledge are silenced by science's exclusive sense of truth and come to vanish from the imaginaries of those in the same culture. Also noteworthy were the ideas on science, technology, society and the environment based on biology. The geology class brought about changes in the students senses concerning science, society and the environment, especially when the teacher presented an issue for an assignment as a variable within the environment, thus generating a social-environmental perspective - in contrast with the notion of environment as restricted to animals and plants.
Mestrado
Mestre em Ensino e Historia de Ciencias da Terra

During the 2014 SPWLA Topical Meeting on “Educating the Petrophysicist”, it recommended that “A minimum set of standards in terms of both knowledge and skills (competencies) for an entry level petrophysicist (SPWLA, 2014). Similar proposal has been raised before as well (Loermans, 2002). With the rapid advance in technology, continuous crew change, and a natural pandemic affecting the oil and gas industry, the learning pattern has been changing from traditional in-person structured courses to more online, on-demand, short course training. For those interested in entering petrophysics discipline or furthering their petrophysics knowledge and skills, the learning path is less clear than other discipline like reservoir engineering, or geology, due to the lack of university degree program in Petrophysics. SPWLA Education SIG has taken on this challenge and developed skill set guidelines for petrophysicists as independent contributors. The current version of the guidelines covers topics including: General Geoscience and Engineering Operations, Fundamental Petrophysical Data Acquisition, Integrated Formation Evaluation, LWD Petrophysics in Formation Evaluation and Geosteering, Reservoir Dynamic Surveillance, Integrated Petrophysical Modeling, and Data Driven Petrophysics. In each topic, it includes basic skills as well as specialized skills. The document was developed with oil and gas industry in mind and can be adapted for petrophysicists working in related fields such as geothermal, mining, carbon management, water resources evaluation, etc. The document will be useful for students interested in learning to be a petrophysicist, a company interested in developing a training program for petrophysicists, and an organization interested in developing skill assessment program for Petrophysicists.

In a framework in which teaching practice is a dynamic process, predisposed to continuous innovation, the Geological Collection of the University of León (CGULe), with 2000 copies of minerals, rocks and fossils, offers an opportunity for teaching innovation, in relationship with subjects of the geological disciplines that are taught in the Degrees of Mining Engineering and Energy Engineering. At http://laboratorio.wesped.es/, the first phase of development of the Virtual Museum of the CGULe is shown, where information and images of minerals and mineral deposits from León are offered. Likewise, videos of tests of characterization of minerals, made by students as a practice of the subject "Mineralogy and Petrography" (Degree in Mining Engineering), are offered as part of a teaching innovation. This teaching innovation was evaluated in two ways: a) comparing the academic results of students in this practice with equivalent results from previous courses and b) conducting a satisfaction survey. Given the small number of students who participated in this experience, the results of this evaluation are inconclusive. For this reason, teacher innovation will be extended in time and will be extended to other subjects of the above mentioned degrees.

Abstract The degree of fluid compartmentalization has direct implications on the development costs of oil and gas reservoirs, since it may negatively impact gas water contacts (GWC) and fluid condensate gas ratios (CGR). In this case study on the Barik Formation in the giant Khazzan gas field in Block 61 in Oman we demonstrate how integrating independent approaches for assessing potential reservoir compartmentalization can be used to assess compartmentalization risk. The three disciplines that were integrated are structural geology (fault seal analysis, movement and stress stages of faults and fractures, traps geometry over geological time), petroleum systems (fluid chemistry and pressure, charge history) and sedimentology-stratigraphy including diagenesis (sedimentological and diagenetic controls on vertical and lateral facies and reservoir quality variation). Dynamic data from production tests were also analyzed and integrated with the observations above. Based on this work, Combined Common Risk Segment (CCRS) maps with a most likely and alternative scenarios for reservoir compartmentalization were constructed. While pressure data carry significant uncertainty due to the tight nature of the deeply buried rocks, it is clear pressures in gas-bearing sections fall onto a single pressure gradient across Block 61, while water pressures indicate variable GWCs. Overall, the GWCs appear to shallow across the field towards the NW, while water pressure appears to increase in that direction. The "apparent" gas communication with separate aquifers is difficult to explain conventionally. A range of scenarios for fluid distribution and reservoir connectivity are discussed. Fault seal compartmentalization and different trap spill points were found to be the most likely mechanism explaining fluid distribution and likely reservoir compartmentalization. Perched water may be another factor explaining variable GWCs. Hydrodynamic tilting due to the flow of formation water was deemed an unlikely scenario, and the risk of reservoir compartmentalization due to sedimentological and diagenetic flow barriers was deemed to be low.