Chemistry of combustible minerals

This textbook is a publication of the latest generation, designed to optimize the national project "Education"; develops theoretical knowledge about the genesis of natural liquid, gaseous and solid combustible minerals, the formation of the composition and properties, the practical significance of fuel and energy natural complexes. It is devoted to the study of the composition, properties and classification of oils, gas condensate, natural gases and solid combustible minerals, studied at the level of modern achievements of instrumental analytical and factory equipment in accordance with existing technologies, theories and hypotheses about the genesis of hydrocarbons and Earth sciences. The publication is supplemented with the main directions of processing of combustible minerals. Digital and graphical types of chemical models of the synergy of components of gas and oil deposits are described, which are necessary for predicting the phase state and composition of hydrocarbons and optimizing the directions of processing of marketable products. To facilitate the process of cognition of the origin and formation of the composition and properties of natural combustible minerals, a glossary, tests, as well as questions for the test and exam are offered. To control the knowledge gained by students while studying textbook materials, each chapter is accompanied by questions and tasks. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the fields of 05.04.01, 05.03.01 "Geology", 21.05.02 "Applied Geology", as well as for specialists in the field of geology, geochemistry, extraction and processing of oil, gas, gas condensate, solid fuels.

Applied Geology of Wellington Rocks for Aggregate and Concrete

<p>This study was initiated to examine geological aspects of Wellington greywacke-suite rocks in relation to their end use as an engineering material - aggregate, particularly for concrete. An attempt has been made to map (at least in part), identify and categorise rocks for quarrying in the Wellington region, to evaluate and quantify their properties as aggregates and to appraise their qualities in concrete - in short to equate rock geology to aggregate and concrete performance as a tool for resource management. Study of bedding 1ed to a classification into three lithofacies and some 70 representative samples were examined petrographically. For engineering purposes, Wellington rocks may be divided into two categories, greywacke and argillite, each having separate and distinct mineralogies and chemistries which do not alter significantly between lithofacies. Greywacke is coarser and may be distinguished from argillite texturally at a mean grain size of 5 phi (0.031 mm). Rock properties, in particular strength, modulus, density, hardness and degradation tendencies, are linked directly or indirectly with mean grain size. Argillites, though more dense, are generally weaker, softer, less elastic and degrade more readily than greywackes, the latter property being readily assessed from a newly devised test based on the destruction of chlorite by hydrochloric acid. As aggregates, greywackes produce similar particle shapes irrespective of grading. Argillites, which are generally more angular, produce concretes which are more difficult to work. Physical properties of aggregate, inherently those of its parent rock, are reflected in concrete made from it. The possibility of laumontite promoting cement alkali-silicate reaction is obviated by the mode of occurrence of minerals within the rock. Although argillite aggregates are unsuitable in certain environments and return lower strength in concrete than do greywacke aggregates, they still have a place in low strength concrete applications.</p>

Applied Geology of Wellington Rocks for Aggregate and Concrete

<p>This study was initiated to examine geological aspects of Wellington greywacke-suite rocks in relation to their end use as an engineering material - aggregate, particularly for concrete. An attempt has been made to map (at least in part), identify and categorise rocks for quarrying in the Wellington region, to evaluate and quantify their properties as aggregates and to appraise their qualities in concrete - in short to equate rock geology to aggregate and concrete performance as a tool for resource management. Study of bedding 1ed to a classification into three lithofacies and some 70 representative samples were examined petrographically. For engineering purposes, Wellington rocks may be divided into two categories, greywacke and argillite, each having separate and distinct mineralogies and chemistries which do not alter significantly between lithofacies. Greywacke is coarser and may be distinguished from argillite texturally at a mean grain size of 5 phi (0.031 mm). Rock properties, in particular strength, modulus, density, hardness and degradation tendencies, are linked directly or indirectly with mean grain size. Argillites, though more dense, are generally weaker, softer, less elastic and degrade more readily than greywackes, the latter property being readily assessed from a newly devised test based on the destruction of chlorite by hydrochloric acid. As aggregates, greywackes produce similar particle shapes irrespective of grading. Argillites, which are generally more angular, produce concretes which are more difficult to work. Physical properties of aggregate, inherently those of its parent rock, are reflected in concrete made from it. The possibility of laumontite promoting cement alkali-silicate reaction is obviated by the mode of occurrence of minerals within the rock. Although argillite aggregates are unsuitable in certain environments and return lower strength in concrete than do greywacke aggregates, they still have a place in low strength concrete applications.</p>

