. "Other Geology Kas"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Stability of natural slopes and earth constructions"@en . . "6" . "The course provides students with the basis for the stability analysis of natural, soil and rock, slopes and earthworks (cutting slopes and embankments). The course includes the following topics: planning of in-situ and laboratory tests for evaluating the mechanical and hydraulic properties affecting slope stability; performing stability analyses; identifying the rupture mechanism; designing the monitoring system for evaluating stability conditions; selecting the most convenient stabilization method." . . "Presential"@en . "TRUE" . . "Geo-energy engineering applications"@en . . "6" . "This module will provide a general overview of the application areas of geothermal energy, petroleum exploration and\nproduction, and energy storage in the subsurface. The students will learn in this core module how these geo-energy application\nareas contribute to the energy demand of the world, in what way they can contribute to the transition towards a carbon-neutral\nworld, what the opportunities, boundary conditions and consequences are of these applications. The students will learn the basic\ntechniques and principles of reservoir characterization and single phase flow.After completing this module, students will be able to:\nExplain what the field of Geo-Energy entails, how the subsurface can be utilised and what its role is in the energy transition.\n\nAnalyse the basic concepts of single-phase flow and reservoir characterization in relation to geothermal energy, subsurface\nstorage, petroleum exploration and production applications and the effects of engineering in this subsurface \nEvaluate how single-phase flow and subsurface characterisation interact at different temporal and spatial scales \nDevelop a conceptual plan that compares and integrates the different applications utilizing the subsurface for the energy demand\ntowards the future. Quantify the components of the conceptual plan using the physic principles that describe subsurface\nphenomena. Test this problem towards the sensitivity of different components/issues (flow, mechanics, heterogeneity) \nUse written and oral communication skills to effectively exchange results and opinions with researchers, engineers, and Applied\nEarth Sciences stakeholders." . . "Presential"@en . "TRUE" . . "Field research instruction geology"@en . . "7.5" . "Course goals\n \n At the end of the course, the student will:\nbe able to set-up a field project with a specific research question;\nbe able to carry out this field project;\nbe able to report about the field research project.\nContent\nPlease note: Students are only allowed one MSc fieldwork / excursion (GEO4-1424a; 1430; 1431; 4418) during their MSc training. \n\nApproximately the month of June is reserved for a research-oriented fieldwork in the Betic Cordillera, southern Spain for students that choose to incorporate a field activity in their master programme.This will be at the end of year 1 of the enrolled programme.\nThe course will start with a three-day introductory excursion aiming to give an overview of the regional geology relevant to the area of study.\n \nSubsequently, independent field research will be carried out with a focus on either geodynamic (tectonics, basin development, structural geology, metamorphic geology), or on environmental/climate related topics (sedimentology, stratigraphy, paleontology, biogeology). The exact objectives of the field research (i.e. the research question to be answered), the area of focus (the data collection area) and the scientific approach (the applied methods) will be defined via discussion with the staff. Objectives, area and approach will be different for every team\n.Development of Transferable skills:\nAbility to work in a team: the field work is carried out in a team of two students, both members having the same responsibility with respect to the final product ;\nWritten communication skills: results of the field work are presented in the form of a written report, journal paper style;\nStrong work ethic: field data are collected with full respect for nature, wildlife and the demands of local land owners and users;\nProblem-solving skills: Fieldwork typically requires that problems are solved that were not anticipated before, and that strategies are adjusted;\nInitiative: the students largely work independently so cannot wait until supervision arrives, they have to take initiatives themselves to get progress;\nAnalytical/quantitative skills: knowledge and skills obtained during regular intramural classes have to be applied to answer typical field-related research questions;\nFlexibility. adaptability: Field projects typically require continuous adaption of strategy depending on the data collected;\nTechnical skills: use of GPS and digital mapping, sample collection and separation, software like stress inversion software, Stereonet orientation analysis, digital logging.." . . "Presential"@en . "TRUE" . . "Dynamics of basins and orogens"@en . . "7.5" . "Course goals\n\n This first-year MSc course aims to provide geology and geophysics students with the necessary background concerning the larger scale context of the closely related processes of basin formation and orogenic evolution in the framework of lithosphere-scale mechanics.