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<!doctype html> <html lang="en-US" prefix="og: https://ogp.me/ns#"> <head> <meta charset="UTF-8"> <meta name="viewport" content="width=device-width, initial-scale=1"> <link rel="profile" href="https://gmpg.org/xfn/11"> <style>img:is([sizes="auto" i], [sizes^="auto," i]) { contain-intrinsic-size: 3000px 1500px }</style>  <title>Interactive Online Short Courses - eage.org</title> <meta name="description" content="The EAGE Interactive Online Short Courses bring carefully selected courses from our catalogue online to give participants the possibility to follow the latest"/> <meta name="robots" content="follow, index, max-snippet:-1, max-video-preview:-1, max-image-preview:large"/> <link rel="canonical" href="https://eage.org/education/interactive-online-short-courses/" /> <meta property="og:locale" content="en_US" /> <meta property="og:type" content="article" /> <meta property="og:title" content="Interactive Online Short Courses - eage.org" /> <meta property="og:description" content="The EAGE Interactive Online Short Courses bring carefully selected courses from our catalogue online to give participants the possibility to follow the latest" /> <meta property="og:url" content="https://eage.org/education/interactive-online-short-courses/" /> <meta property="og:site_name" content="eage.org" /> <meta property="og:updated_time" content="2022-03-04T09:25:13+00:00" /> <meta property="og:image" content="https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg" /> <meta property="og:image:secure_url" content="https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg" /> <meta property="og:image:width" content="800" /> <meta property="og:image:height" content="217" /> <meta property="og:image:alt" content="Courses" /> <meta property="og:image:type" content="image/jpeg" /> <meta name="twitter:card" content="summary_large_image" /> <meta name="twitter:title" content="Interactive Online Short Courses - eage.org" /> <meta name="twitter:description" content="The EAGE Interactive Online Short Courses bring carefully selected courses from our catalogue online to give participants the possibility to follow the latest" /> <meta name="twitter:image" content="https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg" />  <link rel='dns-prefetch' href='//www.googletagmanager.com' /> <link rel='dns-prefetch' href='//stats.wp.com' /> <link rel='dns-prefetch' href='//pagead2.googlesyndication.com' /> <link rel="alternate" type="application/rss+xml" title="eage.org » Feed" href="https://eage.org/feed/" /> <link rel="alternate" type="application/rss+xml" title="eage.org » Comments Feed" href="https://eage.org/comments/feed/" /> <script type="text/javascript"> /* <![CDATA[ */ window._wpemojiSettings = {"baseUrl":"https:\/\/s.w.org\/images\/core\/emoji\/15.0.3\/72x72\/","ext":".png","svgUrl":"https:\/\/s.w.org\/images\/core\/emoji\/15.0.3\/svg\/","svgExt":".svg","source":{"wpemoji":"https:\/\/eage.org\/wp-includes\/js\/wp-emoji.js?ver=6.7.2","twemoji":"https:\/\/eage.org\/wp-includes\/js\/twemoji.js?ver=6.7.2"}}; /** * @output wp-includes/js/wp-emoji-loader.js */ /** * Emoji Settings as exported in PHP via _print_emoji_detection_script(). * @typedef WPEmojiSettings * @type {object} * @property {?object} source * @property {?string} source.concatemoji * @property {?string} source.twemoji * @property {?string} source.wpemoji * @property {?boolean} DOMReady * @property {?Function} readyCallback */ /** * Support tests. * @typedef SupportTests * @type {object} * @property {?boolean} flag * @property {?boolean} emoji */ /** * IIFE to detect emoji support and load Twemoji if needed. * * @param {Window} window * @param {Document} document * @param {WPEmojiSettings} settings */ ( function wpEmojiLoader( window, document, settings ) { if ( typeof Promise === 'undefined' ) { return; } var sessionStorageKey = 'wpEmojiSettingsSupports'; var tests = [ 'flag', 'emoji' ]; /** * Checks whether the browser supports offloading to a Worker. * * @since 6.3.0 * * @private * * @returns {boolean} */ function supportsWorkerOffloading() { return ( typeof Worker !== 'undefined' && typeof OffscreenCanvas !== 'undefined' && typeof URL !== 'undefined' && URL.createObjectURL && typeof Blob !== 'undefined' ); } /** * @typedef SessionSupportTests * @type {object} * @property {number} timestamp * @property {SupportTests} supportTests */ /** * Get support tests from session. * * @since 6.3.0 * * @private * * @returns {?SupportTests} Support tests, or null if not set or older than 1 week. */ function getSessionSupportTests() { try { /** @type {SessionSupportTests} */ var item = JSON.parse( sessionStorage.getItem( sessionStorageKey ) ); if ( typeof item === 'object' && typeof item.timestamp === 'number' && new Date().valueOf() < item.timestamp + 604800 && // Note: Number is a week in seconds. typeof item.supportTests === 'object' ) { return item.supportTests; } } catch ( e ) {} return null; } /** * Persist the supports in session storage. * * @since 6.3.0 * * @private * * @param {SupportTests} supportTests Support tests. */ function setSessionSupportTests( supportTests ) { try { /** @type {SessionSupportTests} */ var item = { supportTests: supportTests, timestamp: new Date().valueOf() }; sessionStorage.setItem( sessionStorageKey, JSON.stringify( item ) ); } catch ( e ) {} } /** * Checks if two sets of Emoji characters render the same visually. * * This function may be serialized to run in a Worker. Therefore, it cannot refer to variables from the containing * scope. Everything must be passed by parameters. * * @since 4.9.0 * * @private * * @param {CanvasRenderingContext2D} context 2D Context. * @param {string} set1 Set of Emoji to test. * @param {string} set2 Set of Emoji to test. * * @return {boolean} True if the two sets render the same. */ function emojiSetsRenderIdentically( context, set1, set2 ) { // Cleanup from previous test. context.clearRect( 0, 0, context.canvas.width, context.canvas.height ); context.fillText( set1, 0, 0 ); var rendered1 = new Uint32Array( context.getImageData( 0, 0, context.canvas.width, context.canvas.height ).data ); // Cleanup from previous test. context.clearRect( 0, 0, context.canvas.width, context.canvas.height ); context.fillText( set2, 0, 0 ); var rendered2 = new Uint32Array( context.getImageData( 0, 0, context.canvas.width, context.canvas.height ).data ); return rendered1.every( function ( rendered2Data, index ) { return rendered2Data === rendered2[ index ]; } ); } /** * Determines if the browser properly renders Emoji that Twemoji can supplement. * * This function may be serialized to run in a Worker. Therefore, it cannot refer to variables from the containing * scope. Everything must be passed by parameters. * * @since 4.2.0 * * @private * * @param {CanvasRenderingContext2D} context 2D Context. * @param {string} type Whether to test for support of "flag" or "emoji". * @param {Function} emojiSetsRenderIdentically Reference to emojiSetsRenderIdentically function, needed due to minification. * * @return {boolean} True if the browser can render emoji, false if it cannot. */ function browserSupportsEmoji( context, type, emojiSetsRenderIdentically ) { var isIdentical; switch ( type ) { case 'flag': /* * Test for Transgender flag compatibility. Added in Unicode 13. * * To test for support, we try to render it, and compare the rendering to how it would look if * the browser doesn't render it correctly (white flag emoji + transgender symbol). */ isIdentical = emojiSetsRenderIdentically( context, '\uD83C\uDFF3\uFE0F\u200D\u26A7\uFE0F', // as a zero-width joiner sequence '\uD83C\uDFF3\uFE0F\u200B\u26A7\uFE0F' // separated by a zero-width space ); if ( isIdentical ) { return false; } /* * Test for UN flag compatibility. This is the least supported of the letter locale flags, * so gives us an easy test for full support. * * To test for support, we try to render it, and compare the rendering to how it would look if * the browser doesn't render it correctly ([U] + [N]). */ isIdentical = emojiSetsRenderIdentically( context, '\uD83C\uDDFA\uD83C\uDDF3', // as the sequence of two code points '\uD83C\uDDFA\u200B\uD83C\uDDF3' // as the two code points separated by a zero-width space ); if ( isIdentical ) { return false; } /* * Test for English flag compatibility. England is a country in the United Kingdom, it * does not have a two letter locale code but rather a five letter sub-division code. * * To test for support, we try to render it, and compare the rendering to how it would look if * the browser doesn't render it correctly (black flag emoji + [G] + [B] + [E] + [N] + [G]). */ isIdentical = emojiSetsRenderIdentically( context, // as the flag sequence '\uD83C\uDFF4\uDB40\uDC67\uDB40\uDC62\uDB40\uDC65\uDB40\uDC6E\uDB40\uDC67\uDB40\uDC7F', // with each code point separated by a zero-width space '\uD83C\uDFF4\u200B\uDB40\uDC67\u200B\uDB40\uDC62\u200B\uDB40\uDC65\u200B\uDB40\uDC6E\u200B\uDB40\uDC67\u200B\uDB40\uDC7F' ); return ! isIdentical; case 'emoji': /* * Four and twenty blackbirds baked in a pie. * * To test for Emoji 15.0 support, try to render a new emoji: Blackbird. * * The Blackbird is a ZWJ sequence combining 🐦 Bird and ⬛ large black square., * * 0x1F426 (\uD83D\uDC26) == Bird * 0x200D == Zero-Width Joiner (ZWJ) that links the code points for the new emoji or * 0x200B == Zero-Width Space (ZWS) that is rendered for clients not supporting the new emoji. * 0x2B1B == Large Black Square * * When updating this test for future Emoji releases, ensure that individual emoji that make up the * sequence come from older emoji standards. */ isIdentical = emojiSetsRenderIdentically( context, '\uD83D\uDC26\u200D\u2B1B', // as the zero-width joiner sequence '\uD83D\uDC26\u200B\u2B1B' // separated by a zero-width space ); return ! isIdentical; } return false; } /** * Checks emoji support tests. * * This function may be serialized to run in a Worker. Therefore, it cannot refer to variables from the containing * scope. Everything must be passed by parameters. * * @since 6.3.0 * * @private * * @param {string[]} tests Tests. * @param {Function} browserSupportsEmoji Reference to browserSupportsEmoji function, needed due to minification. * @param {Function} emojiSetsRenderIdentically Reference to emojiSetsRenderIdentically function, needed due to minification. * * @return {SupportTests} Support tests. */ function testEmojiSupports( tests, browserSupportsEmoji, emojiSetsRenderIdentically ) { var canvas; if ( typeof WorkerGlobalScope !== 'undefined' && self instanceof WorkerGlobalScope ) { canvas = new OffscreenCanvas( 300, 150 ); // Dimensions are default for HTMLCanvasElement. } else { canvas = document.createElement( 'canvas' ); } var context = canvas.getContext( '2d', { willReadFrequently: true } ); /* * Chrome on OS X added native emoji rendering in M41. Unfortunately, * it doesn't work when the font is bolder than 500 weight. So, we * check for bold rendering support to avoid invisible emoji in Chrome. */ context.textBaseline = 'top'; context.font = '600 32px Arial'; var supports = {}; tests.forEach( function ( test ) { supports[ test ] = browserSupportsEmoji( context, test, emojiSetsRenderIdentically ); } ); return supports; } /** * Adds a script to the head of the document. * * @ignore * * @since 4.2.0 * * @param {string} src The url where the script is located. * * @return {void} */ function addScript( src ) { var script = document.createElement( 'script' ); script.src = src; script.defer = true; document.head.appendChild( script ); } settings.supports = { everything: true, everythingExceptFlag: true }; // Create a promise for DOMContentLoaded since the worker logic may finish after the event has fired. var domReadyPromise = new Promise( function ( resolve ) { document.addEventListener( 'DOMContentLoaded', resolve, { once: true } ); } ); // Obtain the emoji support from the browser, asynchronously when possible. new Promise( function ( resolve ) { var supportTests = getSessionSupportTests(); if ( supportTests ) { resolve( supportTests ); return; } if ( supportsWorkerOffloading() ) { try { // Note that the functions are being passed as arguments due to minification. var workerScript = 'postMessage(' + testEmojiSupports.toString() + '(' + [ JSON.stringify( tests ), browserSupportsEmoji.toString(), emojiSetsRenderIdentically.toString() ].join( ',' ) + '));'; var blob = new Blob( [ workerScript ], { type: 'text/javascript' } ); var worker = new Worker( URL.createObjectURL( blob ), { name: 'wpTestEmojiSupports' } ); worker.onmessage = function ( event ) { supportTests = event.data; setSessionSupportTests( supportTests ); worker.terminate(); resolve( supportTests ); }; return; } catch ( e ) {} } supportTests = testEmojiSupports( tests, browserSupportsEmoji, emojiSetsRenderIdentically ); setSessionSupportTests( supportTests ); resolve( supportTests ); } ) // Once the browser emoji support has been obtained from the session, finalize the settings. .then( function ( supportTests ) { /* * Tests the browser support for flag emojis and other emojis, and adjusts the * support settings accordingly. */ for ( var test in supportTests ) { settings.supports[ test ] = supportTests[ test ]; settings.supports.everything = settings.supports.everything && settings.supports[ test ]; if ( 'flag' !== test ) { settings.supports.everythingExceptFlag = settings.supports.everythingExceptFlag && settings.supports[ test ]; } } settings.supports.everythingExceptFlag = settings.supports.everythingExceptFlag && ! settings.supports.flag; // Sets DOMReady to false and assigns a ready function to settings. settings.DOMReady = false; settings.readyCallback = function () { settings.DOMReady = true; }; } ) .then( function () { return domReadyPromise; } ) .then( function () { // When the browser can not render everything we need to load a polyfill. if ( ! settings.supports.everything ) { settings.readyCallback(); var src = settings.source || {}; if ( src.concatemoji ) { addScript( src.concatemoji ); } else if ( src.wpemoji && src.twemoji ) { addScript( src.twemoji ); addScript( src.wpemoji ); } } } ); } )( window, document, window._wpemojiSettings ); /* ]]> */ </script> <style id='wp-emoji-styles-inline-css'> img.wp-smiley, img.emoji { display: inline !important; border: none !important; box-shadow: none !important; height: 1em !important; width: 1em !important; margin: 0 0.07em !important; vertical-align: -0.1em !important; background: none !important; padding: 0 !important; } </style> <link rel='stylesheet' id='all-css-4' href='https://eage.org/_static/??-eJzTLy/QzcxLzilNSS3WzyrWz01NyUxMzUnNTc0rQeEU5CRWphbp5qSmJyZX6uVm5uklFxfr6OPTDpRD5oM02OfaGpobWxpZmhgbGwAAhN0tcg==' type='text/css' media='all' /> <style id='jetpack-sharing-buttons-style-inline-css'> .jetpack-sharing-buttons__services-list{display:flex;flex-direction:row;flex-wrap:wrap;gap:0;list-style-type:none;margin:5px;padding:0}.jetpack-sharing-buttons__services-list.has-small-icon-size{font-size:12px}.jetpack-sharing-buttons__services-list.has-normal-icon-size{font-size:16px}.jetpack-sharing-buttons__services-list.has-large-icon-size{font-size:24px}.jetpack-sharing-buttons__services-list.has-huge-icon-size{font-size:36px}@media print{.jetpack-sharing-buttons__services-list{display:none!important}}.editor-styles-wrapper .wp-block-jetpack-sharing-buttons{gap:0;padding-inline-start:0}ul.jetpack-sharing-buttons__services-list.has-background{padding:1.25em 2.375em} </style> <style id='rank-math-toc-block-style-inline-css'> .wp-block-rank-math-toc-block nav ol{counter-reset:item}.wp-block-rank-math-toc-block nav ol li{display:block}.wp-block-rank-math-toc-block nav ol li:before{content:counters(item, ".") 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background-color: rgba(255, 255, 255, 1) !important; } #footable_14221, #footable_14221 table { background-color: !important; color: !important; border-color: !important; } #footable_14221 thead tr.footable-filtering th { background-color: rgba(247, 247, 247, 1) !important; color: rgba(102, 102, 102, 1) !important; } #footable_14221:not(.hide_all_borders) thead tr.footable-filtering th { border : 1px solid transparent !important; } #footable_14221 .input-group-btn:last-child > .btn:not(:last-child):not(.dropdown-toggle) { background-color: rgba(102, 102, 102, 1) !important; color: rgba(247, 247, 247, 1) !important; } #footable_14221 tr.footable-header, #footable_14221 tr.footable-header th, .colored_table #footable_14221 table.ninja_table_pro.inverted.table.footable-details tbody tr th { background-color: rgba(190, 54, 24, 1) !important; color: rgba(255, 255, 255, 1) !important; } #footable_14221 tbody tr:hover { background-color: !important; color: !important; } #footable_14221 tbody tr:hover td { border-color: !important; } #footable_14221 tbody tr:nth-child(even) { background-color: rgba(255, 255, 255, 1) !important; color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(odd) { background-color: rgba(247, 247, 247, 1) !important; color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(even):hover { background-color: !important; } #footable_14221 tbody tr:nth-child(odd):hover { background-color: !important; } #footable_14221 tbody tr:nth-child(even) td span.fooicon-plus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(even) td span.fooicon-minus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(odd) td span.fooicon-plus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(odd) td span.fooicon-minus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(even) tr:hover td span.fooicon-plus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(even) tr:hover td span.fooicon-minus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(odd) tr:hover td span.fooicon-plus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tbody tr:nth-child(odd) tr:hover td span.fooicon-minus:before { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tfoot .footable-paging { background-color: rgba(102, 102, 102, 1) !important; } #footable_14221 tfoot .footable-paging .footable-page.active a { background-color: rgba(190, 54, 24, 1) !important; } #footable_14221:not(.hide_all_borders) tfoot tr.footable-paging td { border-color: !important; } #footable_14221.ninja_stacked_table > tbody, #footable_14221.ninja_stacked_table { background: transparent !important; } #footable_14221.ninja_stacked_table .footable-details tbody { background-color: !important; color: !important; border-color: !important; } #footable_14221 .footable-details thead tr.footable-filtering th { background-color: rgba(247, 247, 247, 1) !important; color: rgba(102, 102, 102, 1) !important; } #footable_14221 .footable-details:not(.hide_all_borders) thead tr.footable-filtering th { border : 1px solid transparent !important; } #footable_14221 .footable-details .input-group-btn:last-child > .btn:not(:last-child):not(.dropdown-toggle) { background-color: rgba(102, 102, 102, 1) !important; color: rgba(247, 247, 247, 1) !important; } #footable_14221 .footable-details tr.footable-header, #footable_14221 .footable-details tr.footable-header th { background-color: rgba(190, 54, 24, 1) !important; color: rgba(255, 255, 255, 1) !important; } /* ------------------ */ /* CALENDAR OF EVENTS */ /* ------------------ */ .form-group.footable-filtering-search { width: 100%!important; /* background:#D0D1D3; */ border-radius: 10px; background-image: url("https://eage.org/wp-content/uploads/2021/01/LearningGeoscience_bg.jpg"); background-position: center; background-repeat: no-repeat; background-size: cover; } .form-group.footable-filtering-search .input-group { width: 50%!important; padding-top: 10px!important; padding-bottom: 10px!important; } .form-group.ninja-custom-filter.form-group-ninja_filter_0.ninja_custom_select_checkbox { width: 100%!important; } #footable_14221 .input-group-btn:last-child > .btn:not(:last-child):not(.dropdown-toggle) { background-color:#BE3618!important; } @media all and (max-width: 750px) { .form-group.ninja-custom-filter.form-group-ninja_filter_0.ninja_custom_select_checkbox { width: 100%!important; } } /* .ninja_table_wrapper table thead .footable-filtering .ninja_custom_radio>label, .ninja_table_wrapper table thead .footable-filtering .ninja_custom_select_checkbox>label { margin:0; } */ .hiddenRow { padding: 0 !important; } th { width:100%; background-color:green; } /* body { font-size: 0.7em; } */ /* body { font-size: 1.6em; } */ #footable_parent_14221 label { font-weight: 400; margin: 0 0 .5rem; } table#footable_14221 a:link, table#footable_14221 a:visited, table#footable_14221 a:hover, table#footable_14221 a:active { color: rgba(190, 54, 24, 1); } table#footable_14221 a:hover { text-decoration: underline; } /* STANDARD COLOR */ .btn-eage, .btn-eage:visited, .btn-open, .btn-open:visited, .btn-late, .btn-late:visited, .btn-closingsoon, .btn-closingsoon:visited { color: #fff!important; background-color: #5F5F5F!important; border-color: #5F5F5F!important; text-decoration: none!important; } .btn-eage:hover, .btn-eage:focus, .btn-eage:active, .btn-open:hover, .btn-open:focus, .btn-open:active, .btn-late:hover, .btn-late:focus, .btn-late:active, .btn-closingsoon:hover, .btn-closingsoon:focus, .btn-closingsoon:active { color: #fff!important; background-color: #240123!important; border-color: #240123!important; /*set the color you want here*/ text-decoration: none!important; } /* INACTIVE COLOR */ .btn-openingsoon, .btn-openingsoon:visited, .btn-notopen, .btn-notopen:visited { color: #fff!important; background-color: #8c8c8c!important; border-color: #8c8c8c!important; cursor:default; text-decoration: none!important; } .btn-openingsoon:hover, .btn-openingsoon:focus, .btn-openingsoon:active, .btn-notopen:hover, .btn-notopen:focus, .btn-notopen:active { color: #fff!important; background-color: #8c8c8c!important; border-color: #8c8c8c!important; /*set the color you want here*/ cursor:default; text-decoration: none!important; } /* SPECIFIC COLOR */ .btn-closed, .btn-closed:visited { color: #fff!important; background-color: #f4898b!important; border-color: #f4898b!important; text-decoration: none!important; } .btn-closed:hover, .btn-closed:focus, .btn-closed:active { color: #fff!important; background-color: #f4898b!important; border-color: #f4898b!important; /*set the color you want here*/ text-decoration: none!important; } #footable_14221 tbody tr:nth-child(odd) { background-color:rgba(247, 247, 247, 1)!important; color: rgba(102, 102, 102, 1)!important; } #footable_14221 tbody tr:nth-child(even) { background-color: rgba(255, 255, 255, 1)!important; color: rgba(102, 102, 102, 1)!important; } /* .footable-first-visible { text-align: right!important; } */ .width-5 { width:5%; } .width-10 { width:10%; } .width-15 { width:15%; } .width-20 { width:20%; } .width-25 { width:25%; } .width-30 { width:30%; } .width-35 { width:35%; } .width-40 { width:40%; } .width-45 { width:45%; } .width-50 { width:50%; } .width-55 { width:55%; } .width-60 { width:60%; } .width-65 { width:65%; } .width-70 { width:70%; } .width-75 { width:75%; } .width-80 { width:80%; } .width-85 { width:85%; } .width-90 { width:90%; } .width-95 { width:95%; } .width-100 { width:100%; } .ninja_custom_radio, .ninja_custom_select_checkbox { display: grid !important; grid-template-columns: 33% 33% 33%!important; } .ninja_custom_select_checkbox { width:50%!important; } .ninja_custom_select { width:20%!important; } .footable-filtering-search { width:20%!important; } #footable_14221 > thead > tr.footable-filtering > th > form > div.form-group.footable-filtering-search > div { padding-top:38px; } /* ------------- */ /* MEDIA QUERIES */ /* ------------- */ @media all and (max-width: 1650px) { /*.ninja_custom_select_checkbox { background:orange;}*/ .ninja_custom_radio, .ninja_custom_select_checkbox { grid-template-columns: 60% 60%!important; } /*.form-inline>.form-group { width:100%!important; }*/ .ninja_custom_select { float: left!important; } .footable-filtering-search { width: 30%!important;} } @media all and (max-width: 960px) { /* .ninja_custom_select_checkbox { background:red; } */ .ninja_custom_radio, .ninja_custom_select_checkbox { grid-template-columns: 50% 50%!important; } .form-inline>.form-group { width:75%!important; } .ninja_custom_select { float: left!important; } .footable-filtering-search { width: 30%!important;} } @media all and (max-width: 790px) { /* .ninja_custom_select_checkbox { background:green; } */ .ninja_custom_radio, .ninja_custom_select_checkbox { grid-template-columns: 50% 50%!important; } .form-inline>.form-group { /*width:70%!important;*/ width:100%!important; } .ninja_custom_select { float: left!important; } .footable-filtering-search {} .table.COE_TABLE td table tbody tr th, #footable_14221 td table tbody tr th { width:10%!important; } /* .footable-details.table > tbody > tr > td, .footable-details.table > tbody > tr > th, .footable-details.table > tfoot > tr > td, .footable-details.table > tfoot > tr > th, .footable-details.table > thead > tr > td, .footable-details.table > thead > tr > th, .footable.table > tbody > tr > td, .footable.table > tbody > tr > th, .footable.table > tfoot > tr > td, .footable.table > tfoot > tr > th, .footable.table > thead > tr > td, .footable.table > thead > tr > th { border:none!important; }*/ #footable_14221 .footable-details { border: 1px solid rgba(34,36,38,.15) !important;; } table td, table th { border:none!important; } } @media all and (max-width: 750px) { .ninja_custom_radio, .ninja_custom_select_checkbox { grid-template-columns: 55% 55%!important; display: unset !important; } .form-inline>.form-group { /*width:55%!important;*/ } .ninja_custom_select { float: left!important; } .footable-filtering-search {} } /* @media all and (max-width: 645px) {} @media all and (max-width: 462px) { .ninja_custom_select_checkbox { background:purple; } }*/ /* ----------- */ /* END QUERIES */ /* ----------- */ </style> </head> <body class="education-template-default single single-education postid-4726 single-format-standard viewable-enabled hello-elementor elementor-default elementor-template-full-width elementor-kit-3378 elementor-page elementor-page-4726 elementor-page-3357"> <a class="skip-link screen-reader-text" href="#content"> Skip to content</a> <div data-elementor-type="header" 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data-element_type="widget" data-settings="{"layout":"horizontal","submenu_icon":{"value":"<i class=\"fas fa-caret-down\"><\/i>","library":"fa-solid"},"toggle":"burger"}" data-widget_type="nav-menu.default"> <div class="elementor-widget-container"> <nav aria-label="Menu" class="elementor-nav-menu--main elementor-nav-menu__container elementor-nav-menu--layout-horizontal e--pointer-none"> <ul id="menu-1-e111f86" class="elementor-nav-menu"><li class="hide_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-151"><a href="#" class="elementor-item elementor-item-anchor">Corporate Relations</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-152"><a href="https://www.firstbreak.org/" class="elementor-item">First Break</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-153"><a href="https://www.earthdoc.org/" class="elementor-item">EarthDoc</a></li> <li class="menu-item menu-item-type-custom 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</div> </div> </div> </section> <section class="elementor-section elementor-inner-section elementor-element elementor-element-96e68d5 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="96e68d5" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-3ac397d" data-id="3ac397d" data-element_type="column"> <div class="elementor-widget-wrap"> </div> </div> <nav class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-75f8507" data-id="75f8507" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-3316de1 elementor-search-form--skin-classic elementor-search-form--button-type-icon elementor-search-form--icon-search elementor-widget elementor-widget-search-form" data-id="3316de1" data-element_type="widget" data-settings="{"skin":"classic"}" data-widget_type="search-form.default"> <div class="elementor-widget-container"> <search role="search"> <form class="elementor-search-form" action="https://eage.org" method="get"> <div class="elementor-search-form__container"> <label class="elementor-screen-only" for="elementor-search-form-3316de1">Search</label> <input id="elementor-search-form-3316de1" placeholder="Search..." class="elementor-search-form__input" type="search" name="s" value=""> <button class="elementor-search-form__submit" type="submit" aria-label="Search"> <i aria-hidden="true" class="fas fa-search"></i> </button> </div> </form> </search> </div> </div> </div> </nav> <div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-8759959" data-id="8759959" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-da90082 tablet_overlay_menu elementor-widget elementor-widget-image" data-id="da90082" data-element_type="widget" data-widget_type="image.default"> <div class="elementor-widget-container"> <img src="https://eage.org/wp-content/uploads/2020/05/Mobile_MenuIcon_open.svg?w=150&h=150&crop=1" title="Mobile_MenuIcon_open" alt="Mobile_MenuIcon_open" loading="lazy" /> </div> </div> </div> </div> </div> </section> </div> </div> </div> </section> <section class="elementor-section elementor-top-section elementor-element elementor-element-319dd42 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="319dd42" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-bd6b030" data-id="bd6b030" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element 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elementor-element-populated"> <section class="elementor-section elementor-inner-section elementor-element elementor-element-d014211 elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="d014211" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-d804c22" data-id="d804c22" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-a8f0ca8 elementor-widget elementor-widget-image" data-id="a8f0ca8" data-element_type="widget" data-widget_type="image.default"> <div class="elementor-widget-container"> <a href="http://www.eage.org"> <img src="https://eage.org/wp-content/uploads/2020/05/EAGE_logo_header.svg?w=800" title="EAGE_logo" alt="EAGE_logo" loading="lazy" /> </a> </div> </div> </div> </div> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-fceaa7e" data-id="fceaa7e" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-23ab4b2 pop_mobile elementor-widget elementor-widget-image" data-id="23ab4b2" data-element_type="widget" data-widget_type="image.default"> <div class="elementor-widget-container"> <img src="https://eage.org/wp-content/uploads/2020/05/Mobile_MenuIcon_open.svg?w=150&h=150&crop=1" title="Mobile_MenuIcon_open" alt="Mobile_MenuIcon_open" loading="lazy" /> </div> </div> </div> </div> </div> </section> <section class="elementor-section elementor-inner-section elementor-element elementor-element-00edc04 elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="00edc04" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-f6683e1" data-id="f6683e1" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-13410e6 mobile_top_menu elementor-widget elementor-widget-text-editor" data-id="13410e6" data-element_type="widget" data-widget_type="text-editor.default"> <div class="elementor-widget-container"> <p style="text-align: center;"><a href="https://www.firstbreak.org/">First Break</a> <a href="https://www.earthdoc.org/">EarthDoc</a> <a href="https://learninggeoscience.org/">Learning Geoscience</a></p> </div> </div> </div> </div> </div> </section> </div> </div> </div> </section> </div> <div data-elementor-type="single" data-elementor-id="3357" class="elementor elementor-3357 elementor-location-single post-4726 education type-education status-publish format-standard has-post-thumbnail hentry" data-elementor-post-type="elementor_library"> <section class="elementor-section elementor-top-section elementor-element elementor-element-74b3324 elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="74b3324" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-be89078" data-id="be89078" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-24f84bd elementor-widget elementor-widget-template" data-id="24f84bd" data-element_type="widget" data-widget_type="template.default"> <div class="elementor-widget-container"> <div class="elementor-template"> <style id="elementor-post-dynamic-3293">.elementor-3293 .elementor-element.elementor-element-bb05a87:not(.elementor-motion-effects-element-type-background), .elementor-3293 .elementor-element.elementor-element-bb05a87 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-image:url("https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg");}.elementor-3293 .elementor-element.elementor-element-57216984:not(.elementor-motion-effects-element-type-background), .elementor-3293 .elementor-element.elementor-element-57216984 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-image:url("https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg");}@media(max-width:767px){.elementor-3293 .elementor-element.elementor-element-de92fe3:not(.elementor-motion-effects-element-type-background), .elementor-3293 .elementor-element.elementor-element-de92fe3 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-image:url("https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg");}.elementor-3293 .elementor-element.elementor-element-75cdfcea:not(.elementor-motion-effects-element-type-background), .elementor-3293 .elementor-element.elementor-element-75cdfcea > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-image:url("https://eage.org/wp-content/uploads/2020/04/Template_RevSlider_BG.jpg");}}</style> <div data-elementor-type="single" data-elementor-id="3293" class="elementor elementor-3293 elementor-location-single post-4726 education type-education status-publish format-standard has-post-thumbnail hentry" data-elementor-post-type="elementor_library"> <div class="elementor-element elementor-element-bb05a87 elementor-hidden-mobile e-flex e-con-boxed e-con e-parent" data-id="bb05a87" data-element_type="container" data-settings="{"background_background":"classic"}"> <div class="e-con-inner"> <div class="elementor-element elementor-element-8134cbc e-con-full e-flex e-con e-child" data-id="8134cbc" data-element_type="container" data-settings="{"background_background":"classic"}"> </div> <div class="elementor-element elementor-element-b508911 e-con-full e-flex e-con e-child" data-id="b508911" data-element_type="container"> </div> </div> </div> <div class="elementor-element elementor-element-a83e5c5 elementor-hidden-mobile e-flex e-con-boxed e-con e-parent" data-id="a83e5c5" data-element_type="container" data-settings="{"background_background":"classic"}"> <div class="e-con-inner"> <div class="elementor-element elementor-element-2967be5 e-con-full pagetitle_container e-flex e-con e-child" data-id="2967be5" data-element_type="container" data-settings="{"background_background":"classic"}"> <div class="elementor-element elementor-element-56b283a elementor-widget elementor-widget-heading" data-id="56b283a" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-5b995c4 elementor-widget elementor-widget-heading" data-id="5b995c4" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Interactive Online Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-5123d4b elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="5123d4b" data-element_type="widget" data-widget_type="divider.default"> <div class="elementor-widget-container"> <div class="elementor-divider"> <span class="elementor-divider-separator"> </span> </div> </div> </div> </div> <div class="elementor-element elementor-element-64338ad e-con-full e-flex e-con e-child" data-id="64338ad" data-element_type="container"> </div> </div> </div> <div class="elementor-element elementor-element-de92fe3 elementor-hidden-desktop elementor-hidden-tablet e-flex e-con-boxed e-con e-parent" data-id="de92fe3" data-element_type="container" data-settings="{"background_background":"classic"}"> <div class="e-con-inner"> <div class="elementor-element elementor-element-c98cbc0 e-con-full e-flex e-con e-child" data-id="c98cbc0" data-element_type="container" data-settings="{"background_background":"classic"}"> <div class="elementor-element elementor-element-83d8532 elementor-widget elementor-widget-heading" data-id="83d8532" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-ace1dbc elementor-widget elementor-widget-heading" data-id="ace1dbc" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Interactive Online Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-fe0e3ba elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="fe0e3ba" data-element_type="widget" data-widget_type="divider.default"> <div class="elementor-widget-container"> <div class="elementor-divider"> <span class="elementor-divider-separator"> </span> </div> </div> </div> </div> </div> </div> <div class="elementor-element elementor-element-525e363 e-flex e-con-boxed e-con e-parent" data-id="525e363" data-element_type="container"> <div class="e-con-inner"> <div class="elementor-element elementor-element-ad0ea6f elementor-widget elementor-widget-spacer" data-id="ad0ea6f" data-element_type="widget" data-widget_type="spacer.default"> <div class="elementor-widget-container"> <div class="elementor-spacer"> <div class="elementor-spacer-inner"></div> </div> </div> </div> </div> </div> <section class="elementor-section elementor-top-section elementor-element elementor-element-57216984 elementor-hidden-mobile elementor-section-full_width section-page-title-desktop elementor-hidden-desktop elementor-hidden-tablet elementor-section-height-default elementor-section-height-default" data-id="57216984" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-no"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-223d1cd9" data-id="223d1cd9" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <section class="elementor-section elementor-inner-section elementor-element elementor-element-1031b76b PageTitle_InnerSection_1 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="1031b76b" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-no"> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-5aedab8c" data-id="5aedab8c" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-background-overlay"></div> <div class="elementor-element elementor-element-2793141d elementor-widget elementor-widget-heading" data-id="2793141d" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h1 class="elementor-heading-title elementor-size-default">Short Courses</h1> </div> </div> <div class="elementor-element elementor-element-1d1391d6 elementor-widget elementor-widget-heading" data-id="1d1391d6" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Interactive Online Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-610c0e4a elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="610c0e4a" data-element_type="widget" data-widget_type="divider.default"> <div class="elementor-widget-container"> <div class="elementor-divider"> <span class="elementor-divider-separator"> </span> </div> </div> </div> </div> </div> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-72cbc049 elementor-hidden-phone" data-id="72cbc049" data-element_type="column"> <div class="elementor-widget-wrap"> </div> </div> </div> </section> <section class="elementor-section elementor-inner-section elementor-element elementor-element-41a10f8a elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="41a10f8a" data-element_type="section"> <div class="elementor-container elementor-column-gap-no"> <div class="elementor-column elementor-col-66 elementor-inner-column elementor-element elementor-element-efc45f4" data-id="efc45f4" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-51662483 elementor-widget elementor-widget-spacer" data-id="51662483" data-element_type="widget" data-widget_type="spacer.default"> <div class="elementor-widget-container"> <div class="elementor-spacer"> <div class="elementor-spacer-inner"></div> </div> </div> </div> </div> </div> <div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-7148767b elementor-hidden-phone" data-id="7148767b" data-element_type="column"> <div class="elementor-widget-wrap"> </div> </div> </div> </section> </div> </div> </div> </section> <section class="elementor-section elementor-top-section elementor-element elementor-element-f86f455 elementor-hidden-mobile elementor-section-full_width section-page-title-desktop elementor-hidden-desktop elementor-hidden-tablet elementor-section-height-default elementor-section-height-default" data-id="f86f455" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-no"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1c76ff6" data-id="1c76ff6" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <section class="elementor-section elementor-inner-section elementor-element elementor-element-ba3c70b PageTitle_InnerSection_1 elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="ba3c70b" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-no"> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-5e406bf" data-id="5e406bf" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-background-overlay"></div> <div class="elementor-element elementor-element-7a5ad6e elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="7a5ad6e" data-element_type="widget" data-widget_type="divider.default"> <div class="elementor-widget-container"> <div class="elementor-divider"> <span class="elementor-divider-separator"> </span> </div> </div> </div> </div> </div> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-582d055 elementor-hidden-phone" data-id="582d055" data-element_type="column"> <div class="elementor-widget-wrap"> </div> </div> </div> </section> </div> </div> </div> </section> <section class="elementor-section elementor-top-section elementor-element elementor-element-75cdfcea elementor-section-full_width elementor-hidden-desktop elementor-hidden-tablet section-page-title-mobile elementor-hidden-mobile elementor-section-height-default elementor-section-height-default" data-id="75cdfcea" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-755066d6" data-id="755066d6" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-background-overlay"></div> <div class="elementor-element elementor-element-1c6edbed elementor-widget elementor-widget-heading" data-id="1c6edbed" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h1 class="elementor-heading-title elementor-size-default">Short Courses</h1> </div> </div> <div class="elementor-element elementor-element-20a84402 elementor-widget elementor-widget-heading" data-id="20a84402" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Interactive Online Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-5a801f02 elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="5a801f02" data-element_type="widget" data-widget_type="divider.default"> <div class="elementor-widget-container"> <div class="elementor-divider"> <span class="elementor-divider-separator"> </span> </div> </div> </div> </div> </div> </div> </section> </div> </div> </div> </div> </div> </div> </div> </section> <section class="elementor-section elementor-top-section elementor-element elementor-element-6497ae06 elementor-section-full_width elementor-section-height-min-height section-interesting-topic elementor-hidden-phone elementor-section-height-default elementor-section-items-middle" data-id="6497ae06" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-4f74b0b2" data-id="4f74b0b2" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-f098f6d elementor-widget elementor-widget-text-editor" data-id="f098f6d" data-element_type="widget" data-widget_type="text-editor.default"> <div class="elementor-widget-container"> <div id="topics-toolcontainer" class="hide-2"><ul id="topics-toolmenu" class="menu"><li id="menu-item-3680" class="topics_menu menu-item menu-item-type-custom menu-item-object-custom menu-item-3680"><a href="#">These topics might be interesting too.</a></li> <li id="menu-item-6212" class="topics_menu_sub menu-item menu-item-type-post_type menu-item-object-education menu-item-6212"><a href="https://eage.org/education/education-tours/">Education Tours</a></li> <li id="menu-item-5654" class="topics_menu_sub menu-item menu-item-type-post_type menu-item-object-education current-menu-item menu-item-5654"><a href="https://eage.org/education/interactive-online-short-courses/" aria-current="page">Interactive Online Short Courses</a></li> <li id="menu-item-5653" class="topics_menu_sub menu-item menu-item-type-post_type menu-item-object-education menu-item-5653"><a href="https://eage.org/education/in-house-training/">In-House Training</a></li> <li id="menu-item-6211" class="topics_menu_sub menu-item menu-item-type-post_type menu-item-object-education menu-item-6211"><a href="https://eage.org/education/classroom-training/">Classroom Training</a></li> <li id="menu-item-6213" class="topics_menu_sub menu-item menu-item-type-post_type menu-item-object-education menu-item-6213"><a href="https://eage.org/education/short-course-catalogue/">Short Course Catalogue</a></li> <li id="menu-item-3681" class="topics_last menu-item menu-item-type-custom menu-item-object-custom menu-item-3681"><a href="#">.</a></li> </ul></div> </div> </div> </div> </div> </div> </section> <section class="elementor-section elementor-top-section elementor-element elementor-element-43c2171 section-content elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="43c2171" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-088df78" data-id="088df78" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <section class="elementor-section elementor-inner-section elementor-element elementor-element-d5ffd73 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="d5ffd73" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-dc2cf00" data-id="dc2cf00" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-ca4be98 elementor-hidden-mobile elementor-widget elementor-widget-html" data-id="ca4be98" data-element_type="widget" data-widget_type="html.default"> <div class="elementor-widget-container">  <div id='div-gpt-ad-1724414516259-0' style='min-width: 500px; min-height: 62px;'> <script> googletag.cmd.push(function() { googletag.display('div-gpt-ad-1724414516259-0'); }); </script> </div> </div> </div> <div class="elementor-element elementor-element-7147bac elementor-hidden-desktop elementor-hidden-tablet elementor-widget elementor-widget-html" data-id="7147bac" data-element_type="widget" data-widget_type="html.default"> <div class="elementor-widget-container">  <div id='div-gpt-ad-1734681659043-0' style='min-width: 320px; min-height: 180px;'> <script> googletag.cmd.push(function() { googletag.display('div-gpt-ad-1734681659043-0'); }); </script> </div> </div> </div> <div class="elementor-element elementor-element-0ce36f6 elementor-hidden-mobile elementor-hidden-desktop elementor-hidden-tablet elementor-widget elementor-widget-html" data-id="0ce36f6" data-element_type="widget" data-widget_type="html.default"> <div class="elementor-widget-container"> <div style="max-width:1140px; width:100%; height:140px;"><iframe src="https://eage.org?_dnid=10520&t=1620652131" border="0" scrolling="no" allowtransparency="true" style="width:1px;min-width:100%;*width:100%;height:100%;border:0;"></iframe></div> </div> </div> <div class="elementor-element elementor-element-475184e elementor-hidden-desktop elementor-hidden-tablet elementor-hidden-mobile elementor-widget elementor-widget-html" data-id="475184e" data-element_type="widget" data-widget_type="html.default"> <div class="elementor-widget-container"> <div style="max-width:320px; width:100%; height:180px;"><iframe src="https://eage.org?_dnid=10519&t=1620652216" border="0" scrolling="no" allowtransparency="true" style="width:1px;min-width:100%;*width:100%;height:100%;border:0;"></iframe></div> </div> </div> <div class="elementor-element elementor-element-ea90eb1 elementor-hidden-phone elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="ea90eb1" data-element_type="widget" data-widget_type="divider.default"> <div class="elementor-widget-container"> <div class="elementor-divider"> <span class="elementor-divider-separator"> </span> </div> </div> </div> </div> </div> </div> </section> <div class="elementor-element elementor-element-613e259 elementor-widget elementor-widget-heading" data-id="613e259" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Interactive Online Short Courses</h2> </div> </div> <div class="elementor-element elementor-element-3ecac76 elementor-widget elementor-widget-theme-post-content" data-id="3ecac76" data-element_type="widget" data-widget_type="theme-post-content.default"> <div class="elementor-widget-container"> <div data-elementor-type="wp-post" data-elementor-id="4726" class="elementor elementor-4726" data-elementor-post-type="education"> <section class="elementor-section elementor-top-section elementor-element elementor-element-312a0f64 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="312a0f64" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7487b0b8" data-id="7487b0b8" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-1487c6ce elementor-widget elementor-widget-text-editor" data-id="1487c6ce" data-element_type="widget" data-widget_type="text-editor.default"> <div class="elementor-widget-container"> <p>The EAGE Interactive Online Short Courses bring carefully selected courses from our <strong>catalogue</strong> online to give participants the possibility to follow the latest education in geoscience and engineering remotely. The courses include some of the most popular <b>EAGE Education Tours </b>(EET) and are designed to be easily digested over the course of two or three days.</p><p>Participants will have the possibility to interact live with the instructor and ask questions.</p><h4><b>Education packages</b></h4><p>To help you save on registration fees and better organize your learning path, we are offering Education Packages for all EAGE online courses. The packages are valid for a period of 12 months and give you credits (3, 5 or 10) to spend on courses of your choice. </p><p><a href="https://eage.eventsair.com/edupack21" target="_blank" rel="noopener">>> Learn more about Education Packages</a></p><p>Already have a package code? Click <a href="https://eage.eventsair.com/edupack21/coselapp" target="_blank" rel="noopener">here</a> to select courses for your package.</p><p><span style="font-weight: bold; letter-spacing: -0.0415625em; text-align: inherit; text-transform: uppercase;">Courses open for registration</span></p> </div> </div> <div class="elementor-element elementor-element-ad8d72a elementor-widget elementor-widget-shortcode" data-id="ad8d72a" data-element_type="widget" data-widget_type="shortcode.default"> <div class="elementor-widget-container"> <div class="elementor-shortcode"><div id="footable_parent_14221" class=" footable_parent ninja_table_wrapper loading_ninja_table wp_table_data_press_parent semantic_ui colored_table"> <table data-ninja_table_instance="ninja_table_instance_0" data-footable_id="14221" data-filter-delay="1000" aria-label="Education Calendar" id="footable_14221" data-unique_identifier="ninja_table_unique_id_1442513257_14221" class=" foo-table ninja_footable foo_table_14221 ninja_table_unique_id_1442513257_14221 ui table nt_type_legacy_table selectable striped vertical_centered ninja_custom_color inverted footable-paging-right ninja_table_pro ninja_table_afd_columns ninja_table_afcs_columns_3 ninja_table_afcl_new_line ninja_table_has_custom_filter"> <colgroup> <col class="ninja_column_0 "> <col class="ninja_column_1 "> <col class="ninja_column_2 "> <col class="ninja_column_3 "> <col class="ninja_column_4 "> <col class="ninja_column_5 "> <col class="ninja_column_6 hidden"> <col class="ninja_column_7 hidden"> <col class="ninja_column_8 hidden"> <col class="ninja_column_9 hidden"> <col class="ninja_column_10 hidden"> </colgroup> <thead> <tr class="footable-header"> <th scope="col" class="ninja_column_0 ninja_clmn_nm_dates width-10 ">Dates</th><th scope="col" class="ninja_column_1 ninja_clmn_nm_coursetitle ">Course Title</th><th scope="col" class="ninja_column_2 ninja_clmn_nm_instructor ">Instructor</th><th scope="col" class="ninja_column_3 ninja_clmn_nm_discipline ">Category</th><th scope="col" class="ninja_column_4 ninja_clmn_nm_subdiscipline ">Subcategory</th><th scope="col" class="ninja_column_5 ninja_clmn_nm_registration ">Registration</th><th scope="col" class="ninja_column_6 ninja_clmn_nm_eventtype hidden">Event Type</th><th scope="col" class="ninja_column_7 ninja_clmn_nm_year hidden">Year</th><th scope="col" class="ninja_column_8 ninja_clmn_nm_month hidden">Month</th><th scope="col" class="ninja_column_9 ninja_clmn_nm_organizer hidden">Organizer</th><th scope="col" class="ninja_column_10 ninja_clmn_nm_keywords hidden">Keywords</th></tr> </thead> <tbody> <tr data-row_id="0" class="ninja_table_row_0 nt_row_id_0"> <td><span style="display:none">00000</span><span style="white-space: nowrap;">18–19 Feb</span> 2025</td><td><b><a href="https://eage.eventsair.com/iosc-on-reservoir-engineering-for-hydrogen-storage-in-subsurface-porous-media-by-gang-wang" target="_blank" rel="noopener">Reservoir Engineering for Hydrogen Storage in Subsurface Porous Media</a></b><br/><small><i>Interactive Online Short Course</i></small></td><td>Gang Wang</td><td>Engineering</td><td>Reservoir Management</td><td><div style="text-align:center"><a href="https://eage.eventsair.com/iosc-on-reservoir-engineering-for-hydrogen-storage-in-subsurface-porous-media-by-gang-wang/registration" class="btn btn-closingsoon" target="_blank" rel="noopener">Closing Soon</a></div></td><td>Interactive Online Short Course</td><td>2025</td><td>February</td><td>EAGE</td><td></td> </tr> <tr data-row_id="1" class="ninja_table_row_1 nt_row_id_1"> <td><span style="display:none">00001</span><span style="white-space: nowrap;">11–14 Mar</span> 2025</td><td><b><a href="https://eage.eventsair.com/co2-masterclass-2025" target="_blank" rel="noopener">CO2 Storage Masterclass 2025</a></b></td><td></td><td>Energy Transition</td><td></td><td><div style="text-align:center"><a href="https://eage.eventsair.com/co2-masterclass-2025" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>In-Person Short Course Programme</td><td>2025</td><td>March</td><td>EAGE</td><td></td> </tr> <tr data-row_id="2" class="ninja_table_row_2 nt_row_id_2"> <td><span style="display:none">00002</span><span style="white-space: nowrap;">9–10 Apr</span> 2025</td><td><b><a href="https://eage.eventsair.com/iosc-on-a-comprehensive-overview-of-seismic-data-processing-steps-by-piet-gerritsma-2025" target="_blank" rel="noopener">A Comprehensive Overview of Seismic Data Processing Steps</a></b><br/><small><i>Interactive Online Short Course</i></small></td><td>Piet Gerritsma</td><td>Geophysics</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://eage.eventsair.com/iosc-on-a-comprehensive-overview-of-seismic-data-processing-steps-by-piet-gerritsma-2025/registration" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Interactive Online Short Course</td><td>2025</td><td>April</td><td>EAGE</td><td>Seismic data processing can be characterized by the application of asequence of processes, where for each of these processes there are anumber of different approaches. This course provides a comprehensiveoverview of the steps that are commonly applied in seismic dataprocessing and discusses for each step the alternative implementationstogether with their inherent assumptions and strengths andweaknesses. This course provides the participants with a workingknowledge of the different processing methods and enables themto assess the quality of a processing result. It can serve as a startingpoint for further study and/or enable them to be a member of aprocessing and/or multidisciplinary team. At the end of the course the participants will have obtained anunderstanding and appreciation of the many alternative processingapproaches that are representative for the practice of current seismicdata processing. The course emphasizes for each process the variousexisting underlying geophysical models. Many examples will beshown to illustrate the material; theory with references will be included;a handout that covers all course material will be made available. The following steps in seismic data processing will be discussed:1. Introduction to data acquisition practises2. Static corrections3. Velocity analysis4. Deconvolution5. Signal-to-noise enhancement techniques6. Multiple elimination7. Stacking8. Migration: time migration and depth migration9. Velocity model building10. Introduction to AVO, 4D Seismic, and Seismic Inversion Students, starting geophysicists, interpreters and geologists, petrophysicistsand reservoir engineers who wish to understand seismicdata processing either as an introduction for further study and/or asa knowledgeable member of a multidisciplinary team. Course participants should be interested in seismic data processing;a background in science will be sufficient. 4d avo deconvolution inversion migration multiple elimination noise cancellation signal processing static corrections velocity analysis</td> </tr> <tr data-row_id="3" class="ninja_table_row_3 nt_row_id_3"> <td><span style="display:none">00003</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=351" target="_blank" rel="noopener">Carbonate Reservoir Characterization</a></b><br/><small><i>Self-paced Online Course</i></small></td><td>Dr Laura Galluccio</td><td>Geology</td><td>Carbonate Geology</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=351" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Self-paced Online Course</td><td>2025</td><td>February</td><td>EAGE</td><td>geology carbonate geology</td> </tr> <tr data-row_id="4" class="ninja_table_row_4 nt_row_id_4"> <td><span style="display:none">00004</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=266" target="_blank" rel="noopener">EET 13: Velocities, Imaging, and Waveform Inversion - The Evolution of Characterizing the Earth's Subsurface</a></b><br/><small><i>Self-paced Online Course</i></small></td><td>Dr Ian Jones</td><td>Geophysics</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=266" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Self-paced Online Course</td><td>2025</td><td>February</td><td>EAGE</td><td>geophysics seismic processing</td> </tr> <tr data-row_id="5" class="ninja_table_row_5 nt_row_id_5"> <td><span style="display:none">00005</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=325" target="_blank" rel="noopener">Geostatistical Reservoir Modeling</a></b><br/><small><i>Self-paced Online Course</i></small></td><td>Prof. Dario Grana</td><td>Geophysics</td><td>Seismic Reservoir Characterization</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=325" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Self-paced Online Course</td><td>2025</td><td>February</td><td>EAGE</td><td>geophysics seismic reservoir characterization</td> </tr> <tr data-row_id="6" class="ninja_table_row_6 nt_row_id_6"> <td><span style="display:none">00006</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=264" target="_blank" rel="noopener">Shell: Geology for Non-geologists</a></b><br/><small><i>Self-paced Online Course</i></small></td><td>Young-Kon Yong (main instructor)</td><td>Geology</td><td>Geological Modeling</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=264" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Self-paced Online Course</td><td>2025</td><td>February</td><td>EAGE</td><td>geology geological modeling</td> </tr> <tr data-row_id="7" class="ninja_table_row_7 nt_row_id_7"> <td><span style="display:none">00007</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=657" target="_blank" rel="noopener">Near Surface Modeling for Static Corrections</a></b><br/><small><i>Self-paced Online Course</i></small></td><td>Ralph Bridle</td><td>Near Surface</td><td>Environmental Geophysics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=657" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Self-paced Online Course</td><td>2025</td><td>February</td><td>EAGE</td><td>near surface environmental geophysics</td> </tr> <tr data-row_id="8" class="ninja_table_row_8 nt_row_id_8"> <td><span style="display:none">00008</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=359" target="_blank" rel="noopener">Metakinetic: Borehole Breakout Analysis</a></b><br/><small><i>Partner Course</i></small></td><td>Simulation-based training</td><td>Geology</td><td>Geomechanics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=359" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Partner Course</td><td>2025</td><td>February</td><td>Metakinetic</td><td>geology geomechanics</td> </tr> <tr data-row_id="9" class="ninja_table_row_9 nt_row_id_9"> <td><span style="display:none">00009</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=359" target="_blank" rel="noopener">Metakinetic: Detectability Analysis</a></b><br/><small><i>Partner Course</i></small></td><td>Simulation-based training</td><td>Geophysics</td><td>Passive Seismic</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=359" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Partner Course</td><td>2025</td><td>February</td><td>Metakinetic</td><td>geophysics passive seismic</td> </tr> <tr data-row_id="10" class="ninja_table_row_10 nt_row_id_10"> <td><span style="display:none">00010</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=359" target="_blank" rel="noopener">Metakinetic: PVT Analysis</a></b><br/><small><i>Partner Course</i></small></td><td>Simulation-based training</td><td>Engineering</td><td>Reservoir Engineering</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=359" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Partner Course</td><td>2025</td><td>February</td><td>Metakinetic</td><td>engineering reservoir engineering</td> </tr> <tr data-row_id="11" class="ninja_table_row_11 nt_row_id_11"> <td><span style="display:none">00011</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=359" target="_blank" rel="noopener">Metakinetic: Rock Mass Rating</a></b><br/><small><i>Partner Course</i></small></td><td>Simulation-based training</td><td>Engineering</td><td>Rock Mechanics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=359" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Partner Course</td><td>2025</td><td>February</td><td>Metakinetic</td><td>engineering rock mechanics</td> </tr> <tr data-row_id="12" class="ninja_table_row_12 nt_row_id_12"> <td><span style="display:none">00012</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=359" target="_blank" rel="noopener">Metakinetic: Volume of Shale - Gamma Ray Log</a></b><br/><small><i>Partner Course</i></small></td><td>Simulation-based training</td><td>Geology</td><td>Petrophysics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=359" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Partner Course</td><td>2025</td><td>February</td><td>Metakinetic</td><td>geology petrophysics</td> </tr> <tr data-row_id="13" class="ninja_table_row_13 nt_row_id_13"> <td><span style="display:none">00013</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=359" target="_blank" rel="noopener">Metakinetic: Wedge modeling</a></b><br/><small><i>Partner Course</i></small></td><td>Simulation-based training</td><td>Geophysics</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=359" class="btn btn-open" target="_blank" rel="noopener">Register Now</a></div></td><td>Partner Course</td><td>2025</td><td>February</td><td>Metakinetic</td><td>geophysics seismic processing</td> </tr> <tr data-row_id="14" class="ninja_table_row_14 nt_row_id_14"> <td><span style="display:none">00014</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=775" target="_blank" rel="noopener">Carbon Capture and Storage Plan for the Decarbonization of the Asturias Industrial Hub</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Daniel Colombo</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=775" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the capture and geological storage of co2 (ccs) is widely recognized as a key technology to reduce greenhouse gases (ghg) emissions. developing a successful decarbonization plan via ccs involves identifying the source of emission, creating a commercial carbon capture and storage network to transport captured co2, and injecting it into a suitable geological formation. this work presents a multistage data evaluation process carried out to provide a plan for the development of a full-chain industrial ccs cluster. for this purpose, we identified an industrial emission hub in asturias region (spain) as a large co2 emission source and priority decarbonization target. using publicity available information on storage structures, we applied a multi-staged source-to-sink assessment methodology to select the most suitable site for the storage of the captured co2. this methodology involves testing multiple scenarios to provide a sensitivity analysis of the selection of the best candidate, the iglesias-ut structure. finally, the selected storage site was re-evaluated in more detail by interpreting the petrophysical properties for analyzing the uncertainties of the structure.</td> </tr> <tr data-row_id="15" class="ninja_table_row_15 nt_row_id_15"> <td><span style="display:none">00015</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=773" target="_blank" rel="noopener">Airborne Micro-TEM and Deep Learning Inversion for Base of Sand Ultra-Resolution Mapping</a></b><br/><small><i>E-Lecture Recording</i></small></td><td></td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=773" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>a key component in the seismic exploration of sand-covered areas is the characterization of sand dune velocities and the corresponding kinematic and dynamic corrections. standard practices are related to the mapping of the sand depositional basal surface (base of sand) followed by the application of an empirically derived sand velocity curve for correcting the kinematic distortions. the reconstruction of the base of sand surface becomes challenging when the substratum is fully covered by sand and when it presents a pre-existing uneven topographic relief resulting from sub aerial exposure and erosion. we developed a novel ultra-resolution imaging approach for the base of sand that utilizes helicopter-borne micro-transient em to achieve a depth resolution of a few meters with continuous spatial coverage. the inversion is performed using an iterative scheme that links the deterministic inversion with deep learning driven by physics. results indicate an ultra-resolution mapping for the base of sand that reveals a complex paleo topography for the sand depositional surface.