Preface

International Conference on Geological Engineering and Geosciences ICGoES 2021 International Conference on Geological Engineering and Geosciences (ICGoES 2021) presents ‘Big City Challenges on Geohazard and Georesources’ as the main conference theme. This conference provides a forum for international researchers, academics, practitioners, policymakers and related communities to discuss, share and exchange their latest research and experience progress associated with the field of geological engineering and geosciences. In addition, this conference also aimed to address a common issue of georesources sustainability, renewable energy sources and climate change-related geohazard and disasters in the development of urban areas. Certainly, those issues require an integrated approach and collaborative efforts in particular to build and enhance resilient cities in the respective countries. ICGoES 2021 provides opportunities to all participants in expanding their network, as an important step to achieve a coordinated approach and interdisciplinary collaboration at the regional and international level in the field of geological engineering and geosciences. We invited research papers on the topic of geohazard and georesources; but not limited to research papers, recent cases, and in-depth reviews of basic geology, applied geology, geophysics, geochemistry, engineering geology, geo-environmental engineering and any related geoscience. Due to the COVID-19 pandemic situation during the year, it is not easy to hold a regular conference in a specific place. There were travel restrictions and regulations from the World Health Organization and the Indonesian Government to be complied with to cut the spread of the COVID-19 virus in terms of physical distancing. In this uncertain condition, the ICGoES should not be postponed since participants have arranged to address their research findings at this conference. Thus, the committees of ICGoES have decided to switch the conference format into a virtual meeting using ZOOM. List of Committees, Conference Photos are available in this pdf.

Assessing the effects of the modular approach in math learning on independent creativity of university students

Numerous teachers and researchers are studying the issue of improving the effectiveness of university education and offer innovative technologies to address this challenge. Modular learning is among the most relevant and productive teaching techniques. The paper examines how the modular approach in math learning contributes to the development of independent creativity of university students. The testing was performed at Tyumen Industrial University (Russia) among students of the Applied Geology program numbering 28 individuals in the control group and 27 individuals in the experimental group. The students were given a series of lectures to present new material that was later assimilated and reinforced during practical sessions through blocks and chains of preparatory and auxiliary tasks. To demonstrate their knowledge and grasping of the material, the students passed individual tests and exams. Statistical data were processed using Pearson’s chi-squared test and the Wilcoxon signed-rank test. Based on the decision-making rule, the research confirms the hypothesis that the modular approach is more effective in forming students’ independent creativity in math learning if compared with conventional education. The research results demonstrate that 92% of students in the experimental group set about solving advanced math problems, while in the control group this share was 61%. The share of students in the experimental group who prepared research projects increased from 52% to 89%, while in the control group their number decreased from 56% to 43%. Among the avenues for further research is an attempt to implement applied research projects not only in math learning, but also in applied subjects of study throughout the entire training period. The development of independent creativity of university students is expected to have a positive effect on their ability to absorb the material of other courses.