\nContent\n The course is meant for students who are particularly interested in combining a physics-based understanding with observations in understanding the evolution of sedimentary basins and orogenic systems. \n\nLearning objectives\nAfter following this course, students will be able to\n\nInfer processes that play a role in sedimentary basins and orogenic systems formation and evolution, on the basis of their main geological and geophysical features;\nExplain how conceptual models of these processes can be developed further into quantitative models by taking into account the relevant physics;\nIllustrate how geological observations can be used to test and refine the proposed conceptual models of evolution (concept of testing working hypotheses);\nAnalyze basin and orogen formation, evolution mechanisms and (sub)surface processes, which are needed to further understand locations and potential of economic-relevant geo-resources;\nEvaluate crustal- to lithospheric-scale processes, relevant for quantifying the orogenic evolution at continental margins and interiors and their paleogeography in terms of subduction processes combined with accretionary and plateau-type orogenesis.\n\nTransferable skills\nThe course contributes to the following transferrable skills:\nAbility to work in a team: the student work out together the assignments in a team of two, both members sharing the responsibility of delivering the product;\nWritten communication skills: every project (assignment or computer lab) contains an explanatory description in a fixed length format. The students learn how to transmit efficiently data interpretation;\nProblem-solving skills: assignments have multiple solutions with successive levels of solving problems not anticipated before and interpretation adjusted;\nTechnical skills: students develop technical and visualisation skills by developing numerical codes and performing analogue modelling that includes spatial geometries and interpretation techniques. \nFlexibility/adaptability: students use industry approaches to solve practical problems that require an advanced degree of flexibility;\nAnalytical/quantitative skills: knowledge obtained during classes are extensively applied to real practical situations that require solutions. Computer labs train students in using MATLAB to quantitatively analyse a given problem." . . "Presential"@en . "TRUE" . . "Dynamics of sedimentary systems"@en . . "7.5" . "Course goals\n\n \n \nIn this course, students are invited to explore the mechanisms that govern the distribution, architecture, and characteristics of deposits preserved in the geological record at the level of a Master in Science.\nThroughout the thematic treatment described below, students will be confronted with the mechanisms “at work” in modelling exercises both in the silicon environment of numerical modelling as well as the gritty environment of the flume laboratory. These practical exercises will allow the students to strengthen their skills in modeling approaches and data treatment.\nAn optional three-day fieldtrip to Holocene and Jurassic tidal, coastal and shallow marine deposits will allow the students to use elementary observations on sedimentary facies to build models and interpretations of the evolution of past sedimentary systems.\nContent\nEarly in the course, emphasis is put on the effect the choice of temporal and spatial scales defined by a research question has on our approach to sediment transport dynamics. Following this, the hierarchy and scaling of the architecture of sedimentary successions is investigated. The structure of this architecture will be built on concepts of sequence stratigraphy. Once a clear perspective on the organization of deposits in parasequences, sequences, and shelf-clinoforms has been presented to the student, attention will shift to forcing mechanisms of deposit characteristics within different depositional environments: Alluvial systems; transgressive systems and highstand deltas; tidal systems; and deep marine depositional systems. The course will conclude by challenging the students to investigate the validity and application of two oft (miss-)used concepts of Earth Sciences: “Walther’s Law”; and “The present is the key to the past”." . . "Presential"@en . "TRUE" . . "Characterisation of the subsurface"@en . . "9" . "This module focusses on the structural and sedimentological architecture of the rocks in the Earth that are important for Geo-\nEnergy Engineering applications. The properties of rocks, as well as their variabilities on all scales, are assessed and quantified.\nKnowledge of the various processes taking place in the Earth and at the Earth's surface help the students assess and predict\nsubsurface architecture and properties. The units consists of an understanding and modelling of how subsurface reservoirs are\nbuild up with respect to reservoir properties and facies distributions. How those changes in properties and distributions can be\ncorrelated to variations in sedimentary deposition due to past climate fluctuations within different tectonic settings. How those\nchanges can be complemented within the structural framework in the subsurface (tectonics, deformation, compaction, faulting\nand folding). After completing this module, students will be able to:\nEvaluate and quantify process controlling spatial and temporal changes in sedimentological and structural properties of\nsedimentary