</td> </tr> <tr data-row_id="16" class="ninja_table_row_16 nt_row_id_16"> <td><span style="display:none">00016</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=751" target="_blank" rel="noopener">Stochastic Time-Lapse ERT Inversion by Means of an Ensemble-Based Approach</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Jérémie Giraud</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=751" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>time-lapse electrical resistivity tomography (tl-ert) is a time-extension of the more conventional ert method widely used in mapping near-surface processes. the ert inverse problem is ill-posed and it is usually solved by gradient-based least square approach without a robust uncertainty appraisals. in this webinar i will show you the stochastic ensemble smoother multiple data assimilation algorithm (es-mda) that we implemented to perform a time- lapse ert inversion. this approach allows to simultaneously assess the initial resistivity model, the resistivity variation in time, and also the corresponding uncertainties. after a brief introduction i will show you the features of the implemented algorithm and the application to field dataset acquired by the pillemark landfill monitoring station (samsø, denmark).</td> </tr> <tr data-row_id="17" class="ninja_table_row_17 nt_row_id_17"> <td><span style="display:none">00017</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=749" target="_blank" rel="noopener">Geometrical inversions with integrations of geological modeling</a></b><br/><small><i>E-Lecture Recording</i></small></td><td></td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=749" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>his eage e-lecture, titled "geometrical inversions with integration of geological modeling", presents and tests a method in which automatic geological modeling is integrated into level-set inversion. the objective of this method is to enhance geological realism during deterministic geophysical inversion, particularly for modeling interfaces between rock units. to achieve this, a geological correction term is introduced in the model update to reduce geological inconsistencies at each inversion iteration. this is made possible through the integration of an automatic, implicit geological modeling scheme within the geophysical inversion algorithm. after introducing the main theoretical aspects of the approach, a realistic synthetic case is presented to demonstrate the proof of concept in a basin scenario using gravity data. results indicate that this approach effectively guides inversion towards geologically consistent models, suggesting its potential applicability to field data.</td> </tr> <tr data-row_id="18" class="ninja_table_row_18 nt_row_id_18"> <td><span style="display:none">00018</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=717" target="_blank" rel="noopener">Exploiting the richness of multi-component data: a time-dependent polarization-based FWI approach</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Dr Serge Sambolian</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=717" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>full waveform inversion is the most resolving seismic imaging method. through a nonlinear data-fitting procedure of seismic waveforms, accurate and highly-resolved subsurface parameters models are derived. in the case of multi-component data, recorded through directional sensors, the data are often treated in uncorrelated manner. in fact, the correlation between the directional recordings could be exploited to complement the conventional approach or remedy against some of its short-comings. in this lecture, polarization-based approaches are presented and assessed against conventional multi-component fwi.</td> </tr> <tr data-row_id="19" class="ninja_table_row_19 nt_row_id_19"> <td><span style="display:none">00019</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=713" target="_blank" rel="noopener">Sketch-based Geological Modelling and Flow Diagnostics: Geothermal and Subsurface Storage Applications</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Carl Jacquemyn</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=713" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>most subsurface geoenergy applications (e.g. ccs; h 2 and gas storage; geothermal…) use geomodelling to calculate volumetrics, plan for production/injection of fluids, and/or minimise and mitigate risk due to geological uncertainty. modelling workflows are often too time-consuming and computationally expensive to capture the full extent of the uncertainty space and scale. sketch-based modelling with flow diagnostics provides a prototyping approach to quickly build geomodels and generate quantitative results to evaluate volumetrics and flow behaviour. this approach allows users to rapidly test the sensitivity of model outputs to different geological concepts and uncertain parameters, and informs selection of geological concepts, scales and resolutions to be investigated in more detailed models. rapid reservoir modelling (rrm) is a sketch-based modelling tool with an intuitive interface that allows users to rapidly sketch geological models in 3d. geological models that capture the essence of heterogeneity of interest and related uncertainty can be created within minutes. flow diagnostics then instantly computes key indicators of predicted flow and storage behaviour within seconds, using simple, geologically intuitive workflows that do not require prior geomodelling expertise.</td> </tr> <tr data-row_id="20" class="ninja_table_row_20 nt_row_id_20"> <td><span style="display:none">00020</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=705" target="_blank" rel="noopener">The Acoustic Wavefield Generated by a Vessel Sailing on Top of a Streamer Spread</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Stian Hegna</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=705" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>during the acquisition of a source-over-cable survey in the barents sea, part of one sail line was repeated without triggering the airgun arrays. the acoustic wavefield generated by the source vessel sailing over the streamers has been characterized from the measured direct arrivals. the image obtained after deconvolving this wavefield from the received wavefield will be presented and compared to the image obtained from an airgun source..</td> </tr> <tr data-row_id="21" class="ninja_table_row_21 nt_row_id_21"> <td><span style="display:none">00021</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=697" target="_blank" rel="noopener">Monitoring CO2 Plumes With Mini Streamers, is There Potential?</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Mark Thompson</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=697" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>future sites for co2 storage will be subject to regulatory requirements for monitoring to assure safe storage. additionally, monitoring will be an important tool to optimize injection operations and confirm storage volumes. monitorability, cost and leakage risk assessment are all important components in designing an optimal monitoring program to prove conformance (co2 plume behaving in accordance with predictions) and containment (no leakage out of the storage complex). the potential for new technologies and ability to optimize operations were recently investigated in field trials to monitor the co2 plume at the sleipner field in the north sea using the extended high resolution (xhr) streamer concept based on the use of mini seismic streamers.</td> </tr> <tr data-row_id="22" class="ninja_table_row_22 nt_row_id_22"> <td><span style="display:none">00022</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=687" target="_blank" rel="noopener">Analysis of a Local Earthquake in the Arctic using a 120 km long Fibre-Optic Cable</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Robin André Rørstadbotnen</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=687" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>using a 120 km long fiber-optic array, with a channel spacing of 4 m, we can see interesting features along the cable length. we show how we can locate a local earthquake recorded on distributed acoustic sensing date and compare it to the locations reported by the two earthquake catalogues in norway. the ray tracing and grid search procedure used in the localization will be discussed. the simple pre-processing job, used to enhance the signal-to-noise ratio of the data as well as enhance the first-break arrivals used in the localization study, will be presented..</td> </tr> <tr data-row_id="23" class="ninja_table_row_23 nt_row_id_23"> <td><span style="display:none">00023</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=655" target="_blank" rel="noopener">Angle Gathers from Time-Shift Extended Least-Squares Reverse-Time Migration</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Eric Duveneck</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=655" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>i present a method for computing reflection angle gathers using time-shift extended least-squares reverse-time migration. the method is aimed at producing image gathers that can be interpreted in terms of angle-dependent reflection coefficients, also under complex overburdens. it is based on a two-step procedure involving an iterative inversion to estimate a time-shift extended representation of the subsurface reflectivity, followed by a transform of this reflectivity to the reflection angle domain. using a formulation in terms of time-shift extended imaging allows to naturally handle complex wave-field effects like multi-pathing. the main building blocks of the method include an adjoint pair of time-shift extended linearized modelling and imaging operators, an effective time-shift extended-domain preconditioner and a transform from the time-shift domain to the reflection angle domain that properly handles amplitudes. the method is demonstrated on a synthetic data example.</td> </tr> <tr data-row_id="24" class="ninja_table_row_24 nt_row_id_24"> <td><span style="display:none">00024</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=651" target="_blank" rel="noopener">AI Seismic Interpretation of Vintage Seismic Data With Implications for CCS Site Characterisation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ryan Williams</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=651" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>carbon capture utilisation and storage (ccus) is seen as a potential solution to the world’s climate/carbon crisis. around the world potential ccus sites have been identified for co2 storage, whether it be an abandoned hydrocarbon field or a subsurface aquifer. the southern north sea is thought to contain several highly prospective sites. un-faulted, anticlinal mounds of bunter sandstone aquifer/ reservoir material formed from underlying salt pillowing is overlain by triassic shales, forming a reliable trap and seal pairing. the presence of the esmond gas field supports the ability of these formations to trap and store fluids within the subsurface. using ai networks, it has been possible to investigate and interpret a southern north sea bunter mound, for identification of a ccus site location. revealing the presence of faults within the site’s location is of vital importance for, not only for sealing potential and trap definition, but also to identify any aquifer compartmentalisation which may reduce the ability to successfully fill the structure. the ai fault detection network can also be fine-tuned to the specific style of faulting observed within the seismic volume. extracting horizons from seismic data can be a time-consuming process, especially with complex faulting. therefore, having the ability to extract every horizon within a volume can free up a significant portion of an interpreter’s time, allowing them to concentrate in areas of complexity. extracting all horizons will allow an interpreter to clearly visualise the structure and the lateral extents of aquifer/reservoir and seal pair with greater confidence. combining the structural and stratigraphic analysis generated using ai allows for a quicker/ time efficient interpretation without and loss of accuracy. the ability to create quick, reliable, and consistent interpretation is key for successful ccus site investigation. it is vital that the interpreter is involved throughout the ai interpretation process, as they have all the necessary experience, knowledge and skills. ai allows the interpreter to complete the work, whilst saving time and improve the quality of results.</td> </tr> <tr data-row_id="25" class="ninja_table_row_25 nt_row_id_25"> <td><span style="display:none">00025</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=649" target="_blank" rel="noopener">Multi-Wave and Full-Waveform Inversion in Southern Oman</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Sylvain Masclet</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=649" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>with a shallow anhydrite layer, strong multiples and converted wave contamination, southern oman represents a technical challenge for land velocity model building and imaging. while acoustic land full-waveform inversion (fwi) has proved successful on new broadband datasets in northern oman, no successful application has been reported for southern oman. we show here that the challenge of acoustic fwi in south oman can be overcome using a dedicated workflow combining multi-wave inversion (mwi) and multi-dimensional optimal transport fwi (multid ot-fwi). the key component of the workflow is the very near surface characterization provided by surface wave dispersion curves, which allows delineation of the rus layer in the initial fwi model. multid ot-fwi is then used to mitigate amplitude issues in the presence of short period multiples and reduce cycle skipping beyond the depth of penetration of diving waves.</td> </tr> <tr data-row_id="26" class="ninja_table_row_26 nt_row_id_26"> <td><span style="display:none">00026</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=639" target="_blank" rel="noopener">On the Robustness of Sparsity-Promoting Regularized Wavefield Inversion with Phase Retrieval Against Sparse Long-Offset Acquisitions</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Hossein Aghamiry</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=639" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>ultra-long offset node acquisitions are beneficial for full waveform inversion (fwi) because the wide variety of wave types recorded by these geometries are suitable for broadband velocity model building. however, long propagation distances induced by long offsets exacerbate cycle skipping and the sparsity of the acquisition can inject wraparound artifacts into the reconstructed velocity model. in this presentation, we propose a fwi technology that is suitable for sparse long-offset obn acquisition. cycle skipping is mitigated through anextended search space in the framework of augmented lagrangian and alternating direction method of multipliers (admm). also, the robustness of the method for sparse acquisition is achieved with phase retrieval and sparsity-promoting regularization.</td> </tr> <tr data-row_id="27" class="ninja_table_row_27 nt_row_id_27"> <td><span style="display:none">00027</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=645" target="_blank" rel="noopener">Geochron-Based Restoration Workflow Applied to Clyde Seismic Dataset</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Anne-Laure Tertois</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=645" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>as well as helping to understand local geology and tectonic processes, structural restoration can help validate interpretations. in 1969, dahlstrom laid out the ground rules for cross section restoration in the marginal part of an orogenic belt, believing that a cross section built according to those rules, so that it is possible to restore it, is likely to be more accurate than a cross section that fails the restoration test. numerical modelling has improved over these first pen-and-paper efforts and cross sections, three-dimensional surfaces and full three-dimensional structural models can now be restored, with direct benefits on model consistency. mechanical restoration requires grids that conform to geological structures, which can be difficult to build. using an implicit representation for horizons relieves constraints on the mesh required by finite-element methods and enables mechanical restoration of complex structures. making full use of the implicit approach, the (u,v,t) space defined by the geochron framework provides a glimpse of geological structures as they were deposited but does not map the geological space to a true deposition space as the vertical dimension is a geological time, not deposition depth. in this lecture, we present a full adaptation of the mathematical geochron framework which enables three-dimensional restoration of complex structural models with no need for user input. our new equations provide mathematically sound solutions illustrated by sequential restoration of an extensional sandbox model. the benefits of working in a restored space are then shown by applying our restoration method to a complex structural framework. using this transformation, any geological object can be converted from the present-day space to a restored state at a given time, where constraints set on the transformation ensure that the restored geological model is valid. restoring models can help assess their validity and can make further interpretation easier by cancelling the effects of faulting and folding.</td> </tr> <tr data-row_id="28" class="ninja_table_row_28 nt_row_id_28"> <td><span style="display:none">00028</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=643" target="_blank" rel="noopener">COFII – Open-source Julia Language Framework for Seismic Inversion</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>John Washbourne</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=643" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>we present the chevron optimization framework for imaging and inversion (cofii), an open-source framework for seismic modeling and inversion written in the julia language that is designed to be easy to use in both cloud and traditional high performance computing environments. a primary objective is to foster an environment where academia and industry can easily collaborate on geophysical problems requiring high performance applications, and the package has been designed to allow interoperability with other julia language tools. the cofii framework enables easy testing of new ideas at production scale by defining interfaces for nonlinear and linear operators. with cofii “the math is the api”, and we show how composition of chains of simple operators can implement complex workflows. we demonstrate how cofii includes the tools needed for high-performance finite difference modeling, full waveform inversion, and reverse time migration, and describe how simple adaptation enables the framework to operate in the microsoft azure cloud.</td> </tr> <tr data-row_id="29" class="ninja_table_row_29 nt_row_id_29"> <td><span style="display:none">00029</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=635" target="_blank" rel="noopener">Rock Physics Analysis of Volcanic Lava Flows and Hyaloclastites</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Per Avseth</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=635" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>a study is conducted to investigate the rock physics properties of volcanic facies from available core measurements from iceland and hawaii. the main goal is to investigate the rock physics properties of a set of volcanic rock samples, and to establish predictive rock physics templates for these rocks, as a function of facies and rock texture, fluids and minerology. we focus on lava flows and hyaloclastites from iceland and hawaii. we find that both these facies can be modelled using modified hashin-shtrikman upper elastic bounds, and we create rock-physics templates for varying porosity and fluid saturations. dry or gas-filled hyaloclastite facies plots with low acoustic impedances and low vp/vs ratios and are nicely separated from brine-filled hyaloclastites. dry and wet high-porosity/high-permeability vesicular lavas will have similar ai and vp/vs values, and therefore these rocks will be more difficult to discriminate seismically.</td> </tr> <tr data-row_id="30" class="ninja_table_row_30 nt_row_id_30"> <td><span style="display:none">00030</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=631" target="_blank" rel="noopener">FWI Imaging: Unlock Unprecedented Seismic Resolution</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Zhiyuan Wei</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=631" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>a high-resolution seismic image is of great importance to exploration and production many ways, such as bypassing drilling hazards and identifying compartmentalized reservoirs. to achieve seismic resolution as high as possible, the conventional seismic imaging process takes a piecemeal approach to deal with one or a few specific issues at a time, such as noise and multiple attenuation, source and receiver deghosting, velocity errors, illumination holes, and migration swings. full-waveform inversion (fwi) imaging models and uses the full-wavefield data, including primaries and multiples (ghost included) and reflection and transmission waves, to iteratively invert for the reflectivity together with velocity and thus is an elegant solution to resolve those issues in one (iterative) inversion. fwi imaging has proven to be a superior method for providing seismic images of greatly improved illumination, s/n, focusing, and thus better resolution, over conventional imaging methods. we demonstrate with a towed streamer data set and an obn data set that fwi imaging with a frequency close to the temporal resolution limit of seismic data (100 hz or higher) can provide seismic images of unprecedented resolution from the recorded seismic data, which has been impossible to achieve with conventional imaging methods.</td> </tr> <tr data-row_id="31" class="ninja_table_row_31 nt_row_id_31"> <td><span style="display:none">00031</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=627" target="_blank" rel="noopener">Active and Passive 3D Seismic Survey Around the Scrovegni Chapel Using Autonomous Nodes</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ilaria Barone</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=627" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture shows how to perform preliminary analyses of passive seismic data, in order to assess their characteristics: noise source distribution, time variability, frequency content, etc. a processing sequence to extract virtual source gathers from continuous passive records is shown, which is effective in overcoming the noise directionality issue. results obtained using a small-scale dense 3d dataset, acquired for archaeological prospection around the scrovegni chapel in padua (italy), demonstrate the potential of passive seismic interferometry in very complex environments such as urban areas.</td> </tr> <tr data-row_id="32" class="ninja_table_row_32 nt_row_id_32"> <td><span style="display:none">00032</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=621" target="_blank" rel="noopener">Comparing predicted and actual reservoir properties and performance of geothermal projects in the Slochteren Formation, the Netherlands</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Lara Borst</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=621" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>a trend seen in many geothermal projects in the netherlands is that the thermal power of a finalised project is different than expected beforehand. to understand where this comes from, we have compared the forecasted and actual reservoir parameters and performance of several geothermal projects in the slochteren formation. this provided us with insights on what parameters cause this mismatch, leading to improvements that can be done to the feasibility method to more correctly estimate the thermal power of a geothermal project. in this lecture we will share our lessons learnt with you.</td> </tr> <tr data-row_id="33" class="ninja_table_row_33 nt_row_id_33"> <td><span style="display:none">00033</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=613" target="_blank" rel="noopener">Seismic Monitoring of the United Downs Deep Geothermal Power Project (UDDGP) Site with Public Seismic Networks</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>German Rodriguez</td><td>New E-lectures</td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=613" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the uddgp located near redruth, cornwall, uk, consists of two adjacent deviated wells drilled in a hot granitic formation at depths of 5275 and 2329 metres, and intersecting the porthtowan fault zone to allow a natural hydraulic communication between the wells. shortly after flow-testing operations began in august 2020, a series of induced seismic events, with a maximum magnitude of 1.7 and a maximum intensity level 3 (i.e., weak vibrations) have occurred. although these magnitude and intensity levels don’t represent significant seismic hazard to local communities or infrastructure, it’s important to have a detailed characterization of the microseismicity associated with operational wells to better understand the geomechanical processes associated with injection, and to assess the likelihood of continued operations leading to the occurrence of higher magnitude induced events. we utilize publicly-available data from stations within 20 km of the uddgp site, including one bgs national network station and eight raspberry shake stations with short-period, vertical geophones, to relocate the epicentres of the induced events reported by the bgs, and to extract the focal mechanism of the highest-magnitude events. we then use the observed event magnitudes to forecast expected event magnitudes should induced seismicity continue to be generated at the site.</td> </tr> <tr data-row_id="34" class="ninja_table_row_34 nt_row_id_34"> <td><span style="display:none">00034</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=355" target="_blank" rel="noopener">In Pursuit of Increased Seismic Resolution while preserving Amplitude Fidelity</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Joseph Reilly</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=355" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage e-lecture: advances in acquisition and processing technology are an enabler for improving the resolution of our seismic images. however, care must be taken to ensure these imaging enhancements retain the amplitude fidelity necessary to allow for accurate reservoir identification and characterization; including detailed avo/dhi analysis. acquisition, processing and interpretation all play important and interrelated roles in obtaining the maximum utility from the seismic data. in this electure we will discuss where resolution and data fidelity can be gained or lost, what factors primarily determine bandwidth recovery, and what decisions still need to be made in a somewhat subjective, target oriented manner. in the presentation data from the guyana marine deepwater environment will be used to demonstrate fundamental principles and the evolution of acquisition and processing workflows over the history of this project. finally, we will suggest areas where additional improvements can be achieved in seismic field technologies, processing and interpretations workflows.</td> </tr> <tr data-row_id="35" class="ninja_table_row_35 nt_row_id_35"> <td><span style="display:none">00035</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=349" target="_blank" rel="noopener">Full Waveform Inversion of Love Waves in Anisotropic Media</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Valérie Krampe</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=349" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this eage e-lecture: "full waveform inversion of love waves in anisotropic media" (valérie krampe, eth zürich), deals with the integration of vertical transverse isotropy in seismic full waveform inversion. vertical transverse isotropy is a type of anisotropy that is typical for horizontally layered sediments. our focus lies on near-surface applications of full waveform inversion, where the wavefield is dominated by surface waves. by inverting only the sh-component of the seismic data, the inverse problem is reduced to three independent parameters, namely the vertical and horizontal s-wave velocities and density. with numerical examples, we show that the two velocity models can accurately be resolved by full waveform inversion. in comparison to an isotropic inversion, a more comprehensive subsurface model can be obtained, which allows a better characterization of shallow anisotropic media.</td> </tr> <tr data-row_id="36" class="ninja_table_row_36 nt_row_id_36"> <td><span style="display:none">00036</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=345" target="_blank" rel="noopener">Automated top and base salt interpretation using machine learning</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Oddgeir Gramstad</td><td>Data Science</td><td>Machine Learning</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=345" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture: "automated top and base salt interpretation using machine learning" describes a new automated workflow based on machine learning which can significantly reduce the amount of manual interpretation of the top and the base salt boundaries. manual interpretation of salt boundaries on large seismic surveys with complex salt geometry is a time-consuming task. the interpreters typically need to scan through the seismic volume and pick surface control points line-by-line. it can take more than a month to complete a top or a base of salt interpretation. in this new method, two convolutional neural nets are designed to detect the top and the base of salt boundaries and the training data are picked as 2d images on two manual interpretations in a specific seismic survey. the trained networks are then evaluated both on the seismic data used in the training and on another seismic data not used in the training. in both cases we can produce a top and base salt interpretation that covers the main parts of the corresponding manual interpretations. the results can be further improved by adding more training data. this new automated workflow has the potential to reduce the interpretation turnaround time of both top and base of salt from approximately a month or more and down to hours.</td> </tr> <tr data-row_id="37" class="ninja_table_row_37 nt_row_id_37"> <td><span style="display:none">00037</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=329" target="_blank" rel="noopener">Assessing the link between EMI data and hydrocarbon pollution at a former refinery site</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Luis Cavalcante Fraga</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=329" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this eage e-lecture: "assessing the link between emi data and hydrocarbon pollution at a former refinery site" brownfield redevelopment is an answer to create potential building areas inside cities and avoid urban sprawl. however, soils and groundwater in place have often been contaminated by former activities. environmental assessments (ea) are thus necessary to characterize and estimate the contaminated volume of soils and the site rehabilitation cost. nevertheless, classical investigation techniques (boreholes, piezometers, sample analysis) can only provide punctual observations and are cost and time intensive. electromagnetic induction (emi) methods in the frequency domain can complement these investigations and map electromagnetic soil properties (soil-apparent electrical conductivity and in-phase component) in a quasi-continuous way at a site scale. linking these indirect geophysical properties to the soil chemical analysis through a geostatistical modelling could provide a better quantification of the pollution source and its spreading. besides, the effect of urban emi noises from urban utilities (transmission wires, underground cables and structures…) must be assessed for a successful data fusion. to evaluate the feasibility of this geophysical-geochemical-geostatistical approach, we present the first results of a study conducted over a 3 000 m² brownfield site.