A case study on student perception of online lecturing

This case study looks at implications of transitioning live to recorded lectures, a subject that has acquired an acute importance given COVID19 and the unexpected need to move lectures online. Over a period of six years, from 2015 to 2020, a questionnaire was handed out at the end of a ‘unit’ on environmental geoscience; a ‘unit’ at Australian universities represents a ‘course’ in the European and American tertiary system. This is a 2nd semester, 3rd year core unit of an Applied Geology course meaning that (most of) the polled students were about to acquire a bachelor of science finishing their undergraduate studies. The students were asked multiple questions related to iLectures and their attitude towards this asynchronous content delivery approach as integral part of a flipped classroom. Provided that such a STEM unit with 40-120 students can be deemed representative of the wider student community, the findings indicate that students in general have come to terms with online lectures, way before COVID19 gave them no other choice. Acceptance rates for iLectures were over 50 % across all years, except for 2020, a clear indication that COVID19 marred the online experience, probably due to oversaturation and isolation. The majority of the students saw benefits in this asynchronous lecturing approach, irrespective of whether the rationale behind it had been explained in detail. Despite seeing benefits of the flipped classroom and recorded lectures, one out of three students preferred live lectures. This number has increased after COVID19 to 40 %, yet another sign of the negative impact of the pandemic on online lecturing. This inference is unrelated to the quality of the recordings which was deemed high. Other than the conspicuous pandemic effect, the data show enough scatter to rule out any sustained trend of student attitudes across the years. This demonstrates the heterogeneous demographics of the students taking this unit. Finally, the importance of meaningful extended lecture notes to complement the recordings is highlighted.

Design and management of geological exploration works for oil and gas

The textbook deals with the organization and management of exploration activities for oil and gas, as well as examples of planning, monitoring and implementation of exploration projects in leading oil and gas companies in Russia and the world. Currently, project management is being actively introduced into the practice of oil and gas exploration, and in this connection, the book examines its features, which have become firmly established in the life of many companies in the oil and gas industry. The main risks of oil and gas exploration are shown. The essence of the local forecast of oil and gas potential and preparation of search objects for drilling is given. The issues of classification of oil and combustible gas reserves and resources are summarized. The geological and economic assessment of the efficiency of geological exploration is considered. The chapters of the textbook are accompanied by control questions and tasks, as well as topics for essays. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduates in the direction of training 21.04.01 "Oil and Gas business" and students specializing in the direction 21.05.02 "Applied Geology".

Equality, Diversity, and Inclusion in Geoscience (EDIG) initiative: A time to listen, learn, and act.

&lt;p&gt;The Equality, Diversity, and Inclusion in Geoscience (EDIG) initiative was created to better understand the experiences of the geoscience community with respect to prejudice, inequity, bias, exclusion, sexism, and discrimination. EDIG aims to provide a platform for learning for the wider geoscience community and promote progressive action to make geoscience more inclusive and equitable.&lt;/p&gt;&lt;p&gt;As part of our initiatives, we organised the virtual EDIG conference in December 2020 entitled: A time to listen, learn, and act. This virtual event aimed to facilitate learning on equality, diversity, and inclusion related topics relevant to the geosciences. It hosted sessions on where we have come from, where we are now, and where we are going. The conference especially focused on raising awareness around the challenges experienced by minoritized geoscientists, helping to involve more people in these conversations. The conference hosted 17 speakers on a range of different topics, from the history of diversity in geoscience, to how we can become more inclusive, to how we can move forward together, as well as a workshop on unconscious bias sponsored by the Institute of Geologists of Ireland (IGI) and the Irish Centre for Research in Applied Geology (iCRAG).&lt;/p&gt;&lt;p&gt;Prior to the EDIG conference, we launched a global survey to carry out research on equality, diversity, and inclusion in the geosciences. The survey asked people about their own experiences (or lack of) around EDI related topics.&amp;#160;The survey received a large response, with 708 participants from 58 countries.&amp;#160;The main themes from the survey data were used to structure our conference programme.&lt;/p&gt;&lt;p&gt;We will present the results of this survey, and our experiences of the EDIG conference. With these and future events we hope to bring together several online initiatives, establish a community of support and learning, and to help us all come together to make the geosciences more welcoming, accessible, inclusive, and equitable.&lt;/p&gt;