successions. [ILO A,C]\nEvaluate and quantify state of stress in sedimentary basins, the way rocks deform and the mechanic factors controlling their\nresponse to geo-energy activities. Predict spatial and temporal changes of stress, strain and mechanic properties in the\nsubsurface. [ILO A,C]\nInterpret the various sedimentary successions and structural features from theory, field, seismic and borehole data. [ILO A,C]\nEvaluate how to build sedimentary and structural reservoir models and choose appropriate rock properties and property\ndistributions to characterise the model (including sources of uncertainties) \nAnalyse the origin and scales of heterogeneities in sedimentary deposits and structural features and integrate these into\nrepresentative elementary volumes \nAppraise the models in geo-energy related test cases and analyse the solution and investigate the role of uncertainties,\nsensitivities and relationships for the different test cases\nWork as a team on subject-related assignments and report findings and interpretations, including codes and choices made, in a\nstructured and consistent way. \nEducation Method See Brightspace for more detailed information on th" . . "Presential"@en . "TRUE" . . "Geo-energy"@en . . "15" . "After completing the module students will be able to:\nGeneral:\nIdentify open issues in the processing and/or interpretation of Earth system data records based on the outcomes of the lab project\nand design a development roadmap to address them. \nPresent analyses, interpretations and conclusions, as well as ethical implications, of the Lab and Fieldwork projects in a clear and\nconvincing manner, both orally and written.\nEnergy Transition and Geohazards Lab + Theory\nDefine and solve a research topic related to the Energy Transition or Geohazards challenge. \nAnalyse Earth system processes through a combination of data, observations and model outputs (geophysical data, subsurface\ndata, petrophysical data, and monitoring data).\nExtract subsurface characteristics and evaluate the options and limitations of data types for present-day and future societal\nchallenges in Energy Transition or Geohazards.\nPresent analyses, interpretations and conclusions, as well as ethical implications, of the Lab project in a clearly written and\nconvincing manner. \nFieldwork:\nDesign and execute a fieldwork campaign appropriate for the Earth system processes and/or applications to be studied. [ILO\nB,C,H,J]\nDescribe, identify and measure sedimentary heterogeneities, faults, fractures, folds, and 2D rock property trends at different\nscales (10-1 to 103m) and qualitatively predict their architecture and their potential impact on dynamic behaviour. \nLink field observations of rock property trends at different sub-seismic scales to geophysical data and include the impact of scale\nto model uncertainty. \nExtract subsurface characteristics and evaluate the options and limitations of data types for present-day and future societal\nchallenges in Energy Transition and Geohazards. \nPresent analyses, interpretations and conclusions of the Fieldlab project in a clearly written and convincing manner.\nContribute to a project as a team player and to the overall project management." . . "Presential"@en . "TRUE" . . "Environmental hydrogeology"@en . . "7.50" . "This course aims at providing a firm basis for the modelling of complex flow and transport processes in the subsurface relevant to the environmental problems in soil and groundwater. This includes transport of soluble components of organic liquids, viruses, colloids, and heat as well as basics of multiphase flow. Several important methods for remediation of soil and groundwater are discussed in detail. The students will develop the ability to set up mathematical models for quantitative description of complex subsurface transport phenomena. Through a comprehensive class project, the use of PMWIN package for modeling flow and solute transport in real-word problems will be taught.\n\nPlease note: This course will be taught compressed in a 5-weeks full time format (week 17 up and until week 22)\nContent\nReview of major soil and groundwater pollution sources and processes\nAdvanced topics in adsorption (two-site kinetics, nonlinear kinetics, double porosity media, - etc.)\nModelling dissolution and transport of organic liquid compounds\nModelling biodegradation\nPrinciples of multiphase flow\nPrinciples of virus transport and colloid transport in the subsurface\nPollution due to agricultural activities\nNatural attenuation of soil and groundwater pollution\nReview of major soil and groundwater remediation methods\nDetailed description and modelling of Pump-and-Treat method\nDetailed description and modelling of Hydraulic Removal of LNAPL method\nDetailed description and modelling of Soil Vapour Extraction method\nWorking extensively with PMWIN model of flow and transport." . . "Presential"@en . "TRUE" . . "Outcrop geology for subsurface characterization"@en . . "5" . "Module I (1 EC): preparation activities.\nStudents will gather essential information on the region (including geological maps and sections, and literature on relevant\nprocesses) and place them in a digital platform such as Google Earth. They will prepare knowledge and tools needed to address\nthe tasks tackled during fieldwork and design the optimal strategy.