</td> </tr> <tr data-row_id="38" class="ninja_table_row_38 nt_row_id_38"> <td><span style="display:none">00038</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=323" target="_blank" rel="noopener">Joint VP and VS Monte Carlo Inversion from Surface Wave Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Farbod Anjom</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=323" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this eage e-lecture: "joint vp and vs monte carlo inversion from surface wave data" in common seismic surface wave methods, the surface wave dispersion curve is exploited to estimate the s-wave velocity (vs) model. since the dispersion curve is poorly sensitive to p-wave velocity (vp), the vp models usually are not the target of these methods. recently, the concept of the wavelength-depth (w/d) relationship, which is proven to be sensitive to both vs and vp, has been introduced. the joint inversion method presented in this e-lecture considers both surface wave dispersion curve and w/d relationship to estimate high-resolution vs and vp models. the method’s application to a field data set from a controlled site is shown, and the estimated vs and vp models are compared with benchmark values.</td> </tr> <tr data-row_id="39" class="ninja_table_row_39 nt_row_id_39"> <td><span style="display:none">00039</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=317" target="_blank" rel="noopener">Permeability prediction from Induced Polarization at field scale</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Gianluca Fiandaca</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=317" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage e-lecture: “permeability prediction from induced polarization data at field scale” we present the estimation of intrinsic permeability from time-domain spectral induced polarization (ip) data, measured in boreholes and along 2d surface profiles. the mapping of intrinsic permeability (k), which is a measure of the ability of a porous medium to allow fluids to pass through it, is the holy grail of hydrogeophysics, but it has eluded attempts of resolution in the past. in this study full-decay ip data were inverted in terms of a re-parameterization of the cole-cole model, which present smaller parameter correlations and disentangles bulk and surface conduction. permeability values were computed from bulk conductivity and the maximum imaginary conductivity, using the empirically-derived formulae presented in a recent study without any calibration. the ip-derived k estimates, obtained from data acquired along sixteen 2d surface profiles and three boreholes on unconsolidated formations, were compared to those estimated using grain size analysis and slug tests, for a total of 157 comparisons. a good correlation, on average within one decade, was found between the k estimates over four orders of magnitude, with similar depth-trends. in conclusion, ip can be reliably used for estimating permeability on unconsolidated formations at the field scale, using the relations found in the laboratory without any further calibration.</td> </tr> <tr data-row_id="40" class="ninja_table_row_40 nt_row_id_40"> <td><span style="display:none">00040</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=313" target="_blank" rel="noopener">Seafloor Massive Sulfide Eploration - A New Field of Activity for Marine Electromagnetics</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Hendrik Muller</td><td>Exploration</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=313" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>seafloor massive sulfides (sms) are modern equivalents of vms deposits in the deep ocean and likely become significant sources for base and precious metal supply in the near future. electrical and electromagnetic (em) methods have shown success in locating sulfide ore deposits. however, system operation in rough mid-ocean ridge topography and data interpretation of marine polymetallic sulfides is still challenging. we present a new marine em instrument together with an integrated geophysical mapping approach for resource assessment and subsurface classification, correlating field em data with petrophysical and geochemical analysis. results provide first insights into the subsurface architecture of active and extinct sulfide ore deposits on central indian ridge and demonstrate the efficiency of this new method for deep-sea mineral exploration.</td> </tr> <tr data-row_id="41" class="ninja_table_row_41 nt_row_id_41"> <td><span style="display:none">00041</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=319" target="_blank" rel="noopener">Feasibility of 3D random seismic arrays for subsurface characterizations in urban environments</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Bojan Brodic</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=319" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage e-lecture: "feasibility of 3d random seismic arrays for subsurface characterizations in urban environments" evaluates the feasibility of random - jittered seismic sampling for active and passive seismic imaging of potential contaminant migration pathways in urban environments. by using datasets acquired at a contaminated site in varberg city in southern sweden, bojan brodic compares the tomographically obtained velocity models from active-source jittered array versus conventional 2d landstreamer seismic data acquisition. apart from the active-source part, the ambient noise recorded on the random seismic array is used further for retrieval of the green's functions with surface waves successfully obtained. the processes and steps necessary for both active-source and passive seismic analyses are explained in an illustrative and easily understandable manner. the results show that the jittered seismic sampling shows advantages over conventional 2d landstreamer seismic by providing 3d velocity model of the bedrock surface and it's undulations that are used as contamination migration pathways and potential of the random seismic array for ambient noise studies.</td> </tr> <tr data-row_id="42" class="ninja_table_row_42 nt_row_id_42"> <td><span style="display:none">00042</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=235" target="_blank" rel="noopener">Seismic Attenuation: Friend or Foe</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Mark Vardy</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=235" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage e-lecture: "seismic attenuation: friend or foe", we assess the role of attenuation in marine near surface seismic reflection data sets and discuss whether it is a potentially useful property for quantitative characterisation of the subsurface. the basic theory of intrinsic attenuation is briefly outlined, introducing the seismic quality factor (q-factor) parameter. we show several methods that can be used to make estimates of the subsurface q-factor from single-channel or short-offset seismic reflection data and how basic data quality can be improved by compensating for attenuation. moreover, we look at how variations in q-factor reflect changing ground conditions, demonstrating a strong link with sediment lithology and drained versus undrain soil mechanical behaviour. by combining q-factor estimates with more standard geophysical parameters (p-wave velocity and/or impedance) we illustrate how fundamental ground conditions can be inferred using geophysical data alone. as such, we suggest that attenuation should be considered a useful quantitative parameter, alongside reflection amplitude, phase and frequency.</td> </tr> <tr data-row_id="43" class="ninja_table_row_43 nt_row_id_43"> <td><span style="display:none">00043</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=195" target="_blank" rel="noopener">METIS, a field-proof innovative method to revolutionize onshore seismic acquisition</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Bruno Pagliaccia</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=195" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage e-lecture: "metis, a field-proof innovative method to revolutionize onshore seismic acquisition": metis (multiphysics exploration technology integrated system) is an randd project aimed to make seismic acquisition 4.0 a reality. from logistics to real-time data qc, the entire process has been redesigned with an holistic approach. an hybrid airship to replace helicopter, wireless/real-time/biodegradable sensors to automatize data acquisition and a command and control center to operate the system from the base camp. all these elements will allow low-cost, safe and efficient seismic operations in hard-to-reach places like the tropical rainforest of papua new guinea (png). end of 2017, the main technological bricks have been tested on prl 15 concession, located onshore png, with a demonstration pilot where more than 60 darts were successfully dropped from a drone, through the canopy, to the ground with a good coupling. after few shots made with a mud-gun, real-time data acquisition has been validated in one of the most challenging environment to acquire seismic data. this first step is paving the way to the next pilot where a full 3d seismic volume will be acquired after thousands of sensors dropped by an autonomous swarm of drones.</td> </tr> <tr data-row_id="44" class="ninja_table_row_44 nt_row_id_44"> <td><span style="display:none">00044</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=219" target="_blank" rel="noopener">Near surface geophysics for engineering</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>George Tuckwell</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=219" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>near surface geophysics for engineering: information vs risk", geophysical techniques are just a part of the full toolbox available for ground investigation in engineering and construction projects. using geophysics at the right time in the right way requires an understanding of the information each instrument produces, and how this relates to what is produced by other options, for example digging or drilling holes. the requirements of a geotechnical or geoenvironmental ground investigation are best stated as a requirement to reduce risk of unforeseen ground conditions to an acceptable level. what an acceptable level is depends on the site, the project, and the client’s informed attitude to risk. as a result of some ground investigation effort (and cost) what do you know, and what do you still not know? the talk will explore these concepts, and use case examples to demonstrate where geophysical techniques are most useful.</td> </tr> <tr data-row_id="45" class="ninja_table_row_45 nt_row_id_45"> <td><span style="display:none">00045</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=87" target="_blank" rel="noopener">FWI with Optimal Transport: a 3D Implementation and an Application on a Field Dataset</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Jeremie Messud</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=87" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture: "fwi with optimal transport: a 3d implementation and an application on a field dataset", we present the application to a 3d real dataset of full waveform inversion (fwi) with optimal transport (ot) using the kantorovich-rubinstein (kr) distance as proposed by métivier et al. (2016). this approach involves an efficient numerical implementation for ot in time and space directions, allowing the lateral coherency of the traces to be taken into account; this has an important impact on the quality of the results. the approach also exhibits a reduced sensitivity to local minima compared to least squares (lsq) misfit. moreover the iterative method used for the computation of the kr distance allows the production of a set of intermediary solutions that span progressively from lsq to ot. we recall the main components of the approach and present its numerical implementation in 3d. we show the improvement of the results compared to lsq fwi on real datasets.</td> </tr> <tr data-row_id="46" class="ninja_table_row_46 nt_row_id_46"> <td><span style="display:none">00046</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=321" target="_blank" rel="noopener">Quantitative prediction of injected CO2 at Sleipner using wave-equation based AVO</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Peter Haffinger</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=321" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage e-lecture: "quantitative prediction of injected co2 at sleipner using wave-equation based avo", wave-equation based amplitude-versus-offset inversion is a fundamentally new approach towards converting seismic pre-stack data into elastic subsurface properties. by solving the full elastic wave-equation, the routinely made assumption of a linear relationship between seismic amplitudes and reservoir properties is overcome. as a consequence interbed multiples, mode conversions and transmission effects over the inversion interval are properly accounted for. additionally, the method directly solves for compressibility and shear compliance, which are approximately three times more sensitive to fluid and lithology changes when compared to impedances. this makes the technology suitable for quantitative interpretation even in geologically highly complex scenarios. in this e-lecture, a high level introduction to wave-equation based avo inversion will be given and an application to the sleipner carbon capture and storage (ccs) project will be presented.</td> </tr> <tr data-row_id="47" class="ninja_table_row_47 nt_row_id_47"> <td><span style="display:none">00047</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=127" target="_blank" rel="noopener">Structural Dip, Migration and Quantitative Interpretation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ehsan Z. Naeini</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=127" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>it is relatively well known that migration stretches the waveforms of dipping reflections. it is less well known how this impacts quantitative interpretation of the data where, at the heart of such workflows, the seismic is tied to the well and subsequently inverted to obtain acoustic and/or elastic properties. it is shown here how migration stretch distorts well tie, coloured inversion, and model-based inversion. a post migration first-order zero-offset deconvolution is introduced to remedy this drawback, and the result is demonstrated on a synthetic and a reverse time migrated image. finally, it is argued that full-waveform inversion would inherently handle the dips without any need for stretch correction. (references: cherrett 2013 and naeini 2018).</td> </tr> <tr data-row_id="48" class="ninja_table_row_48 nt_row_id_48"> <td><span style="display:none">00048</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=83" target="_blank" rel="noopener">Depth Domain Inversion: a Least-squares Migration Approach to Quantitative Interpretation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Claudio Leone</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=83" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>qi workflows assume that seismic amplitudes are only linked to contrasts in rock properties, and that other wave propagation effects such as illumination, absorption, etc. have been addressed during seismic data processing and imaging. this assumption is often not met. the consequence is that 1d wavelets can’t adequately relate seismic amplitudes to reflectivity contrasts, and conventional time-domain inversion approaches inevitably struggle to accurately estimate the elastic rock properties. the effects of irregular illumination can be modelled by point spread functions (psfs), and removed from the seismic image with an inversion directly in the depth domain (fletcher et at., 2012). this technique, called depth domain inversion (ddi), improves imaging and inversion results by correcting for the effects of irregular illumination caused by the geological structure and overburden velocity variations. a north sea case study is presented where ddi is enhances amplitude fidelity and resolution beneath cemented sand injectites.</td> </tr> <tr data-row_id="49" class="ninja_table_row_49 nt_row_id_49"> <td><span style="display:none">00049</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=225" target="_blank" rel="noopener">Cracking Open the Black Box</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Jesper Sören Dramsch</td><td>Artificial Intelligence and Data Analysis</td><td>Machine Learning</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=225" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture: "cracking open the black box - making sense of machine learning and neural networks", machine learning in geoscience has made a strong return recently, being applied across all disciplines in geoscience. in this presentation jesper dramsch presents the basic concepts of machine learning and goes into detail why it is so popular. they then go on to explain how it is applied and how we can gain scientific insights from these blackbox models and start including domain knowledge and physical properties in these machine learning systems.</td> </tr> <tr data-row_id="50" class="ninja_table_row_50 nt_row_id_50"> <td><span style="display:none">00050</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=22" target="_blank" rel="noopener">Making the Transition from Discrete shot Records to Continuous Wavefields – Data Examples</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Tilman Kluver</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=22" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture: a novel seismic acquisition and processing methodology is demonstrated. the method retrieves the response of the earth from data acquired with continuous source and receiver wavefields. the ideal source wavefield would be band-limited white noise. ways of generating a source wavefield which approaches the properties of white noise using existing air-gun equipment will be discussed using real data examples. seismic data acquired by triggering individual air-guns with short randomized time intervals in a near continuous fashion will be compared to seismic data acquired with large source arrays triggered every 25m. the continuous source wavefield improves the sampling of common-receiver gathers compared to conventional acquisition methods. spreading the source energy out in time results in reduced peak sound pressure levels with the new method.</td> </tr> <tr data-row_id="51" class="ninja_table_row_51 nt_row_id_51"> <td><span style="display:none">00051</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=37" target="_blank" rel="noopener">Making the transition from discrete shot records to continuous wavefields - Methodology</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Stian Hegna</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=37" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this presentation a novel seismic method is introduced. the method utilizes continuous wavefields on both the source side and on the receiver side. it requires continuous seismic recording, and a continuous or near continuous source wavefield approaching the properties of band-limited white noise. the main operational benefits are reduced environmental impact of marine seismic sources, and potentially improved acquisition efficiency. the main geophysical benefit is improved spatial sampling on the source side both inline and potentially cross-line</td> </tr> <tr data-row_id="52" class="ninja_table_row_52 nt_row_id_52"> <td><span style="display:none">00052</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=17" target="_blank" rel="noopener">Increasing Acquisition Efficiency by Acquisition of Data During Turns, Using a Multimeasurement Streamer</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Sneha Biswas</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=17" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture sneha biswas talks about the ability of multi-measurement streamers in conjunction with the acquisition of data during turns for an efficient marine seismic acquisition. acquiring data during turns is an approach to improve productivity of marine seismic surveys. data results post noise attenuation compares the quality of this data against straight line acquisition and demonstrates the usability of this turn data.</td> </tr> <tr data-row_id="53" class="ninja_table_row_53 nt_row_id_53"> <td><span style="display:none">00053</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=145" target="_blank" rel="noopener">Reservoir Elastic Parameters Estimation from Surface Seismic Data using JMI-res: A Full-Wavefield Approach</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Aayush Garg</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=145" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>traditionally, reservoir elastic parameters inversion suffers from the unaccounted overburden multiple scattering and transmission imprint in the local input data used for the target-oriented inversion. in this e-lecture, we present a full-wavefield approach, called reservoir-oriented joint migration inversion (jmi-res), to estimate the high-resolution reservoir elastic parameters from surface seismic data. in the jmi-res, we reconstruct the fully redatumed virtual source-receiver data (local impulse responses) within the earth subsurface, while correctly accounting for the overburden internal multiples and transmission losses. then, we apply a localized elastic full waveform inversion on the local impulse responses to get the elastic parameters. we show that jmi-res provides much more reliable local target impulse responses, thus yielding high-resolution elastic parameters, compared to a standard redatuming procedure based on time reversal of data. moreover, this approach avoids the need to go full elastic for the whole subsurface, as within jmi-res elastic full waveform inversion is only restricted to the reservoir target domain.</td> </tr> <tr data-row_id="54" class="ninja_table_row_54 nt_row_id_54"> <td><span style="display:none">00054</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=39" target="_blank" rel="noopener">Triple-Source Simultaneous Shooting, a Future for Higher Density Seismic</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Jan Langhammer</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=39" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>jan langhammer’s e-lecture has the following subject: reducing the crossline bin-size in marine seismic streamer exploration can be performed by using more sources without compromising the efficiency of the operation. triple-source in marine seismic streamer acquisition has been tested in the past, but with limited commercial success compared to dual-source acquisition. with the introduction of new and better low noise streamers, in addition to the ability to record and deblend simultaneous source data, it is time to revisit the use of triple-sources in marine seismic exploration for decreased crossline bin-size leading to better spatial resolution. a triple-source configuration can find its application in shallow and deeper water areas for imaging of targets where reduced crossline spacing and higher fold may be required</td> </tr> <tr data-row_id="55" class="ninja_table_row_55 nt_row_id_55"> <td><span style="display:none">00055</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=97" target="_blank" rel="noopener">Improved Rock Property Estimation from Joint Inversion of PP and PS Reflectivities</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ivan Lehocki</td><td>Rock Physics</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=97" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture: "improved rock property estimation from joint inversion of pp and ps reflectivities". the objective of this work was to develop a method for joint inversion of pp and ps data with the goal of unique and accurate determination of important layer parameters, namely y1 and y2 ratios. the method also gives reliable estimates of density ratio, a parameter that can be directly linked to hydrocarbon saturations. the usage of the method is limited to the assumptions used in the derivation of zoeppritz’s equations, i.e. interface of two horizontal, homogeneous, isotropic, elastic layers. what is new? easy to understand approach for inversion of all four elastic parameters entering zoeppritz equations.</td> </tr> <tr data-row_id="56" class="ninja_table_row_56 nt_row_id_56"> <td><span style="display:none">00056</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=211" target="_blank" rel="noopener">Sedimentology and Reservoir Properties of Chalk</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>John D. Humphrey</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=211" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this eage student e-lecture discusses general sedimentological characteristics of chalks and their potential as both conventional and unconventional hydrocarbon reservoirs. the principal focus is on the controls on sedimentation of these economically significant, fine-grained pelagic carbonate rocks.</td> </tr> <tr data-row_id="57" class="ninja_table_row_57 nt_row_id_57"> <td><span style="display:none">00057</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=183" target="_blank" rel="noopener">Giant Regional Play Fairways from Modern Seismic Data - part 2</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Neil Hodgson and Karyna Rodriguez</td><td>Structural Geology</td><td>Structural Geology</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=183" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>second part of the e-lecture “giant play fairways are play fairways for giants”. recent developments in exploration ideas: imaging pre-salt syn-rift clastics in gabon to inorganic carbonate deposition in the santos basin of brazil, from basin floor contourite – turbidite mixed clastic systems of the south atlantic, isolated carbonate build-ups in somalia and guyana, conjugate margins drawn together and understood in a dynamic topography framework, and illustrated with modern seismic examples.</td> </tr> <tr data-row_id="58" class="ninja_table_row_58 nt_row_id_58"> <td><span style="display:none">00058</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=181" target="_blank" rel="noopener">Giant Regional Play Fairways from Modern Seismic Data - part 1</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Neil Hodgson and Karyna Rodriguez</td><td>Structural Geology</td><td>Structural Geology</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=181" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>first part of the e-lecture “giant play fairways are play fairways for giants”. recent developments in exploration ideas: imaging pre-salt syn-rift clastics in gabon to inorganic carbonate deposition in the santos basin of brazil, from basin floor contourite – turbidite mixed clastic systems of the south atlantic, isolated carbonate build-ups in somalia and guyana, conjugate margins drawn together and understood in a dynamic topography framework, and illustrated with modern seismic examples.</td> </tr> <tr data-row_id="59" class="ninja_table_row_59 nt_row_id_59"> <td><span style="display:none">00059</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=173" target="_blank" rel="noopener">Exploration Discoveries and Future Trends</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Andrew Latham</td><td>Exploration</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=173" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the oil and gas exploration industry has fixed its broken economics and emerged from the recent oil price downturn in good health. but the industry is now much smaller, with fewer companies drilling fewer wells. new field volumes discovered have fallen to 70-year lows. new plays and frontiers are often at the heart of the improved profitability. companies that are prepared to take greater exploration risks are reaping greater rewards. this e-lecture reviews some of the most important new discoveries behind these trends, and considers the future outlook for the sector.</td> </tr> <tr data-row_id="60" class="ninja_table_row_60 nt_row_id_60"> <td><span style="display:none">00060</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=61" target="_blank" rel="noopener">Using Digital Music Technology for Geophysical Data Analysis and Interpretation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Paolo Dell'Aversana</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=61" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture dell’aversana discusses how digital music technology can support geophysical data analysis and interpretation: we apply accurate mathematical transforms for extracting the spectrograms of geophysical data, such as seismic, electromagnetic and gravity data, well logs and so forth. then, the spectrograms are translated into sounds in standard musical formats and are imported into a software platform of digital music. we apply two complementary workflows to our converted “geo-musical” data: first, we use musical pattern recognition algorithms for automatic data mining and classification; second, we use interactive audio-video display in selected portions of the data set for allowing multisensory perception and advanced cognition. during the e-lecture we introduce the fundamentals of the approach. finally we show some applications to real data.</td> </tr> <tr data-row_id="61" class="ninja_table_row_61 nt_row_id_61"> <td><span style="display:none">00061</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=65" target="_blank" rel="noopener">Maximising the Benefits of Full Waveform Inversion</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Fabio Mancini</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=65" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>full-waveform inversion relies on accurate starting models to avoid local minima. we remove this reliance by solving an augmented wave equation, designed to fit the data as well as the physics, in combination with imposing constraints. as a result we end up with an inversion scheme that produces good results in situations where conventional full-waveform inversion is known to fail.</td> </tr> <tr data-row_id="62" class="ninja_table_row_62 nt_row_id_62"> <td><span style="display:none">00062</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=63" target="_blank" rel="noopener">A New Take On FWI: Wavefield-Reconstruction Inversion</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Felix Herrmann</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=63" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>full-waveform inversion relies on accurate starting models to avoid local minima. we remove this reliance by solving an augmented wave equation, designed to fit the data as well as the physics, in combination with imposing constraints. as a result we end up with an inversion scheme that produces good results in situations where conventional full-waveform inversion is known to fail. did you like this e-lecture? learn here how to request a webinar with felix herrmann.</td> </tr> <tr data-row_id="63" class="ninja_table_row_63 nt_row_id_63"> <td><span style="display:none">00063</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=107" target="_blank" rel="noopener">Seismic Spatial Gradient Measurements</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Nihed el Allouche</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=107" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>rotation measurements have found applications in various fields of geophysics ranging from near-surface archaeological mapping to large scale upper mantle tomographic inversion. in the absence of a cost-effective sensor sensitive over the typical seismic frequency bandwidth, rotation measurement can be approximated by finite-differencing the response of the vertical particle velocity over a short distance. accurate estimates of the horizontal gradient of the vertical wavefield can be obtained when perturbations associated with the measurement are minimised. these perturbations can be sensor related, for example geophone sensitivity and natural frequency, and/or deployment related such as tilt and coupling errors. in this e-lecture, we show how perturbations can affect the gradient measurement (the tilt error turns out to be dominant) and discuss the minimum receiver spacing required to avoid the impact of perturbations dominating the gradient estimates. we also discuss a “sensitivity” chart ranking the perturbations according to impact and indicate which one of these needs to be minimised in order to obtain reliable gradient estimates.</td> </tr> <tr data-row_id="64" class="ninja_table_row_64 nt_row_id_64"> <td><span style="display:none">00064</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=55" target="_blank" rel="noopener">A 2nd-order Adjoint Truncated Newton Approach to Time-domain Multiparameter Full Waveform Inversion in Viscoacoustic Medium</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Pegliang Yang</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=55" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture introduces a 2nd-order adjoint truncated newton approach to time-domain multiparameter full waveform inversion in viscoacoustic medium. a truncated newton method for time-domain full waveform inversion in visco-acoustic medium is developed using 2nd-order adjoint state formulation. time-domain gradient and hessian-vector product are built by recomputing the incident and adjoint wavefields. after the design of an efficient preconditioner, the importance of the inverse hessian for mitigating inter-parameter trade-off is validated on a toy example. a realistic 2d synthetic mimicking north-sea real data application demonstrates that considering hessian influence significantly improves the multi-parameter reconstruction, for a reasonable increase of the computational cost compared to standard quasi-newton method.</td> </tr> <tr data-row_id="65" class="ninja_table_row_65 nt_row_id_65"> <td><span style="display:none">00065</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=53" target="_blank" rel="noopener">Theory for Marchenko Imaging of Marine Seismic Data with Free Surface Multiple Elimination</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Evert Slob</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=53" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture: theory for marchenko imaging of marine seismic data with free surface multiple elimination; introduces the theory for reflector imaging from marine seismic data that include ghosts, free surface and internal multiple reflections. first, we look at building the necessary redatuming operators from the data when the free surface would not be present. the redatuming operators are found as the focusing functions that are not influenced by the presence or absence of the free surface. next, a matrix equation is found from which the focusing functions are computed using the measured data decomposition into up- and downgoing waves. no other processing steps are required. the scheme does not need information about the source time signature or the actual character of the free surface. a macro-model is necessary to construct an estimate of the direct part of the focusing function. the ghost, free surface and internal multiple reflections do not create false images and an artefact free image is obtained.</td> </tr> <tr data-row_id="66" class="ninja_table_row_66 nt_row_id_66"> <td><span style="display:none">00066</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=23" target="_blank" rel="noopener">Virtual Seismology: monitoring the subsurface with virtual sources and receivers</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Kees Wapenaar</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=23" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture introduces virtual seismology: monitoring the subsurface with virtual sources and receivers, which is a new methodology to create virtual sources and virtual receivers in the subsurface from reflection measurements at the earth's surface. unlike in seismic interferometry, no physical instrument (receiver or source) is needed at the position of the virtual source or receiver. moreover, no detailed knowledge of the subsurface parameters and structures is required: a smooth velocity model suffices. yet, the responses to the virtual sources, observed by the virtual receivers, fully account for multiple scattering. this method is not only useful for reflection imaging but is has also large potential for monitoring induced seismicity, characterizing the source properties and forecasting the response to potential future induced earthquakes. this will be demonstrated with numerical models and preliminary real-data results.</td> </tr> <tr data-row_id="67" class="ninja_table_row_67 nt_row_id_67"> <td><span style="display:none">00067</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=213" target="_blank" rel="noopener">Chalk Porosity and Diagenesis</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>John D. Humphrey</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=213" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this eage e-lecture discusses diagenesis (post-depositional modification) of chalks and its effect on porosity evolution and reservoir quality. the principal focus is on the physical and chemical processes, as a function of burial, that alter these economically significant, fine-grained pelagic carbonate rocks.</td> </tr> <tr data-row_id="68" class="ninja_table_row_68 nt_row_id_68"> <td><span style="display:none">00068</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=109" target="_blank" rel="noopener">Bedrock and Fracture Zone Delineation Using Different Near-Surface Seismic Sources</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Bojan Brodic</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=109" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture "bedrock and fracture zone delineation using different near-surface seismic sources" discusses a seismic survey conducted using four different small-scale and inexpensive seismic sources to delineate bedrock surface and a fracture zone intersected by a well at c. 50 m depth. the seismic sources analyzed are a 5-kg sledgehammer, a metal i-beam struck laterally, an accelerated weight drop and a prototype em based seismic source with two hammers striking successively at an adjustable impact rate. from the recording perspective, a high-fold (star-type) acquisition spread was designed combining a three-component microelectro-mechanical system (mems) seismic landstreamer and wireless seismic recorders. the performance of every source used is analyzed and reflection seismic sections, along with 3d tomography results shown. the results indicate well delineated undulating bedrock topography, both on tomography and seismic sections for all sources. weak reflectivity is observed where the fracture zone is expected. most of the sources used show similar potential for fracture zone and near-surface imaging and star-type seismic array used enables 3d overview of the shallow subsurface and potential for pseudo 3d reflection seismic processing.</td> </tr> <tr data-row_id="69" class="ninja_table_row_69 nt_row_id_69"> <td><span style="display:none">00069</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=111" target="_blank" rel="noopener">Characterization of Holocene Sediments Using Geophysical Methods and Borehole Information: Ebro Delta (Spain)</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Beatriz Benjumea</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=111" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>beatriz benjumea shows the integration of geophysical and borehole information to characterize holocene sediments in the ebro delta (spain). nowadays, this delta coastline is retreating landward due to a combination of sediment subsidence, sea level rise and sediment deficit caused by river damming. measuring spatial changes of near-surface sediment facies is critical to evaluate subsidence. in this presentation, geophysical patterns that help to characterize the holocene sequence are extracted from borehole and geophysical information at two test sites. the applied methods are: active and passive seismic and electrical resistivity tomography (ert). these patterns are then used in an extended survey along the delta with the following targets: to discriminate between surficial sediments facies, to detect the top of the prodelta marine clays and finally to image the base of the holocene delta.</td> </tr> <tr data-row_id="70" class="ninja_table_row_70 nt_row_id_70"> <td><span style="display:none">00070</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=117" target="_blank" rel="noopener">GeoBIM for Infrastructure Planning</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Mats Svensson</td><td>Engineering</td><td>Petroleum Engineering</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=117" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>eage e-lecture: geobim for infrastructure planning by mats svensson. this e-lecture aims at bridging the gap between the deliveries from geophysicists to the infrastructure industry, so that the results from geophysics are used in the best possible way. the key to this is proper communication. for this we all need to know who all the stakeholders are and what interests, what skills and which tools do they have, and we also need to improve the tools we use. this e-lecture is trying to clarify those issues and also suggesting the powerful geobim concept to handle both data, models and communication, exemplified by a large railway project in sweden.</td> </tr> <tr data-row_id="71" class="ninja_table_row_71 nt_row_id_71"> <td><span style="display:none">00071</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=57" target="_blank" rel="noopener">Reducing project turnaround by optimizing the model building workflow using full-waveform inversion and reflection tomography: A North Sea case study</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Shruti Gupta</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=57" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>two of the key challenges for velocity model building in the north sea are a heterogeneous overburden (for example, the presence of fluvial and sub-glacial channels) and the presence of strong velocity contrasts (most often introduced by a chalk layer). two model building techniques have been developed in recent years which address these challenges. full-waveform inversion (fwi) has been shown to be highly effective in resolving overburden heterogeneity and multi-layer tomography allows us to preserve sharp contrasts in our velocity models. in this eage e-lecture, we present how the combination of these two techniques provides an effective and efficient model building workflow for the north sea environment.</td> </tr> <tr data-row_id="72" class="ninja_table_row_72 nt_row_id_72"> <td><span style="display:none">00072</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=137" target="_blank" rel="noopener">An Iterative Workflow for Facies Modeling on the Alvheim Field, Norwegian Continental Shelf</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Andor Hjellbakk</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=137" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture, andor hjellbakk will take you through some simple but effective principles for building a deterministic facies model for the deep-marine deposited tertiary reservoir of the aker bp operated alvheim field. the facies modeling workflow is combining state-of-the-art modeling techniques with input data from 100 km of penetrated reservoir, spectral decomposition (seismic) data and impedance data. further, the datasets from the subsurface is linked to observations from outcrop data to make sure realistic depositional trends and dimensional data are used in the modeling process.</td> </tr> <tr data-row_id="73" class="ninja_table_row_73 nt_row_id_73"> <td><span style="display:none">00073</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=67" target="_blank" rel="noopener">Efficient 3D Frequency-Domain FWI of OBC Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Stéphane Operto</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=67" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>wide-azimuth long-offset obc/obn surveys provide a suitable framework to perform computationally-efficient 3d frequency-domain full waveform inversion (fwi) with a few discrete frequencies. frequency-domain seismic modeling is performed efficiently with moderate computational resources for a large number of seismic sources with the sparse multifrontal direct solver mumps. the relevance and the computational efficiency of the frequency-domain fwi performed in the visco-acoustic vti approximation is shown with a real 3d obc case study from the north sea. the subsurface models built by fwi show a dramatic resolution improvement relative to the initial model built by reflection traveltime tomography down to the base cretaceous reflector below the reservoir level. the relevance of the fwi model is assessed by frequency-domain and time-domain seismic modellings and source wavelet estimation, which might reveal the footprint of attenuation on the imaging results.</td> </tr> <tr data-row_id="74" class="ninja_table_row_74 nt_row_id_74"> <td><span style="display:none">00074</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=2" target="_blank" rel="noopener">A Novel Source-Over-Cable Solution to Address the Barents Sea Imaging Challenges</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Per Eivind Dhelie</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=2" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this eage e-lecture "a novel source-over-cable solution to address the barents sea imaging challenges " presents a full overview of the topseis source-over-cable solution. the challenging geologic setting in the barents sea is discussed and legacy seismic data is scrutinized in an effort to understand the fundamental challenges related to improved seismic imaging in the barents sea. the acquisition design behind the new technology is presented in detail, from the wide-towed small triple source setup to the split-spread deep towed streamers. deblending of triple sources is presented as well as a detailed overview of the challenging demultiple problem. a number of seismic image comparisons are also presented illustrating the benefit achieved with the new source-over-cable solution. the final part of the talk looks into the future and proposes possible solutions to obtaining similar acquisition setups, but using only a single vessel towing both the sources and the streamers.</td> </tr> <tr data-row_id="75" class="ninja_table_row_75 nt_row_id_75"> <td><span style="display:none">00075</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=125" target="_blank" rel="noopener">Seismic Interpretation with Deep Learning</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Anders U. Waldeland</td><td>Data Science</td><td>Machine Learning</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=125" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how and why can deep learning be used for seismic interpretation? the machine learning technique called deep learning is revolutionizing the field of computer vision. a central part of deep learning is convolutional neural networks (cnn). this e-lecture gives a simple and intuitive introduction to cnns in the context of seismic interpretation.</td> </tr> <tr data-row_id="76" class="ninja_table_row_76 nt_row_id_76"> <td><span style="display:none">00076</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=16" target="_blank" rel="noopener">Shooting over the Spread</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Vetle Vinje</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=16" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this lecture, i present the motivation, the evolution and the benefits of a new marine acquisition concept developed in close cooperation between lundin and cgg over the last few years. we call the concept topseis. it addresses the lack of near-offset data recorded in conventional towed-streamer acquisition by enabling the recording of short- and zero-offset data with the seismic sources located above the streamers. in addition, topseis significantly increases the illumination density (number of times a specific depth point is recorded) for both shallow and deep targets. this benefits imaging, avo and inversion as shown by several synthetic and real examples.</td> </tr> <tr data-row_id="77" class="ninja_table_row_77 nt_row_id_77"> <td><span style="display:none">00077</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=207" target="_blank" rel="noopener">Microseismic Monitoring of a Tight Light Oil Reservoir</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>John Duhault</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=207" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this fundamentals e-lecture investigates the effectiveness of hydraulic-fracturing completions in a tight-oil play in canada by illustrating detailed examples of the passively recorded microseismicity. the case history format enables an easy to follow interpretation on the inference of fracture wing length, height and azimuth based on event distribution on several projects. the distribution of microseismicity further shows that isolated event clusters of out-of-zone events are interpreted to have occurred on unpropped fractures. slickwater fracturing fluids, in comparison to gelled oil or foamed water, are shown to produce more diffuse and scattered microseismic expression and a higher cumulative oil production. the results of these studies indicate the value that microseismic imaging of horizontal multistage fracturing wells has on guiding future oil field development, especially in maximizing estimated ultimate recovery (eur).</td> </tr> <tr data-row_id="78" class="ninja_table_row_78 nt_row_id_78"> <td><span style="display:none">00078</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=135" target="_blank" rel="noopener">Seismic Facies Classification Using Multimedia and Machine Learning</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Paolo Dell'Aversana</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=135" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>paolo dell’aversana*1, gianluca gabbriellini1, gabriela carrasquero1, alfonso amendola1, alfonso iunio marini1 1eni s.p.a. upstream and technical services as it happens for natural intelligence, also artificial intelligence can be improved if it is able to analyze and interpret multimodal information. in this e-lecture, we show that training a computer with multimodal data, increases the possibility of seismic facies classification through machine learning algorithms. we use a new class of attributes in geophysics, representing ‘musical’ properties implicitly included in the data. together with traditional geophysical attributes, our multimedia machine learning system uses also melodic, harmonic and rhythmic patterns extracted from the data. all these new features show high classification power. in particular, they allow distinguishing low-gas from high-gas saturated sands, as showed in the real example discussed in this lecture.</td> </tr> <tr data-row_id="79" class="ninja_table_row_79 nt_row_id_79"> <td><span style="display:none">00079</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=217" target="_blank" rel="noopener">How to store CO2 underground</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Philip Ringrose</td><td>CCS and Decarbonization</td><td>Energy Transition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=217" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this eage student e-lecture: phil ringrose from ntnu and equinor in norway gives an overview of co2 storage technology using insights from early-mover projects.</td> </tr> <tr data-row_id="80" class="ninja_table_row_80 nt_row_id_80"> <td><span style="display:none">00080</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=133" target="_blank" rel="noopener">The Effect of Shale Activation on the 4D Seismic Interpretation of a UKCS Field</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ricardo Rangel</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=133" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture, ricardo rangel talks about 'the effect of shale activation on the 4d seismic interpretation of a ukcs field'. he will present a case study and then go into more depth about simulation results, as well as seismic modelling and 4d seismic response</td> </tr> <tr data-row_id="81" class="ninja_table_row_81 nt_row_id_81"> <td><span style="display:none">00081</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=91" target="_blank" rel="noopener">The Importance of Overburden Stress Path in Assessment of Stress Dependence for 4D Applications</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Rune M. Holt</td><td>Geomechanics</td><td>Geomechanics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=91" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the importance of overburden stress path in assessment of stress dependence for 4d applications. in time-lapse (4d) seismic, slow-down in the overburden is often seen as a footprint of depletion in subsurface reservoirs. the work presented in this lecture has demonstrated that for stress changes around the in situ stress, laboratory measured stress and strain sensitivity of a field shale core depends strongly on the stress path. translated to the field, the stress path describes how horizontal stress varies with changes in the vertical stress when stress arching occurs above a depleted (or inflated) site. geomechanical simulations are needed in order to identify the correct in situ stress path for each specific field situation, but 4d data may also provide guidelines towards the identification of the overburden stress path.</td> </tr> <tr data-row_id="82" class="ninja_table_row_82 nt_row_id_82"> <td><span style="display:none">00082</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=223" target="_blank" rel="noopener">Combining Machine Learning and Musical Attributes for Seismic Facies Classification</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Paolo Dell'Aversana</td><td>Artificial Intelligence and Data Analysis</td><td>Machine Learning</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=223" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture we introduce a comprehensive approach of automatic classification and interpretation of geophysical data based on machine learning and digital music technology. the methodology consists of two main steps. first, we convert geophysical data into midi files (musical instrument digital interface). then, we extract midi features from the converted data. these “musical features” are finally used as complementary attributes for data classification through machine learning approaches. after introducing the basic methodological aspects, we discuss examples and applications to real geophysical data.</td> </tr> <tr data-row_id="83" class="ninja_table_row_83 nt_row_id_83"> <td><span style="display:none">00083</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=131" target="_blank" rel="noopener">A Misfit Function Based on an Optimal Transport Distance for FWI</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ludovic Métivier</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=131" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in the field of seismic imaging, full waveform inversion has become one of the key techniques to provide high resolution quantitative estimation of subsurface mechanical parameters such as wave velocities, density, attenuation, or anisotropy parameters. recent success stories have led both the academy and industry to investigate this technique. its applicability is however still limited for exploration targets, mostly because of the lack of low frequencies in the data which makes it difficult to correctly interpret the kinematic attributes of the wavefield. mitigating this issue is the motivation of the work proposed in this presentation. the strategy we present uses a new distance function between observed and calculated data, based on the optimal transport theory. this new distance provides a more convex misfit function: we show on several synthetic examples how this could help to make full waveform inversion a more robust and powerful tool.</td> </tr> <tr data-row_id="84" class="ninja_table_row_84 nt_row_id_84"> <td><span style="display:none">00084</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=221" target="_blank" rel="noopener">Marine CSEM - Understand the quintessence</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Ludovic Peignard</td><td>Non-seismic Methods</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=221" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>understanding marine controlled source electromagnetics (mcsem), how it works and on what that relies is not that obvious due to multiple physical phenomena at stake (geometric, inductive and galvanic). in this e-lecture, ludovic peignard explains simply how electromagnetic waves are affected when diffusing in the subsurface with a very light content of theory. the idea is to put you on track to subsequently look at mcsem in more depth.</td> </tr> <tr data-row_id="85" class="ninja_table_row_85 nt_row_id_85"> <td><span style="display:none">00085</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=89" target="_blank" rel="noopener">Simulating Correlated Discrete Fracture Networks constrained by Microseismic Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>François Bonneau</td><td>Geomechanics</td><td>Geomechanics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=89" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture presents a workflow to simulate correlated discrete fracture networks (dfn) constrained by statistics and microseismic data. we investigate the possibility to analyze microseismic data using the 3d hough transform and to constraint the discrete fracture network simulation. then, we detail a sequential pseudo-genetic dfn simulation workflow that produces a hierachical dfn. it uses mechanical proxies inspired from mechanics to sample parameter distribution laws and to efficiently organize simulated fractures in space. this work has been funded by the ring consortium (https://www.ring-team.org).</td> </tr> <tr data-row_id="86" class="ninja_table_row_86 nt_row_id_86"> <td><span style="display:none">00086</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=129" target="_blank" rel="noopener">‘Online’ Marchenko Focusing and Target-oriented Modeling</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Patrick Elison</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=129" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>with the marchenko method one can derive an incident wavefield (a so-called focusing function) that focuses at an arbitrary location inside a medium and subsequently continues as a diverging wavefield. this is often denoted as creating "virtual sources” inside a medium. in this talk you will learn how such a focusing function can be obtained by iteratively sending a wavefield into a medium and simultaneously recording its reflection response. this requires control over densely sampled sources and receivers at the surface of an object in combination with an a-priory known smooth velocity model. further, this talk teaches you how the result of the marchenko scheme can be used for target-oriented seismic modeling, which is of use for localized inversion and time-lapse reservoir monitoring.</td> </tr> <tr data-row_id="87" class="ninja_table_row_87 nt_row_id_87"> <td><span style="display:none">00087</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=85" target="_blank" rel="noopener">Viscoelastic Full Waveform Inversion; a Symmetrization Strategy</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Gabriel Fabien-Ouellet</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=85" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>seismic propagation may exhibit very complex physics, especially on land where elastic and attenuation are dominating effects. in this context, full waveform inversion (fwi) must move from the acoustic approximation to the more challenging viscoelastic wave equation. in this video, gabriel fabien-ouellet explains the theory behind viscoelastic full waveform inversion. using a symmetrization transformation of the problem, he shows how the adjoint state method can be modified to simplify the numerical implementation of viscoelastic fwi, and then presents the main challenges of inverting for attenuation.</td> </tr> <tr data-row_id="88" class="ninja_table_row_88 nt_row_id_88"> <td><span style="display:none">00088</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=171" target="_blank" rel="noopener">Integrated Geophysics and New Methods for Multi-nodal Data Analysis</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Paolo Dell' Aversana</td><td>Integrated Geophysics</td><td>Integrated Geophysics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=171" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the central subject of this e-lecture is the concept of “expanded integration”. this involves all the key aspects of the process of integration of geophysical and geological data. in fact, expanded integration includes combination of multi-physical, multi-scale, multi-domain and multi-sensory (images and sounds) information. this comprehensive approach is performed using new methods of data analysis. these are called “brain based technologies” because they take into account the key aspects of “high-level” human cognition, such as integrated perception, data fusion, imaging, mapping, combination of multi-sensory inputs and pattern recognition.</td> </tr> <tr data-row_id="89" class="ninja_table_row_89 nt_row_id_89"> <td><span style="display:none">00089</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=95" target="_blank" rel="noopener">One 4D Geomechanical Model - and it's Many Applications</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Jorg Herwanger</td><td>Geomechanics</td><td>Geomechanics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=95" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture is a worked case-study in applied oilfield geomechanics: it introduces the elements of a geomechanical model, covers aspects of geomechanical model building and calibration, and works through three applications of the geomechancial model in support of operational decisions. the geomechanical applications presented by jorg include wellbore stability for drilling an inclined infill well, risk of fault re-activation during gas reinjection and fracture containment in individual reservoirs during hydraulic stimulation.</td> </tr> <tr data-row_id="90" class="ninja_table_row_90 nt_row_id_90"> <td><span style="display:none">00090</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=139" target="_blank" rel="noopener">Q-Compensation Through Depth Domain Inversion</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Maud Cavalca</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=139" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>compensation for seismic attenuation inherent to the dissipative and dispersive nature of the earth remains a challenge in seismic imaging of complex media. in this e-lecture, maud cavalca briefly reviews various deterministic approaches that tackle the problem, and focuses on a scheme that compensates for q within depth domain inversion. she shows that this type of approach constitutes a viable and efficient alternative to ‘q-migration’ techniques that attempt at compensating for q during migration.</td> </tr> <tr data-row_id="91" class="ninja_table_row_91 nt_row_id_91"> <td><span style="display:none">00091</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=143" target="_blank" rel="noopener">Automatic Gas Pockets Detection by High Resolution Volumetric Q-Tomography Using Accureate Frequency Peak Estimation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Fatiha Gamar</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=143" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture, fatiha gamar explains how a high-resolution volumetric q tomography can be developed to attain an accurate volumetric estimation of the attenuation model. a key component of the workflow is the estimation of effective attenuation in the pre-stack data domain through accurate picking of the frequency peak. finally she presents a case study where this approach has been used to reveal shallow gas pockets and compensate for absorption in the migration.