\nModule II (3.0 EC): Fieldwork\nDuring the first 1-2 days, all participant will be exposed to the area of study defining together the main sedimentary and\nstructural issues. In the following 6-7 days students will work on the tasks which have been defined during Module I. These tasks\nconsist of measurements, observations and interpretations on relevant topics and will last 2-3 days each, which means that each\ngroup will have 2-3 tasks to perform. Gathered data will be processed as much as possible during the evening in order to guide\ndata acquisition in the following days. The acquired data and their preliminary interpretations will be handed in to the course\ninstructors. During the final 1-2 days, the different groups will present their findings in the field to the other participants\nincluding those of different specializations.\nModule III (1EC): Finalization\nDuring module III, students will further process and interpret the data gathered in the field to reach higher-level conclusion\nwhich allows them to predict properties of subsurface rock bodies. This will result in a schematic report. An important part of\nmodule III is the organization of gathered information in a data base which can be used by students of following years.\nStudy Goals After completing this module, students will be able to:\n1) Describe and classify in 3D sedimentary rocks and heterogeneities at various scales in the field\n2) Describe and classify in 3D faults, fractures and folds at various scales in the field\n3) Quantify uncertainty in geomodels based on field observations\n4) Choose predicting and upscaling strategies base on field observations\n5) Present results in a compact and clear manner" . . "Presential"@en . "FALSE" . . "Virtual crop geology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied geology 2"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Crystalline geology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Reflection seismic"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied biostratigraphy and stratigraphic correlations"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Basin analysis and sequential stratigraphy"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Seismic reflection interpretation"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied micropaleontology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Petrogenesis and aspects of the formation of mineral deposits"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Sedimentary mineralogy and petrography"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Virtual crop geology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied geology 2"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Petrogenesis and aspects of the formation of mineral deposits"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Crystalline geology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Seismic reflection interpretation"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Geodynamics"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Geothermal"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Sedimentary mineralogy and petrography"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied and environmental geology - teachings"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Slope stability analysis and modelling"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Seismic microzonation"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied geology 2"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Applied hydrogeology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "case studies in environmental geology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "environmental geology in the field"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "regional geology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "General hydrogeology"@en . . "3" . "EU objective\n\nThe main objective of the EU is to provide the basic knowledge to understand flows in underground reservoirs. We mainly deal with \"hydrogeological\" applications which by definition are interested in water, but all of the physics and many engineering techniques are comparable to the approaches used on hydrocarbon reservoirs. Consequently, the EU is also able to provide an understanding of the concepts that a “reservoir” engineer must master in the petroleum context.\nContent of the lessons\nDescriptive hydrogeology: hydrogeological maps, flows at the reservoir scale, identification of the main reservoirs at the regional scale and their interactions.\nFlow in porous media in steady state: simple calculations for sizing trenches, wells and other structures in underground reservoirs.\nFlow in transient regime: writing and discussion of equations, study of the transient regime in forced flows for the identification of hydrodynamic parameters of reservoirs.\nBasic notions of mass transfer (solute, oil saturation, pollutants, etc.) in porous and/or fractured media: writing and discussion of equations. Some generic elements influencing these transfers (sorption on the solid phase, kinetic or equilibrium reactions, etc.)" . . "Presential"@en . "FALSE" . . "Quantitative hydrogeology, transfer in aquifers"@en . . "3" . "Acquire knowledge in modeling the transfer of pollutants in the underground hydrosystem, equate the transport mechanisms and exchanges between phases, experimentally determine the physical properties of a porous medium and the transport parameters of a perfect or reactive tracer migrating in this porous medium, understand and use an industrial calculation code to model the transfer of pollutants dissolved in the water table.