</td> </tr> <tr data-row_id="92" class="ninja_table_row_92 nt_row_id_92"> <td><span style="display:none">00092</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=159" target="_blank" rel="noopener">Subsalt Time-Lapse Seismic for Reservoir Monitoring Using i4D in Deepwater</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>David Chalenski</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=159" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>david chalenski presents a case study using a low-cost but high-data-quality seismic technique to monitor a waterflooded field. this technique, termed i4d, utilizes simple planning methods to decimate a source and nodal receiver patch from a previous full-field survey to monitor the area around a high-risk, high-yield well (such as a water injector) with high accuracy and confidence. he demonstrates that nodal surveys can be targeted even in a highly complex sub-salt field. if planned appropriately, expected data quality is equivalent to a full-field nodal survey. he shows the 4d results and presents business decisions which were influenced using the results of this survey.</td> </tr> <tr data-row_id="93" class="ninja_table_row_93 nt_row_id_93"> <td><span style="display:none">00093</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=199" target="_blank" rel="noopener">Cognition and Seismic Interpretation</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Gaynor Paton</td><td>Seismic</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=199" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>seismic interpretation involves high level cognitive processes in order to understand the information that is contained within the seismic data. in this e-lecture, gaynor paton looks at the cognitive processes involved in converting data into understanding, and how we can work in a manner that maximises our cognitive abilities. working in a way that is cognitively intuitive will reduce the effects of cognitive overload and give us more insight into the subsurface.</td> </tr> <tr data-row_id="94" class="ninja_table_row_94 nt_row_id_94"> <td><span style="display:none">00094</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=209" target="_blank" rel="noopener">An Analytical Approach to Hydraulic Fracturing</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>John Duhault</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=209" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture john l.j. duhault discusses the 15 things you should consider as part of a checklist to determine whether “to monitor or not to monitor” your project well operations while hydraulically fracturing, injecting into or depleting an oil or gas reservoir.</td> </tr> <tr data-row_id="95" class="ninja_table_row_95 nt_row_id_95"> <td><span style="display:none">00095</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=187" target="_blank" rel="noopener">The Startup of Permanent Reservoir Monitoring for Snorre and Grane</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Mark Thompson</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=187" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>statoil has supported the development of geophysical reservoir monitoring (grm) techniques, and through a focused seismic monitoring (fsm) project, successfully piloted permanent reservoir monitoring (prm) technologies. in this e-lecture, mark thompson tells that this experience culminated in the implementation of two prm projects at the snorre and grane licenses. in december 2012, statoil awarded a contract to manufacture and deliver approximately 700 kms of seismic cable for prm installations, representing the largest prm installation to date. by october 2014, two full prm systems had been installed with first seismic acquired at both grane and snorre, and a second survey underway at snorre. in less than two years a major prm project had been successfully executed and first seismic acquired.</td> </tr> <tr data-row_id="96" class="ninja_table_row_96 nt_row_id_96"> <td><span style="display:none">00096</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=201" target="_blank" rel="noopener">Chasing Channel Sands</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Peter Lloyd</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=201" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>with technical advances in surface seismic and downhole electrical imaging techniques, it is now possible to not only map the distribution of reservoir sandstones in the subsurface, but to accurately define the orientation of productive fairways, or “sweet-spots”, within the sequence. channel sands frequently have favourable reservoir characteristics. having often been laid down in higher energy settings, they commonly have coarser and better sorted grains, less clay and improved poroperm characteristics. however, they often have limited lateral extent and shoe-string geometries which make them more difficult to predict in the subsurface. in this presentation, peter lloyd will summarize the results of four case studies of how channel sands, laid down in different depositional settings, have been recognized with borehole imaging in exploration, appraisal and development settings. from sedimentary features and palaeocurrent directions within the sands it has been possible to determine their orientation and evolve improved exploration and development strategies. further complexities in reservoir characterization, caused by thin beds or bioturbation; and how these effects can be recognized on the images, and quantified using other electric log data, will be discussed.</td> </tr> <tr data-row_id="97" class="ninja_table_row_97 nt_row_id_97"> <td><span style="display:none">00097</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=71" target="_blank" rel="noopener">An Introduction to Migration without a Single Equation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Claudio Strobbia</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=71" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture is a primer on seismic migration: it introduces the principles of imaging, the assumptions and limitation, the artefacts. it discusses also the differences between time and depth migration, and examines the requirements of the simple time migration. claudio strobbia here explains these concepts in an easy and understandable way, with lots of illustrations and animations, and without a single equation. a simple and entertaining initiation to seismic imaging.</td> </tr> <tr data-row_id="98" class="ninja_table_row_98 nt_row_id_98"> <td><span style="display:none">00098</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=147" target="_blank" rel="noopener">Barents Sea Case Study: Integrated Depth Velocity Model Building</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Marit Guttormsen</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=147" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture, marit guttormsen presents the results of a 3d obs dataset acquired in the barents sea. the result was a significant uplift in the structural image by imaging the pressure energy converted to shear energy (ps). in order to achieve the image an integrated velocity model building (vmb) flow, using several datasets and a variety of techniques, was implemented. the lecture attempts to summarize the key steps in such an integrated vmb workflow.</td> </tr> <tr data-row_id="99" class="ninja_table_row_99 nt_row_id_99"> <td><span style="display:none">00099</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=203" target="_blank" rel="noopener">A Tutorial on Gassmann’s Fluid Substitutions</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Pierre-Olivier Lys</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=203" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>gassmann's equations are widely used in the industry to address the fluid substitution problem during seismic reservoir characterization. in this e-lecture, pierre-olivier lys shows how to use gassmann's equations properly, by explaining the fundamental assumptions that should be met, and by applying the gassmann's methodology in a step-by-step example.</td> </tr> <tr data-row_id="100" class="ninja_table_row_100 nt_row_id_100"> <td><span style="display:none">00100</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=197" target="_blank" rel="noopener">Frequency Decomposition of Seismic Data</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Gaynor Paton</td><td>Seismic</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=197" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>eage student e-lecture: frequency decomposition of seismic data by gaynor paton frequency decomposition and rgb blending are commonly used to aid seismic interpretation. this lecture looks at the three main methods of frequency decomposition and discusses the relative advantages of each technique. it also covers some short case studies showing how the correct technique should be used depending on the interpretation objective. the lecture also covers rgb blending and how this can be used to understand and interpret the frequency response volumes.</td> </tr> <tr data-row_id="101" class="ninja_table_row_101 nt_row_id_101"> <td><span style="display:none">00101</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=169" target="_blank" rel="noopener">Sub-Salt modelling in 3D – Integration of Seismic, Well and Gravity Data, Validated by Drilling</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Antony Price</td><td>Integrated Geophysics</td><td>Integrated Geophysics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=169" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>offshore sub-salt seismic imaging along the west african margin is a challenge in many areas, and with complex salt geometry, seismic depth imaging alone faces certain limitations. in an effort to further de-risk structures sub-salt, antony price et al. integrated with gravity data in 3d. they detail that the incorporation of an independent geophysical parameter, such as density can effectively de-risk these difficult targets. coincident gravity anomalies and seismic base salt closures were observed in this locality. the gravity anomalies are larger in amplitude and not equivalent to any possible post-salt structure, independent of density. in short, the scenario 3d gravity modelling suggests that these are indeed sub-salt structures, most likely localized basement or some other high density closures - which is consistent with the seismic imaging.</td> </tr> <tr data-row_id="102" class="ninja_table_row_102 nt_row_id_102"> <td><span style="display:none">00102</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=41" target="_blank" rel="noopener">Well Tie: Principles and New Advancements for Broadband Seismic Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ehsan Naeini</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=41" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this presentation, naeini discusses a quantitative approach to do well tie and to qc the outcome. this covers the basic principles all the way to the latest developments for broadband seismic data. he shows some synthetic and real data examples and highlights the impact of time lag, phase, bandwidth and broadband wavelets for broadband seismic.</td> </tr> <tr data-row_id="103" class="ninja_table_row_103 nt_row_id_103"> <td><span style="display:none">00103</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=185" target="_blank" rel="noopener">Wave-Equation-Based AVO Inversion for High-Resolution Reservoir Characterisation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Dries Gisolf</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=185" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>wave-equation-based avo inversion aims at getting high-resolution property models from seismic data. these property models should allow the building of reservoir models and the estimation of reserves. wave-equation-based avo inversion fully utilises the non-linear relationship between seismic data and the properties to be inverted for, leading to a wider spatial bandwidth than could be expected on the basis of the temporal bandwidth of the data. also, it inverts directly for elastic parameters, giving a higher sensitivity to pore-fill than conventional impedances.</td> </tr> <tr data-row_id="104" class="ninja_table_row_104 nt_row_id_104"> <td><span style="display:none">00104</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=161" target="_blank" rel="noopener">Applied AVO</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Anthony Fogg</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=161" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>avo (amplitude versus offset) analysis is a method many geoscientists may be aware of, but they perhaps do not know how the techniques are implemented and the best way to apply the technology. this e-lecture introduces the basics of the avo theory and how it is used to create attributes from seismic reflection data that reveal the underlying rock and fluid characteristics of the sub-surface. it uses synthetic models to demonstrate the importance of velocities and migration algorithms in obtaining the optimum seismic image for avo and subsequent pre-stack seismic inversion analysis.</td> </tr> <tr data-row_id="105" class="ninja_table_row_105 nt_row_id_105"> <td><span style="display:none">00105</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=59" target="_blank" rel="noopener">Understanding Spectral Decomposition</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Victor Aarre</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=59" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>spectral decomposition is a standard tool in the seismic interpreters toolbox. it is also a complex tool to use. many implementations are provided as “black box” technology by vendors, and presented results are often spectacular. the scope of this lecture is hence to give the viewers a thorough scientific understanding of what spectral decomposition is, outline how it works, and explain what it can and cannot do. it has been an aim to keep the mathematical terminology simple, and properly explain the terms as they are introduced, such that the content becomes more accessible for an audience outside the hard-core mathematical community.</td> </tr> <tr data-row_id="106" class="ninja_table_row_106 nt_row_id_106"> <td><span style="display:none">00106</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=113" target="_blank" rel="noopener">3D Inversion of Magnetic Data Affected by Remanent Magnetization</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Yaoguo Li</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=113" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the inversion of magnetic data in the presence of strong remanent magnetization has long been a challenging problem, because of the unknown direction of the total magnetization that is the vector sum of the induced and remanent components. this e-lecture presents three different techniques for tackling this problem: (1) direction estimation, (2) amplitude inversion, and (3) fuzzy c-means clustering magnetization inversion. combined with the existing susceptibility inversion, these techniques form a tool kit that allows one to invert virtually any magnetic data set for the purpose of quantitative interpretation in exploration applications. in particular, the magnetization inversion provides a new opportunity both for imaging source configurations and for carrying out geology differentiation.</td> </tr> <tr data-row_id="107" class="ninja_table_row_107 nt_row_id_107"> <td><span style="display:none">00107</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=45" target="_blank" rel="noopener">Wide-Azimuth Acquisition with Radial Domain Interpolation for Fluvial Morphology Interpretation</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Anastasia Poole</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=45" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the topic of anastasia poole’s e-lecture is wide-azimuth acquisition with radial domain interpolation for fluvial morphology interpretation. during this presentation she will demonstrate how an integrated approach helps to unlock the fluvial morphology reservoir potential using seismic. poole will cover the following topics: reservoir geology and economics evaluation, seismic survey design, seismic acquisition, processing and she will finish off with examples of inversion and interpretation. key technologies discussed in this presentation are: point-source point-receiver full azimuth/broad band acquisition, azimuth aware processing with radial domain interpolation to enable advanced seismic interpretation and rock properties extraction.</td> </tr> <tr data-row_id="108" class="ninja_table_row_108 nt_row_id_108"> <td><span style="display:none">00108</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=47" target="_blank" rel="noopener">Seismic Multiple Removal Techniques: Past, Present and Future</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Eric Verschuur</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=47" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>eric verschuur offers a short version of his eet 1 tour, explaining how multiple reflections influence seismic measurements. an overview is provided of the techniques that were developed to remove them, from the (high-resolution) parabolic radon transform to the full 3d srme technique of today. he also discusses the extension to internal multiples and, finally, looks into the future, where multiples could be used as signal in imaging procedures. learn more about the eet programme.</td> </tr> <tr data-row_id="109" class="ninja_table_row_109 nt_row_id_109"> <td><span style="display:none">00109</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=43" target="_blank" rel="noopener">Impact of Acquisition Geometry on AVO/AVOA Attributes Quality</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Amine Ourabah</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=43" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>with hydrocarbon exploration moving to more complex plays, understanding the resolution limits of seismic imaging and attributes is more important than ever, especially with the availability of new acquisition methods like iss® and dsss allowing acquisition of very high density surveys at a reduced cost. questions as: ‘what are the benefits of acquiring dense surveys, how do they impact the frequencies, avo/avao attributes’ can be difficult to answer and yet have a significant impact on cost, quality and decision making. attempts to answer some of these questions using the theory of resolution or synthetic modelling are available. however, we rarely have the opportunity to see the effect of decimating a real dataset on a full range of conventional and azimuthal attributes. in this study we are decimating the risha high density survey to 20 different geometries. each one of these geometries were then separately processed and an extensive list of pre-stack conventional and azimuthal attributes were extracted on them. by analysing and comparing these products, we attempt to answer the above questions, using the densest geometry as a benchmark for quality.</td> </tr> <tr data-row_id="110" class="ninja_table_row_110 nt_row_id_110"> <td><span style="display:none">00110</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=101" target="_blank" rel="noopener">Seismic Screening for Hydrocarbon Prospects Using Rock-Physics Attributes</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Per Avseth</td><td>Rock Physics</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=101" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>a methodology to create easy-to-implement rock-physics attributes that can be used to screen for reservoir sandstones and hydrocarbon pore fill from seismic inversion data is demonstrated. we have honored the physical properties of the rocks by defining attributes that complied with calibrated rock-physics models, including the fluid and rock impedances. we have demonstrated the use of these attributes on well log and seismic inversion data from the norwegian sea, and we successfully screened out reservoir rocks filled with either water or hydrocarbons. this video is part of eage online education programme. the european association of geoscientists and engineers (eage) is a global professional, non-profit association for geoscientists and engineers. eage strives to promote innovation and technical progress and aims to foster communication and cooperation between those working in, studying or interested in these fields. to learn more about eage education visit www.learninggeoscience.org the contents introduced in this e-lecture are part of a comprehensive course offered by per avseth via eage. consult our calendar of events to learn about the upcoming deliveries of request it for in-house training!</td> </tr> <tr data-row_id="111" class="ninja_table_row_111 nt_row_id_111"> <td><span style="display:none">00111</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=73" target="_blank" rel="noopener">Quantitative 4D Analysis Using Business Analytics</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Mark Thompson</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=73" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in geophysical reservoir monitoring (grm) seismic data, reservoir data, production data, and borehole data must be integrated to get an understanding of what is going on in the reservoir over time. the information used in grm is a typical example of big data, as it can be characterized by volume, velocity, and variety. the learnings of big data from other industries have been leveraged and applied to quantitative analysis in grm. did you like this video? you can request a webinar with mark thompson to learn more</td> </tr> <tr data-row_id="112" class="ninja_table_row_112 nt_row_id_112"> <td><span style="display:none">00112</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=69" target="_blank" rel="noopener">Multi-Azimuth Streamer Seismic in The Nile Delta: Depth Imaging</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Walter Rietveld</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=69" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>bp has been acquiring multi-azimuth (maz) streamer seismic in the nile delta since 2003. the initial results showed that maz data greatly improves general image quality, signal-to-noise ratio and lateral resolution, and suppresses diffracted multiples effectively. e-lecture part 1 discusses the reasons why maz was selected and discusses the first results after time processing and pstm imaging. e-lecture part 2 discusses the workflow that combines the maz data in a multi-parameter reflection tomography approach to build a detailed velocity model that shows variations which correspond very well to the geology interpreted from the seismic, and which yields improved psdm images. the results and learnings from both presentations are relevant and applicable to wide-azimuth acquisition and processing in general.</td> </tr> <tr data-row_id="113" class="ninja_table_row_113 nt_row_id_113"> <td><span style="display:none">00113</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=177" target="_blank" rel="noopener">Geological Well Testing in Fractured Reservoirs</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Patrick Corbett</td><td>Geological Modelling</td><td>Geological Modeling</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=177" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this contribution we consider synthetic well test responses generated through numerical simulation of a model derived from an outcrop-based fault/fracture geometry. we consider how the well might connect with the fractures to help understand relationships between the different fracture well test responses.</td> </tr> <tr data-row_id="114" class="ninja_table_row_114 nt_row_id_114"> <td><span style="display:none">00114</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=123" target="_blank" rel="noopener">The Art of Science</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Roel Snieder</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=123" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this video gives a brief overview of the eage course “the art of science.” this class gives general professional skills needed to be effective and successful in research. these skills include generating research questions, creating a work plan, scientific publishing, oral and written communication, time management and many other topics.</td> </tr> <tr data-row_id="115" class="ninja_table_row_115 nt_row_id_115"> <td><span style="display:none">00115</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=105" target="_blank" rel="noopener">Seismic Anisotropy in Shaly Formations…Revisited</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Patrick N.J. Rasolofosaon</td><td>Rock Physics</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=105" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>seismic anisotropy, that is to say the directional dependence of seismic velocity, is quite common in sedimentary formations and is often linked to the presence of shale. if not correctly taken into account it can strongly affect surface seismic data interpretation, seismic to well tie and azimuth versus offset analysis. from the analysis of two large databases of up to 800 ‘shaly’ samples in a broad sense, including shales but also mudshale, clayshale, siltstone, argillite, claystone, siltshale, mudstone, we demonstrate that seismic anisotropy in such formations is to a large extent determined by factors other than compaction processes, such as depositional environment, chemical composition of fluid, silt fraction, etc. furthermore, the alignment of the individual clay platelets, main constituents of shales, can explain most of the anisotropy measurements of the databases. assuming the elastic properties of the individual clay platelets, we propose simple plots for straightforwardly quantifying the legendre orientation distribution function coefficients and of the clay platelet alignment from the measurement of seismic anisotropy parameters.</td> </tr> <tr data-row_id="116" class="ninja_table_row_116 nt_row_id_116"> <td><span style="display:none">00116</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=165" target="_blank" rel="noopener">Seismic Characterization of Shallow Gas in The Netherlands</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Mijke van den Boogaard</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=165" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>the cenozoic in the dutch offshore is known to host abundant shallow amplitude anomalies related to hydrocarbons. the netherlands is the first country in the north sea area in which shallow gas is developed and has proven to be a valuable resource. amongst 3 successfully producing fields and 5 additional proven accumulations, ebn has identified more than 150 leads from seismic data (bright spots). in terms of volumes several of those leads are expected to rank economically. the success of the producing fields, initial volumes, and the large availability of 3d seismic data has contributed to an increased interest from the industry. the work that is presented includes an overview of the shallow gas play in the northern dutch offshore and focuses on the seismic characterization system established to help selecting those bright spots that have highest potential for development. the main objectives are to de-risk the play and to improve the understanding of the relation between seismic anomalies and gas saturation.</td> </tr> <tr data-row_id="117" class="ninja_table_row_117 nt_row_id_117"> <td><span style="display:none">00117</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=215" target="_blank" rel="noopener">Petrographic coded correlations in petrophysics</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td>Nina Gegenhuber</td><td>Petrophysics</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=215" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>eage student e-lecture: petrographic coded correlations in petrophysics by nina gegenhuber petrophysics refers to the research on the physical properties of rocks, their experimental and theoretical derivation and their correlations. in this e-lecture the petrographic coded model concept will be explained and some examples of the first applications are shown. the first application of the model was to derive a correlation between thermal conductivity and compressional wave velocity. the model concept can help to understand various influencing factors for the different petrophysical properties and become a powerful tool for data interpretation.</td> </tr> <tr data-row_id="118" class="ninja_table_row_118 nt_row_id_118"> <td><span style="display:none">00118</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=153" target="_blank" rel="noopener">In-Situ Local Angle Domain Sata as an Ideal Representation for Directivity Driven Imaging</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Zvi Koren</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=153" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture zvi koren presents a novel imaging system for enriching (maximizing) information from the available recorded seismic data. the system is based on two stage imaging process composed of: 1. mapping into the local angle domain (lad): internal optimal beam forming and in situ full wavefield mapping and decomposition (binning) of the 5d recorded seismic data into the subsurface 7d lad using a bottom-up ray-based migration operator. the resulted imaged dataset is organized and stored as 5d angle-domain common image gathers, where each depth point consists of two directional angles (apparent dip and azimuth) and two scattering angles (opening angle and opening azimuth). 2. lad-based conditioning and processing: mute, data reconstruction, q compensation lad-based imaging: ability to selectively enhance structural model continuity (specular energy imaging) and high resolution discontinuous objects: small faults and fracture systems (diffraction imaging) or near vertical walls (corner-waves imaging) directly from the 5d lad gathers it is shown that the method enhances the data components associated with the seismic modelling used for the migration (e.g. primary p-waves) and simultaneously attenuates all other data characteristics (“noise”; “multiples”) in both data and space-angle domains.</td> </tr> <tr data-row_id="119" class="ninja_table_row_119 nt_row_id_119"> <td><span style="display:none">00119</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=167" target="_blank" rel="noopener">Quantitative Analysis of Schoonebeek SeisMovie Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Paul Zwartjes</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=167" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>a permanently installed seismovie™ system was deployed at schoonebeek oil field in the netherlands to monitor steam injection in one of the patterns. qualitatively, the 4d data has given us unprecedented insight into the lateral extent and temporal evolution of the steam front. we attempted to invert directly for steam thickness but the limited areal extent of the system (narrow swath) resulted in a sub-optimally imaged stack that did not match the synthetic data generated from the reservoir model (i.e., we could not “close-the-loop”). instead, we compared forward modelled data generated from a history matched reservoir model to 4d synthetic and observed time lapse seismic attributes and concluded that we see a slow vertical steam chest growth of approximately 1.7cm/day over a 7 month period.</td> </tr> <tr data-row_id="120" class="ninja_table_row_120 nt_row_id_120"> <td><span style="display:none">00120</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=175" target="_blank" rel="noopener">Paleogeography and Stratigraphy</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Juan Tavella</td><td>Stratigraphy</td><td>Stratigraphy</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=175" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture juan tavella describes the main aspects of a case study for unconventional reservoir characterization of the upper jurassic shale in northern mexico. it is based on the workflow developed in the past three years to predict key properties to understand the behaviour of a source rock as a reservoir. it integrates well and seismic to provide attributes that in a exploratory scenario will help to outline high potential zones and to generate useful information to design drilling navigation and completion.</td> </tr> <tr data-row_id="121" class="ninja_table_row_121 nt_row_id_121"> <td><span style="display:none">00121</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=157" target="_blank" rel="noopener">Seismic Surveillance for Reservoir Delivery "A Practitioner's Perspective"</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Olav Inge Barkved</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=157" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture olav barkved will share examples of value creation from 4d seismic and demonstrate how the technology can be taken a step further through the use of field-wide permanent installed seismic sensors. permanently installed systems for seismic surveillance offer frequent and high quality seismic time-lapse surveys to be used for active reservoir management, to support the drilling of infill wells, and to assist the production engineers in managing the wells. olav, currently with petoro and previously with bp norway, is sharing from his experience in managing and making the most out of a dedicated seismic surveillance system for reservoir delivery.</td> </tr> <tr data-row_id="122" class="ninja_table_row_122 nt_row_id_122"> <td><span style="display:none">00122</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=149" target="_blank" rel="noopener">Accurate Modelling and Inversion With Structural Models Using The Finite-Difference Method</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>James Hobro</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=149" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture james hobro (schlumberger gould research) describes a new approach to representing complex 3-d structural features (e.g. salt bodies) in gridded modelling and inversion applications. this approach removes the model parameter aliasing commonly present in gridded models and allows structural boundaries to be positioned to sub-cell accuracy. it can be linearized to enable inversion methods that operate on gridded models to update the shape parameters describing model structure directly. it is shown in synthetic modelling tests that this method significantly improves the accuracy of seismic data modelled using the finite-difference method in the presence of high-contrast structural features such as salt bodies. an application to full waveform inversion is also demonstrated using synthetic data, in which bulk shifts and fine structure are resolved in a complex top-salt gulf-of-mexico model.</td> </tr> <tr data-row_id="123" class="ninja_table_row_123 nt_row_id_123"> <td><span style="display:none">00123</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=49" target="_blank" rel="noopener">Data-Driven Green's Function Retrieval from Reflection Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Kees Wapenaar</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=49" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>this e-lecture introduces new reflection imaging methodology, which deals with internal multiples. first, an iterative scheme retrieves focusing functions from reflection data at the surface, which focus onto virtual sources in the subsurface. next, the responses to these virtual sources, the green’s functions, follow from the focusing functions and the reflection data. once these green’s functions are obtained, reflection imaging can be carried out by which the primaries and internal multiples are mapped to their correct positions, with correct reflection amplitudes and without the occurrence of false images at wrong positions.</td> </tr> <tr data-row_id="124" class="ninja_table_row_124 nt_row_id_124"> <td><span style="display:none">00124</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=141" target="_blank" rel="noopener">Passive Seismic Surface-Wave Interferometry for Reservoir-Scale Imaging</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Sjoerd de Ridder</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=141" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture sjoerd de ridder provides an introduction to passive seismic interferometry using surface waves with applications to reservoir geophysics. first, he addresses the nature of seismic noise typically recorded at low frequencies by marine seismic arrays. then, he explaines the basic principle of passive seismic interferometry and shows virtual seismic sources obtained by cross-correlating microseism noise. lastly, he demonstrates example applications of imaging anisotropy and time-lapse velocity changes using virtual seismic sources.</td> </tr> <tr data-row_id="125" class="ninja_table_row_125 nt_row_id_125"> <td><span style="display:none">00125</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=51" target="_blank" rel="noopener">Notional ghosts</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Gary Hampson</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=51" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this e-lecture: gary hampson, principal research geophysicist at downunder geosolutions, will explain an extension to the airgun notional source concept called notional ghosts. these are conceptual devices that describe the source ghost in terms of virtual monopole sources each of which has its own signature. as with notional sources, although notional ghosts are never directly observed, they are derived by inversion of the pressure wavefield recorded by the near field hydrophones. in this lecture gary explains the motivation for this new concept, its theoretical basis and shows real examples.</td> </tr> <tr data-row_id="126" class="ninja_table_row_126 nt_row_id_126"> <td><span style="display:none">00126</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=119" target="_blank" rel="noopener">4D Inversion of Continuous Land Seismic Reservoir Monitoring of Thermal EOR</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Laurène Michou</td><td>Engineering</td><td>Petroleum Engineering</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=119" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>laurene michou (cgg) presents 4d seismic inversion results from a continuous seismic monitoring survey of the schoonebeek reservoir produced by thermal eor. the 4d simultaneous stratigraphic inversion methodology was driven by the continuous nature of the monitoring. inversion results brought significant insight about steam distribution.</td> </tr> <tr data-row_id="127" class="ninja_table_row_127 nt_row_id_127"> <td><span style="display:none">00127</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=151" target="_blank" rel="noopener">Resolving Near-Surface Velocity Anomalies in Marine Data</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Ian Jones</td><td></td><td></td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=151" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>unresolved velocity anomalies in the near surface degrade deeper imaging. as a consequence, great care needs to be taken to ensure that all significant near-surface effects have been dealt with before attempting to build the deeper parts of a velocity-depth model. in order to incorporate velocity anomalies into the model, a range of options can be used, depending on whether the geobody geometry alone is discernible, or whether its velocity distribution is also known. here i describe current industrial practice for building complex near-surface models, which is based on a range of approximate techniques, as well as the more complete solution offered by the emerging technology of waveform inversion. although building complex near surface models is a painstaking process, a suitable near-surface velocity model can usually be obtained.</td> </tr> <tr data-row_id="128" class="ninja_table_row_128 nt_row_id_128"> <td><span style="display:none">00128</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=115" target="_blank" rel="noopener">An Electromagnetic Survey Of A Gas Hydrate Vent Offshore Mid-Norway</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Andrei Swidinsky</td><td>Near Surface</td><td>Non-seismic Methods</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=115" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>andrei swidinsky describes a transient electromagnetic survey to image the resistivity structure of the hydrate vent cne03, offshore mid-norway (located approximately 10 km north of the storegga slide sidewall). the experiment is unique in that the electric dipole transmitter has two polarizations for each transmission station. furthermore, the newly designed transmitter is deployed in a pogo-style acquisition, which is suitable for a detailed investigation of a small scale seafloor target. the geometry of the experiment makes conventional interpretation methods difficult so that we simplify the data by creating a single rotationally invariant quantity from the original four electric field measurements (two electric field measurements for two transmitter polarizations). this invariant is further reduced to an apparent resistivity, which is useful for rapid resistivity mapping of the seafloor. results show that cne03 is characterized by increased apparent resistivities which correlate well with increased p-wave velocities determined from ocean bottom seismometer measurements.</td> </tr> <tr data-row_id="129" class="ninja_table_row_129 nt_row_id_129"> <td><span style="display:none">00129</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=77" target="_blank" rel="noopener">Water Velocity and Tide Measurement in Marine Seismic Acquisition</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Kanglin Wang</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=77" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>kanglin wang (shell) discusses how to improve time-lapse (4d) seismic with novel water statics processing involving a seafloor device called pies. a well known challenge in marine 4d processing is the non-repeatability introduced by water velocity and tidal variations during a survey and between different surveys. pies provides direct measurement and continuous monitoring of these water properties and greatly reduces the uncertainties in timing and positioning of seismic data.</td> </tr> <tr data-row_id="130" class="ninja_table_row_130 nt_row_id_130"> <td><span style="display:none">00130</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=163" target="_blank" rel="noopener">Distributed Acoustic Sensing Cable for Surface Seismic</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Kees Hornman</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=163" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>distributed acoustic sensing (das) is a relatively novel technology, which uses a fibre-optic cable as sensor. advantages are that the cable is passive, it does not have separate detectors and the channel spacing can be set by the instrument. das has already found applications in monitoring of hydraulic fracturing and vsps. a downside is that a straight fibre has no broadside sensitivity and can therefore not be used for reflection seismic with horizontal cables. a helically wound cable (hwc) solves that problem; the video describes a field trial, which confirms the theoretically expected isotropic sensitivity of the hwc for p-waves.</td> </tr> <tr data-row_id="131" class="ninja_table_row_131 nt_row_id_131"> <td><span style="display:none">00131</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=18" target="_blank" rel="noopener">Wave Equation Receiver Deghosting</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Craig Beasley</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=18" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>current solutions to receiver deghosting of marine seismic data generally involve making complementary measurements of the wavefield or, alternatively, involve estimation of data not recorded due to ghost interference. in this talk, we introduce a new approach that rigorously deghosts single measurement data (p-wave only, for example) without relying on estimation of missing data, which was previously thought to be mathematically impossible. we use the wave equation to compute directly the up and downgoing wavefields between the receiver and the surface. this migration-like approach is possible given that the upcoming wavefield is causal with respect to the downgoing wavefield, a good assumption if certain types of noise such as the direct arrivals are removed from the recorded wavefield. moreover, our method exposes the underlying physics of the problem and thereby naturally allows for complexities such as variable water velocity, sea surface, complex surface reflection conditions and arbitrary receiver configurations.</td> </tr> <tr data-row_id="132" class="ninja_table_row_132 nt_row_id_132"> <td><span style="display:none">00132</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=19" target="_blank" rel="noopener">Dip Correction for Convolutional Modelling and Elastic Inversion</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Adam Cherrett</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=19" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>convolutional seismic modelling is a very convenient and fast technique, widely used in geoscience. it is usually applied in the vertical dimension only, which is one of its shortcomings, leading to inaccurate modelling and restricting its applications. this talk concerns a simple pseudo-3d extension to the convolutional model which improves modelling of dipping events and the lateral resolution of seismic data. this same 3d operator, when used to invert images for elastic properties, can reduce artefacts and improve resolution.</td> </tr> <tr data-row_id="133" class="ninja_table_row_133 nt_row_id_133"> <td><span style="display:none">00133</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=121" target="_blank" rel="noopener">Satellite InSAR Data Reservoir Monitoring From Space</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Alessandro Ferretti</td><td>Engineering</td><td>Petroleum Engineering</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=121" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>satellite radar data for surface deformation monitoring are gaining increasing attention. they provide a powerful tool for remotely measuring small surface displacements that can be applied successfully to many different applications, spanning from sinkhole detection to reservoir optimization. this course provides a step-by-step introduction to satellite radar sensors, sar imagery, sar interferometry and advanced insar techniques. rather than a tutorial for remote sensing specialists, the course starts from very basic concepts and explain in plain language the most important ideas related to sar data processing and why geoscientists and engineers should take a vested interest in this new information source.</td> </tr> <tr data-row_id="134" class="ninja_table_row_134 nt_row_id_134"> <td><span style="display:none">00134</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=103" target="_blank" rel="noopener">Pseudo-Elastic Impedance - A Norwegian Sea Demonstration</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Per Avseth</td><td>Rock Physics</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=103" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in recent years, elastic inversion and quantitative interpretation of pre-stack seismic data have become standard procedures in the petroleum industry. in this presentation, per avseth (norwegian university of science and technology) compares extended elastic impedance trends at different chi angles, with rock physics template models. he demonstrates that the elastic impedance attribute does not always comply with the complexity and non-linearity of rock physics models related to geological processes. he also shows how one can honour the non-linearity of a rock physics model and create pseudo-elastic impedance as a function of deviation away from a curved water-wet rock physics model itself (cpei). finally, per demonstrates the use of this approach on seismic inversion data from a selected area in the mid norwegian sea, by mapping of lithology and fluid anomalies that are consistent with rigorous rock physics models. this video is part of eage online education programme. the european association of geoscientists and engineers (eage) is a global professional, non-profit association for geoscientists and engineers. eage strives to promote innovation and technical progress and aims to foster communication and cooperation between those working in, studying or interested in these fields. to learn more about eage education visit www.learninggeoscience.org per avseth is the instructor in a short course and a webinar offered via eage. consult our calendar of events to learn about the upcoming deliveries of request it for in-house training!</td> </tr> <tr data-row_id="135" class="ninja_table_row_135 nt_row_id_135"> <td><span style="display:none">00135</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=20" target="_blank" rel="noopener">High Resolution 3D Tunnel Seismic Reflection at Olkiluoto, Finland</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Calin Cosma</td><td>Seismic Acquisition</td><td>Seismic Acquisition</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=20" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>calin cosma (vibrometic) describes the high-resolution seismic techniques, used for rock characterization ahead and around the access tunnel of the spent nuclear fuel disposal facility, currently being built at olkiluoto, finland. long fractures and deformation zones were identified and mapped up to hundreds of meters from the tunnel. the methodological novelty has been the introduction of the 3d image point migration, which proved to be very effective for the imaging of low-aperture rock features with various orientations. the results are compared with the current site model and observations in tunnels and boreholes.</td> </tr> <tr data-row_id="136" class="ninja_table_row_136 nt_row_id_136"> <td><span style="display:none">00136</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=179" target="_blank" rel="noopener">Volume Based Modeling: Automated Construction of Complex Structural Models</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Laurent Souche</td><td>Geological Modelling</td><td>Geological Modeling</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=179" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>laurent souche (schlumberger) exposes the latest advances in structural modeling. after discussing the conceptual differences between surface-based and volume-based approaches for building 3d faulted structural models of the subsurface, the key algorithms underlying the volume-based technology are described. the main geological and geometrical constraints controlling the interpolation of a 3d attribute representing the relative geological age of the formations are also detailed. finally, advantages of volume-based methods are illustrated using synthetic examples, physical sandbox models and real field data.</td> </tr> <tr data-row_id="137" class="ninja_table_row_137 nt_row_id_137"> <td><span style="display:none">00137</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=155" target="_blank" rel="noopener">Seismic 4D Inversion for Quantitative Use in Automated History Matching</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Milana Ayzenberg</td><td>Reservoir Characterization</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=155" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>milana ayzenberg (statoil) discusses the different aspects of using 4d seismic for conditioning reservoir models. assisted history matching is employed to match the reservoir production history and the 4d seismic inversion data simultaneously. the three building bricks of a conditioning workflow are the forward modelling from the reservoir model to the inverted 4d seismic attributes; the quantitative seismic inversion; and the history matching which closes the dynamic conditioning loop. milana discusses in detail these three components, with a particular focus on the quantitative aspects and uncertainties in a 4d inversion. the conditioning workflow is demonstrated on a north sea field which exhibits a complex 4d signal. the seismic data is inverted to 4d changes in elastic parameters. this data is further used for conditioning the reservoir model on equal footing with production and pressure data.</td> </tr> <tr data-row_id="138" class="ninja_table_row_138 nt_row_id_138"> <td><span style="display:none">00138</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=75" target="_blank" rel="noopener">Least Squares Reverse Time Migration</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Bin Wang</td><td>Seismic Processing</td><td>Seismic Processing</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=75" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>bin wang (tgs) briefly introduces a new imaging algorithm called least squares rtm (lsrtm). lsrtm is an inversion-based imaging algorithm, which aims to derive a better reflectivity image. similar to full waveform inversion, lsrtm is trying to minimize the data residual between a field-recorded seismogram and a synthetic modeled seismogram. like reverse time migration (rtm), lsrtm is based on the two-way wave equation. compared to a regular rtm, lsrtm has the following benefits: 1) it gives a high-resolution and broadband seismic image, especially the low frequency end; 2) it reduces migration artifacts due to acquisition foot print and non-uniform illumination; 3) the migration image has more balanced amplitudes, as lsrtm is towards true amplitude imaging.</td> </tr> <tr data-row_id="139" class="ninja_table_row_139 nt_row_id_139"> <td><span style="display:none">00139</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=99" target="_blank" rel="noopener">Rock Physics and Seismic Reservoir Prediction Contrained by Depositional and Burial Trends</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Per Avseth</td><td>Rock Physics</td><td>Rock Physics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=99" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this compact version of his distinguished lecture programme presentation, per avseth (norwegian university of science and technology) discusses rock physics and seismic reservoir prediction constrained by depositional and burial trends. outline: 1. rock physics background and motivation 2. using compactional depth trends to improve lithology and fluid classification from avo -- a demonstration from the alvheim field, north sea. 3. how burial history and associated variation in rock stiffness affects 4-d time shifts -- an example from the troll east field, north sea. this video is part of eage online education programme. the european association of geoscientists and engineers (eage) is a global professional, non-profit association for geoscientists and engineers. eage strives to promote innovation and technical progress and aims to foster communication and cooperation between those working in, studying or interested in these fields. to learn more about eage education visit www.learninggeoscience.org per avseth is the instructor of a short course and a webinar offered via eage. consult our calendar of events to learn about the next deliveries or request one!</td> </tr> <tr data-row_id="140" class="ninja_table_row_140 nt_row_id_140"> <td><span style="display:none">00140</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=93" target="_blank" rel="noopener">Seismic Geomechanics</a></b><br/><small><i>E-Lecture Recording</i></small></td><td>Jorg Herwanger</td><td>Geomechanics</td><td>Geomechanics</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=93" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>in this compact version of his eage education tour (eet 5), jörg herwanger (ikon science, previously schlumberger) discusses the process of building and calibrating geomechanical models using 3d and 4d seismic data. he analyzes the three main uses that seismic data provide in building geomechanical models: horizon and fault interpretation for building structural models, avo inversion and rock physics models for creating mechanical property models, and for model calibration. herwanger elaborates on these three points in two case studies. the first case study presents a 3d exploration geomechanical model. the second study presents a 4d geomechanical model used for field development planning. the accompanying book is available in the eage bookshop: http://bookshop.eage.org/webshop/prod... this video is part of eage online education programme. the european association of geoscientists and engineers (eage) is a global professional, non-profit association for geoscientists and engineers. eage strives to promote innovation and technical progress and aims to foster communication and cooperation between those working in, studying or interested in these fields. to learn more about eage education visit www.learninggeoscience.org</td> </tr> <tr data-row_id="141" class="ninja_table_row_141 nt_row_id_141"> <td><span style="display:none">00141</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=25" target="_blank" rel="noopener">E-Lectures</a></b><br/><small><i>Student E-Lecture Recording</i></small></td><td></td><td>Artificial Intelligence and Data Analysis</td><td>Machine Learning</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=25" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>E-Lecture Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td></td> </tr> <tr data-row_id="142" class="ninja_table_row_142 nt_row_id_142"> <td><span style="display:none">00142</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=729" target="_blank" rel="noopener">How to Get on the Short Course Catalogue</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=729" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to get on the short course catalogue would you like to learn the best practices to get on the short course catalogue. we have a new series of how-to videos focusing exactly on this! eage experts experts such as maren kleemeyer (education committee chair) shared their tips on what to have in mind get on the short course catalogue.</td> </tr> <tr data-row_id="143" class="ninja_table_row_143 nt_row_id_143"> <td><span style="display:none">00143</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=276" target="_blank" rel="noopener">How to Submit a Good Abstract - Part 1</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=276" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to submit a good abstract - part 1 are you planning to submit an abstract for the eage annual or an upcoming scientific conference? we have a new series of how-to videos focusing exactly on this! eage experts including the eage technical programme officer aart-jan van wijngaarden (equinor) shared their tips on what to avoid and things to remember when preparing an abstract for your next presentation.</td> </tr> <tr data-row_id="144" class="ninja_table_row_144 nt_row_id_144"> <td><span style="display:none">00144</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=725" target="_blank" rel="noopener">How to make a good course - Part 1</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=725" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to make a good course - part 1 would you like to know the importance of give a good course. we have a new series of how-to videos focusing exactly on this! eage experts experts such as maren kleemeyer (education committee chair) shared their tips on what to have in mind when preparing your course.</td> </tr> <tr data-row_id="145" class="ninja_table_row_145 nt_row_id_145"> <td><span style="display:none">00145</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=278" target="_blank" rel="noopener">How to Submit a Good Abstract - Part 2</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Milos Cvetkovic</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=278" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to submit a good abstract - part 2 are you planning to submit an abstract for the eage annual or an upcoming scientific conference? we have a new series of how-to videos focusing exactly on this! eage experts including eage technical programme reviewer milos cvetkovic (spectrum geo) shared their tips on what to avoid and things to remember when preparing an abstract for your next presentation.</td> </tr> <tr data-row_id="146" class="ninja_table_row_146 nt_row_id_146"> <td><span style="display:none">00146</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=727" target="_blank" rel="noopener">How to make a good course - Part 2</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=727" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to make a good course - part 2 would you like to know the importance of give a good course and to know how to keeo the audience interested. we have a new series of how-to videos focusing exactly on this! eage experts experts such as maren kleemeyer (education committee chair) shared their tips on what to have in mind when preparing your course.</td> </tr> <tr data-row_id="147" class="ninja_table_row_147 nt_row_id_147"> <td><span style="display:none">00147</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=280" target="_blank" rel="noopener">How to Submit a Good Abstract - Part 3</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Maartje Houben</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=280" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to submit a good abstract - part 2 are you planning to submit an abstract for the eage annual or an upcoming scientific conference? we have a new series of how-to videos focusing exactly on this! eage experts including eage technical programme reviewer maartje houben (utrecht university) shared their tips on what to avoid and things to remember when preparing an abstract for your next presentation.</td> </tr> <tr data-row_id="148" class="ninja_table_row_148 nt_row_id_148"> <td><span style="display:none">00148</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=282" target="_blank" rel="noopener">How to Present to a Live Audience - Preparation</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Ivan Vasconcelos</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=282" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to present to a live audience - preparation six seasoned presenters, including eage technical programme reviewer ivan vasconcelos (utrecht university) share their experience and advice on preparing presentations, on how to capture and how to keep the audience’s attention and on what they have learned over the years. the videos address very practical questions and different situations, so whatever your concern, the answer is here.</td> </tr> <tr data-row_id="149" class="ninja_table_row_149 nt_row_id_149"> <td><span style="display:none">00149</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=284" target="_blank" rel="noopener">How to Present to a Live Audience - Non-Verbal Communication</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Caroline Lowrey</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=284" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to present to a live audience - non verbal communication six seasoned presenters, including eage technical programme reviewer caroline lowrey (spirit energy norway) share their experience and advice on preparing presentations, on how to capture and how to keep the audience’s attention and on what they have learned over the years. the videos address very practical questions and different situations, so whatever your concern, the answer is here.</td> </tr> <tr data-row_id="150" class="ninja_table_row_150 nt_row_id_150"> <td><span style="display:none">00150</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=286" target="_blank" rel="noopener">How to Present to a Live Audience - The Story, Part 1</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Giles Watts</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=286" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to present to a live audience - the story, part 1 six seasoned presenters, including eage technical programme reviewer giles watts (watts geoscience consulting) share their experience and advice on preparing presentations, on how to capture and how to keep the audience’s attention and on what they have learned over the years. the videos address very practical questions and different situations, so whatever your concern, the answer is here.</td> </tr> <tr data-row_id="151" class="ninja_table_row_151 nt_row_id_151"> <td><span style="display:none">00151</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=288" target="_blank" rel="noopener">How to Present to a Live Audience - The Story, Part 2</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Esther Bloem</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=288" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to present to a live audience - the story, part 2 six seasoned presenters, including eage technical programme reviewer esther bloem (nibio – norwegian institute of bioeconomy research) share their experience and advice on preparing presentations, on how to capture and how to keep the audience’s attention and on what they have learned over the years. the videos address very practical questions and different situations, so whatever your concern, the answer is here.