\n\nCourse covering: Reactive transport of solutes in saturated porous media: Convection, diffusion and dispersion, Transport and movement equations, Dispersion coefficients, Chemical reactions, Analytical solutions to the transport equation. Transfer of immiscible substances in porous media with exchanges: Transport mechanisms, Mathematical formulations (mass conservation equations in multiphase systems, flow model of immiscible fluids, transport model with exchanges between phases, momentum balance (generalized Darcy laws), Mass transfers between phases.\nNumerical modeling based on a practical case of transport of a pollutant in an aquifer." . . "Presential"@en . "FALSE" . . "Hydrogeology: field methods and modeling tools"@en . . "6" . "Modeling tools for water resource management; An introductory theoretical course will be offered and will allow you to become familiar with the essential notions of modeling. TDS sessions will follow where students will manipulate two models on synthetic, real or pseudo-real cases. The first model - FEFLOW - is intended to describe flow and transport processes in porous media. The second model – LISEM – describes the processes of flow, transport and erosion on the soil surface.\nAdvanced geographic information systems (GIS); The objective of the EU is to acquire in project mode the skills and know-how to diagnose an environmental problem using GIS functionalities. More specifically, this EU involves a project to diagnose the risk of runoff at the scale of agricultural watersheds.\nIn pairs, students will have to propose and carry out a diagnosis method from A to Z in the ArcGIS environment during several supervised sessions to optimize the design and implementation of the steps under GIS.\nField methods in hydrogeophysics; This course aims to present field methods useful in the field of hydrogeology. It consists of two parts: field methods in hydrogeophysics and hydrology\n\n(1) In the section concerning hydrogeophysical aspects, students will discover how certain geophysical methods are particularly suitable for providing relevant information on hydrosystems.\nThe course will be divided into a first theoretical part (4 hours) introducing hydrogeophysics and certain geophysical methods, in particular electrical resistivity tomography and magnetic resonance. In a second practical part (7 hours), these methods will be implemented on the SCERES experimental platform on the CNRS campus in Cronenbourg (Controlled Experimental Research Site for Water and Soil Rehabilitation, https://ites.unistra. fr/services-platforms/pole-experimental/sceres).\n\nMeasurements traditionally carried out in hydrology will also be carried out by the students. The idea will then be to combine the information obtained using hydrological and geophysical tools to characterize the water transfer properties of the SCERES. The evaluation of the module will be based on an analysis report of the measurements carried out and interpreted by the students.\nhttps://eost.unistra.fr/actualites/actualite/travaux-pratiques-de-geophysique-applie-a-lhydrologie-sur-la-plateforme-experimentale-sceres\n\n(2) In this part we will put into practice the theoretical lessons of hydro geology: measurement of a piezometric level on site, setting up a test pumping, a tracing test, a measurement flow rate, interpretation of experimental data.\nModeling a hydrogeological site with Visual Modflow - The following points will be covered in this course:\nGeneral information on spatial modeling and getting started with the code: 2 hours\nPresentation of the study area and the documents necessary for the construction of the conceptual model (geological map, piezometric maps, permeability maps, rainfall data, ETP): 3 hours\nConstruction of the conceptual model, digitization of data, first simulations: 3 hours\nSimulations and tests of different hypotheses (wells, pollution, depollution): 2 hours" . . "Presential"@en . "TRUE" . . "Spectral geology"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "- hydrogeology"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Magmatic petrology (7 ects)"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Geology"@en . . "6,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Seismic exploration"@en . . "6,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Global geology"@en . . "6.0" . "no data" . . "Presential"@en . "FALSE" . . "Physical landscape and the geosphere"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "Geology for engineers"@en . . "3" . "Endogenic dynamic geology. Earth’s consist, temperature, isostasy. Endogenic energy, theory of tectonic plates. Tectonic processes, tectonic events. Earthquakes. Geological structure effect to the seismicity of Cyprus. Igneous processes. Volcanism. Minerals and rocks coming from the magma. Metamorphism, metamorphic rocks. Exogenic dynamic geology. Weathering, erosion denudation. Water action, water tables. Karst and fluvial cycle of erosion. Coasts and costs evolution, changes and protection of the coasts. This course includes field trips to several areas in Cyprus. Engineering description and case studies on Cyprus geological topics." . . "Presential"@en . "TRUE" .