</td> </tr> <tr data-row_id="152" class="ninja_table_row_152 nt_row_id_152"> <td><span style="display:none">00152</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=290" target="_blank" rel="noopener">How to Present to a Live Audience - Interaction with the Audience, Part 1</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Victor Aarre</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=290" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to present to a live audience - interaction with the audience, part 1 six seasoned presenters, including eage technical programme reviewer victor aarre (schlumberger) share their experience and advice on preparing presentations, on how to capture and how to keep the audience’s attention and on what they have learned over the years. the videos address very practical questions and different situations, so whatever your concern, the answer is here.</td> </tr> <tr data-row_id="153" class="ninja_table_row_153 nt_row_id_153"> <td><span style="display:none">00153</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=292" target="_blank" rel="noopener">How to Present to a Live Audience - Interaction with the Audience, Part 2</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>John Brittan</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=292" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to present to a live audience - interaction with the audience, part 2 six seasoned presenters, including eage technical programme reviewer john brittan (ion) share their experience and advice on preparing presentations, on how to capture and how to keep the audience’s attention and on what they have learned over the years. the videos address very practical questions and different situations, so whatever your concern, the answer is here.</td> </tr> <tr data-row_id="154" class="ninja_table_row_154 nt_row_id_154"> <td><span style="display:none">00154</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=298" target="_blank" rel="noopener">How to Chair - Part 1: The Role of the Chairperson</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=298" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to chair a session – the role of the chairperson another important element contributing to the success of a presentation, as well as to a productive scientific exchange, is good chairing. in this series we explore the role of the chairperson with advice from experienced chairs, including eage technical programme officer aart-jan van wijngaarden (equinor) and technical programme reviewers ivan vasconcelos (utrecht university), john brittan (ion), pierre-olivier lys (total), paul zwartjes (aramco overseas company) and roald van borselen (aramco overseas company).</td> </tr> <tr data-row_id="155" class="ninja_table_row_155 nt_row_id_155"> <td><span style="display:none">00155</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=300" target="_blank" rel="noopener">How to Chair - Part 2: Keeping Time</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=300" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to chair a session – keeping time another important element contributing to the success of a presentation, as well as to a productive scientific exchange, is good chairing. in this series we explore the role of the chairperson with advice from experienced chairs, including eage technical programme officer aart-jan van wijngaarden (equinor) and technical programme reviewers ivan vasconcelos (utrecht university), john brittan (ion), pierre-olivier lys (total), paul zwartjes (aramco overseas company) and roald van borselen (aramco overseas company).</td> </tr> <tr data-row_id="156" class="ninja_table_row_156 nt_row_id_156"> <td><span style="display:none">00156</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=302" target="_blank" rel="noopener">How to Chair - Part 3: Creating an Engaging Session</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=302" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to chair a session – creating an engaging session another important element contributing to the success of a presentation, as well as to a productive scientific exchange, is good chairing. in this series we explore the role of the chairperson with advice from experienced chairs, including eage technical programme officer aart-jan van wijngaarden (equinor) and technical programme reviewers ivan vasconcelos (utrecht university), john brittan (ion), pierre-olivier lys (total), paul zwartjes (aramco overseas company) and roald van borselen (aramco overseas company).</td> </tr> <tr data-row_id="157" class="ninja_table_row_157 nt_row_id_157"> <td><span style="display:none">00157</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=304" target="_blank" rel="noopener">How to Chair - Part 4: Tips and Tricks for Problems during a Session</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=304" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to chair a session – tips and tricks for problems during a session another important element contributing to the success of a presentation, as well as to a productive scientific exchange, is good chairing. in this series we explore the role of the chairperson with advice from experienced chairs, including eage technical programme officer aart-jan van wijngaarden (equinor) and technical programme reviewers ivan vasconcelos (utrecht university), john brittan (ion), pierre-olivier lys (total), paul zwartjes (aramco overseas company) and roald van borselen (aramco overseas company).</td> </tr> <tr data-row_id="158" class="ninja_table_row_158 nt_row_id_158"> <td><span style="display:none">00158</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=294" target="_blank" rel="noopener">How to Get Published - Part 1</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Malcolm Francis</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=294" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to get published - part 1 are you considering publishing your paper in a scientific journal? are you looking for advice to enhance the quality of your research work and increase the chance to get your paper accepted? eage can help you on your way preparing that paper. in this series, two expert reviewers including malcolm francis (schlumberger) reveals their recipe for successfully published papers, including practical experience in the selection of appropriate journals for your subject of study, tips on academic research writing, the importance and role of co-authors, together with the dos and don’ts when submitting your paper and the proper reactions to a negative decision.</td> </tr> <tr data-row_id="159" class="ninja_table_row_159 nt_row_id_159"> <td><span style="display:none">00159</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=296" target="_blank" rel="noopener">How to Get Published - Part 2</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Gareth Williams</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=296" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td>how to get published - part 2 are you considering publishing your paper in a scientific journal? are you looking for advice to enhance the quality of your research work and increase the chance to get your paper accepted? eage can help you on your way preparing that paper. in this series, two expert reviewers including gareth williams reveals their recipe for successfully published papers, including practical experience in the selection of appropriate journals for your subject of study, tips on academic research writing, the importance and role of co-authors, together with the dos and don’ts when submitting your paper and the proper reactions to a negative decision.</td> </tr> <tr data-row_id="160" class="ninja_table_row_160 nt_row_id_160"> <td><span style="display:none">00160</span>On Demand</td><td><b><a href="https://learninggeoscience.org/local/pages/?id=25" target="_blank" rel="noopener">E-Lectures</a></b><br/><small><i>How-to-Video Recording</i></small></td><td>Aart-Jan van Wijngaarden, Ivan Vasconcelos, John Brittan, Pierre-Olivier Lys, Paul Zwartjes and Roald van Borselen</td><td>Training and Development</td><td>Soft Skills</td><td><div style="text-align:center"><a href="https://learninggeoscience.org/local/pages/?id=25" class="btn btn-open" target="_blank" rel="noopener">View</a></div></td><td>How-to-Video Recording</td><td>On Demand</td><td>On Demand</td><td>EAGE</td><td></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> </div> </section> </div> </div> </div> </div> </div> <div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-3a69c4c" data-id="3a69c4c" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <section 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class="elementor-heading-title elementor-size-default">2021</h3> </div> </div> <div class="elementor-element elementor-element-79e7a1f0 award-popup_bioname elementor-widget elementor-widget-heading" data-id="79e7a1f0" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <h2 class="elementor-heading-title elementor-size-default">Siddharth Misra</h2> </div> </div> <div class="elementor-element elementor-element-48cad6ca award-popup_spinning_coin elementor-widget elementor-widget-image" data-id="48cad6ca" data-element_type="widget" data-widget_type="image.default"> <div class="elementor-widget-container"> <img src="https://eage.org/wp-content/uploads/2021/01/Award-Spinning-coin-.gif?w=150" title="Award-Spinning-coin-" alt="Award-Spinning-coin-" loading="lazy" /> </div> </div> </div> </div> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-3d27bea2 award-popup_second_col" 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menu-item-object-custom menu-item-has-children menu-item-1350"><a href="#" class="elementor-item elementor-item-anchor">Events</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3518"><a href="#" class="elementor-sub-item elementor-item-anchor">About Events</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-3516"><a href="https://eage.org/events/conferences/" class="elementor-sub-item">Conferences</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-3517"><a href="https://eage.org/events/workshops/" class="elementor-sub-item">Workshops</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-20412"><a href="https://eage.org/events/eage-event-terms-conditions/" class="elementor-sub-item">EAGE Event Terms & Conditions</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3519"><a href="#" class="elementor-sub-item elementor-item-anchor">Highlights</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-20413"><a href="https://eagedigital.org/" class="elementor-sub-item">EAGE Digital 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-16612"><a target="_blank" href="https://eageannual.org/" class="elementor-sub-item">EAGE Annual 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8497"><a target="_blank" href="https://eagensg.org/" class="elementor-sub-item">EAGE Near Surface Geoscience 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-21878"><a href="https://eageget.org/" class="elementor-sub-item">EAGE Global Energy Transition 2024</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3520"><a href="#" class="elementor-sub-item elementor-item-anchor">Overview</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9429"><a href="https://eage.org/events/calendar-of-events/" class="elementor-sub-item">Calendar of Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9427"><a href="https://eage.org/events/calendar-of-online-events/" class="elementor-sub-item">Calendar of Online Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9428"><a href="https://eage.org/events/calendar-of-past-events/" class="elementor-sub-item">Calendar of Past Events</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1351"><a href="#" class="elementor-item elementor-item-anchor">Membership</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3522"><a href="#" class="elementor-sub-item elementor-item-anchor">Membership</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-12860"><a href="https://eage.org/membership/welcome/" class="elementor-sub-item">Welcome to EAGE</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3525"><a href="https://eage.org/membership/benefits/" class="elementor-sub-item">Benefits</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-9123"><a href="https://eage.org/membership/membershiptypes/" class="elementor-sub-item">Types of Membership</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3527"><a href="https://eage.org/membership/recognition-programme/" class="elementor-sub-item">Recognition Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-8498"><a href="https://eage.org/membership/membership-terms-and-conditions/" class="elementor-sub-item">Membership Terms and Conditions</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3523"><a href="#" class="elementor-sub-item elementor-item-anchor">Support</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3526"><a href="https://eage.org/membership/hardship-programme/" class="elementor-sub-item">Hardship Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3528"><a href="https://eage.org/membership/travel-grant/" class="elementor-sub-item">Individual Support – PACE</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3524"><a href="#" class="elementor-sub-item elementor-item-anchor">Join or Renew</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8499"><a href="https://eage.eventsair.com/eage-membership-module/membership-application" class="elementor-sub-item">Join EAGE</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8500"><a href="https://eage.eventsair.com/eage-membership-module/membership-application" class="elementor-sub-item">Renew your Membership</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1352"><a href="#" class="elementor-item elementor-item-anchor">Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3529"><a href="#" class="elementor-sub-item elementor-item-anchor">Local Chapters</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3539"><a href="https://eage.org/communities/eage-local-chapters/" class="elementor-sub-item">EAGE Local Chapters</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3544"><a href="https://eage.org/communities/find-your-local-chapter/" class="elementor-sub-item">Find your Local Chapter</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3546"><a href="https://eage.org/communities/local-chapter-prizes/" class="elementor-sub-item">Local Chapter Prizes</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3530"><a href="#" class="elementor-sub-item elementor-item-anchor">Special Interest Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3540"><a href="https://eage.org/communities/women-in-geoscience-and-engineering/" class="elementor-sub-item">Women in Geoscience & Engineering</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3541"><a href="https://eage.org/communities/young-professionals/" class="elementor-sub-item">Young Professionals</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-26566"><a href="https://eage.org/communities/geoscience-communication-and-public-engagement/" class="elementor-sub-item">Geoscience Communication and Public Engagement</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3532"><a href="#" class="elementor-sub-item elementor-item-anchor">Technical Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3536"><a href="https://eage.org/communities/artificial-intelligence-community/" class="elementor-sub-item">Artificial Intelligence</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8502"><a href="https://eage.org/communities/basinpetroleumsystems/" class="elementor-sub-item">Basin & Petroleum Systems Analysis</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3537"><a href="https://eage.org/communities/decabonization-and-energy-transition/" class="elementor-sub-item">Decarbonization and Energy Transition</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-9548"><a href="https://eage.org/communities/geochemistry/" class="elementor-sub-item">Geochemistry</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-20409"><a href="https://eage.org/communities/geohazards/" class="elementor-sub-item">Geohazards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8503"><a href="https://eage.org/communities/hydrogeophysics/" class="elementor-sub-item">Hydrogeophysics</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8504"><a href="https://eage.org/communities/critical-minerals/" class="elementor-sub-item">Critical Minerals</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-10328"><a href="https://eage.org/communities/seismic-acquisition/" class="elementor-sub-item">Seismic Acquisition</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-10329"><a href="https://eage.org/communities/seismic-interpretation/" class="elementor-sub-item">Seismic Interpretation</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-20410"><a href="https://eage.org/communities/uav/" class="elementor-sub-item">Uncrewed Aerial Vehicles</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23793"><a href="https://eage.org/communities/ccs/" class="elementor-sub-item">CCS</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23790"><a href="https://eage.org/communities/geothermal-energy/" class="elementor-sub-item">Geothermal Energy</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23791"><a href="https://eage.org/communities/wind-energy/" class="elementor-sub-item">Wind Energy</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23792"><a href="https://eage.org/communities/hydrogen-and-energy-storage/" class="elementor-sub-item">Hydrogen and Energy Storage</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-25655"><a href="https://eage.org/communities/enhancing-hydrocarbon-recovery-for-sustainability/" class="elementor-sub-item">Enhancing Hydrocarbon Recovery for Sustainability</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3534"><a href="#" class="elementor-sub-item elementor-item-anchor">EU Affairs</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3538"><a href="https://eage.org/communities/eu-affairs/" class="elementor-sub-item">About EU Affairs</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3535"><a href="#" class="elementor-sub-item elementor-item-anchor">Community Activities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-3550"><a href="https://events.eage.org/" class="elementor-sub-item">Calendar of Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8505"><a href="https://eage.org/communities/mentoring-programme/" class="elementor-sub-item">Mentoring Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8506"><a href="https://eage.org/communities/pace-event-support/" class="elementor-sub-item">PACE Event Support</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-19319"><a href="https://eage.org/communities/resources/" class="elementor-sub-item">Resources</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1353"><a href="#" class="elementor-item elementor-item-anchor">Students</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3551"><a href="#" class="elementor-sub-item elementor-item-anchor">Student Chapters</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3563"><a href="https://eage.org/students/about-student-chapter/" class="elementor-sub-item">About Student Chapters</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3564"><a href="https://eage.org/students/establish-your-student-chapter/" class="elementor-sub-item">Establish a Student Chapter</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-8508"><a href="https://eage.org/students/your-student-chapter/" class="elementor-sub-item">Your Student Chapter</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3552"><a href="#" class="elementor-sub-item elementor-item-anchor">Online Activities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3573"><a href="https://eage.org/students/webinars/" class="elementor-sub-item">Student Webinars</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-8509"><a href="https://eage.org/students/e-summits/" class="elementor-sub-item">Student E-Summits</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3553"><a href="#" class="elementor-sub-item elementor-item-anchor">GEO Quiz</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3560"><a href="https://eage.org/students/about-geo-quiz/" class="elementor-sub-item">About the Geo Quiz</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3566"><a href="https://eage.org/students/join-the-geoquiz/" class="elementor-sub-item">Join the Geo Quiz</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3565"><a href="https://eage.org/students/geo-quiz/" class="elementor-sub-item">Geo Quiz Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3554"><a href="#" class="elementor-sub-item elementor-item-anchor">Laurie Dake Challenge</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3561"><a href="https://eage.org/students/about-laurie-dake-challenge/" class="elementor-sub-item">About the Laurie Dake Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3567"><a href="https://eage.org/students/join-the-laurie-dake-challenge/" class="elementor-sub-item">Join the Laurie Dake Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-8507"><a href="https://eage.org/students/laurie-dake-challenge-hall-of-fame/" class="elementor-sub-item">Laurie Dake Challenge Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3555"><a href="#" class="elementor-sub-item elementor-item-anchor">Minus CO2 challenge</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3562"><a href="https://eage.org/students/about-minus-co2-challenge/" class="elementor-sub-item">About Minus CO2 Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3568"><a href="https://eage.org/students/minus-co2-challenge/" class="elementor-sub-item">Join the Minus CO2 Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3569"><a href="https://eage.org/students/minus-co2-challenge-hall-of-fame/" class="elementor-sub-item">Minus CO2 Challenge Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3556"><a href="#" class="elementor-sub-item elementor-item-anchor">Support</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3570"><a href="https://eage.org/students/scholarship-support/" class="elementor-sub-item">Scholarships & Awards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3574"><a href="https://eage.org/students/awards-support/" class="elementor-sub-item">EAGE Membership & Grants</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-20414"><a href="https://eage.org/students/support-ukraine-professional-development-fund/" class="elementor-sub-item">Ukraine Professional Development Fund</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3557"><a href="#" class="elementor-sub-item elementor-item-anchor">EAGE Student Fund</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3559"><a href="https://eage.org/students/about-eage-student-fund/" class="elementor-sub-item">About the EAGE Student Fund</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom current-menu-ancestor menu-item-has-children menu-item-1354"><a href="#" class="elementor-item elementor-item-anchor">Education</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3575"><a href="#" class="elementor-sub-item elementor-item-anchor">Highlights</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8511"><a href="https://eage.org/education/highlights/" class="elementor-sub-item">EAGE Education</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-21602"><a href="https://eage.org/education/energy-transition-skills/" class="elementor-sub-item">Energy Transition Skills</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3576"><a href="#" class="elementor-sub-item elementor-item-anchor">Learning Geoscience</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8519"><a href="https://eage.org/education/learning-geoscience/" class="elementor-sub-item">About Learning Geoscience</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8510"><a href="https://eage.org/education/electures/" class="elementor-sub-item">E-Lectures</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8517"><a href="https://eage.org/education/webinars/" class="elementor-sub-item">Webinars</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8513"><a href="https://eage.org/education/how-to-videos/" class="elementor-sub-item">How-to Videos</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom current-menu-ancestor current-menu-parent menu-item-has-children menu-item-3579"><a href="#" class="elementor-sub-item elementor-item-anchor">Short Courses</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8512"><a href="https://eage.org/education/education-tours/" class="elementor-sub-item">Education Tours</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education current-menu-item menu-item-8515"><a href="https://eage.org/education/interactive-online-short-courses/" aria-current="page" class="elementor-sub-item elementor-item-active">Interactive Online Short Courses</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8514"><a href="https://eage.org/education/in-house-training/" class="elementor-sub-item">In-House Training</a></li> <li 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href="https://eage.org/education/education-calendar/" class="elementor-sub-item">Education Calendar</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8516"><a href="https://eage.org/education/short-course-catalogue/" class="elementor-sub-item">Short Course Catalogue</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1355"><a href="#" class="elementor-item elementor-item-anchor">Media</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3589"><a href="#" class="elementor-sub-item elementor-item-anchor">First Break</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3596"><a href="https://eage.org/media/about-firstbreak/" 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<li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-3594"><a href="https://eage.org/media/nearsurfacegeophysics#petroleum_geoscience" class="elementor-sub-item elementor-item-anchor">Petroleum Geoscience</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8522"><a href="https://eage.org/media/nearsurfacegeophysics#geophysical_prospecting" class="elementor-sub-item elementor-item-anchor">Geophysical Prospecting</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8523"><a href="https://eage.org/media/nearsurfacegeophysics#basin_research" class="elementor-sub-item elementor-item-anchor">Basin Research</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-17867"><a href="https://eage.org/media/nearsurfacegeophysics#geoenergy" class="elementor-sub-item elementor-item-anchor">Geoenergy</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom 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href="https://eage.org/about_eage/agmm/" class="elementor-sub-item" tabindex="-1">AGMM</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3499"><a href="https://eage.org/about_eage/circles/" class="elementor-sub-item" tabindex="-1">Circles</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-25434"><a href="https://eage.org/about_eage/code-of-conduct/" class="elementor-sub-item" tabindex="-1">Code of Conduct</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1329"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Organization</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-20411"><a href="https://eage.org/about_eage/ballot/" class="elementor-sub-item" tabindex="-1">Ballot</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3502"><a href="https://eage.org/about_eage/board-and-bod/" class="elementor-sub-item" tabindex="-1">Board and BoD</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3504"><a href="https://eage.org/about_eage/committees/" class="elementor-sub-item" tabindex="-1">Committees</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3505"><a href="https://eage.org/about_eage/constitution/" class="elementor-sub-item" tabindex="-1">Constitution</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3503"><a href="https://eage.org/about_eage/by-laws/" class="elementor-sub-item" tabindex="-1">By-Laws</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1330"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Funds</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3508"><a href="https://eage.org/about_eage/student-fund/" class="elementor-sub-item" tabindex="-1">Student Fund</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3506"><a href="https://eage.org/about_eage/green-fund/" class="elementor-sub-item" tabindex="-1">Green Fund</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1331"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Cooperations</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3509"><a href="https://eage.org/about_eage/associated-societies/" class="elementor-sub-item" tabindex="-1">Associated Societies</a></li> <li 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href="/about_eage/global-offices#asia-pacific_office" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Asia Pacific Office</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8459"><a href="/about_eage/global-offices#latin-americas_office" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Latin America Office</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1333"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Careers</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3515"><a href="https://eage.org/about_eage/careers/" class="elementor-sub-item" tabindex="-1">Work with EAGE</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3513"><a href="https://eage.org/about_eage/careers-in-the-industry/" class="elementor-sub-item" tabindex="-1">Careers in the Industry</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3514"><a href="https://eage.org/about_eage/volunteer/" class="elementor-sub-item" tabindex="-1">Volunteering Opportunities</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-8492"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Awards</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-8494"><a href="https://eage.org/about_eage/nominations/" class="elementor-sub-item" tabindex="-1">Nominations</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-8495"><a href="https://eage.org/about_eage/overview-awards/" class="elementor-sub-item" 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href="https://eageannual.org/" class="elementor-sub-item" tabindex="-1">EAGE Annual 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8497"><a target="_blank" href="https://eagensg.org/" class="elementor-sub-item" tabindex="-1">EAGE Near Surface Geoscience 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-21878"><a href="https://eageget.org/" class="elementor-sub-item" tabindex="-1">EAGE Global Energy Transition 2024</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3520"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Overview</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9429"><a href="https://eage.org/events/calendar-of-events/" class="elementor-sub-item" tabindex="-1">Calendar of Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9427"><a href="https://eage.org/events/calendar-of-online-events/" class="elementor-sub-item" tabindex="-1">Calendar of Online Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9428"><a href="https://eage.org/events/calendar-of-past-events/" class="elementor-sub-item" tabindex="-1">Calendar of Past Events</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1351"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Membership</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3522"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Membership</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-12860"><a href="https://eage.org/membership/welcome/" class="elementor-sub-item" tabindex="-1">Welcome to EAGE</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3525"><a href="https://eage.org/membership/benefits/" class="elementor-sub-item" tabindex="-1">Benefits</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-9123"><a href="https://eage.org/membership/membershiptypes/" class="elementor-sub-item" tabindex="-1">Types of Membership</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3527"><a href="https://eage.org/membership/recognition-programme/" class="elementor-sub-item" tabindex="-1">Recognition Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-8498"><a href="https://eage.org/membership/membership-terms-and-conditions/" class="elementor-sub-item" tabindex="-1">Membership Terms and Conditions</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3523"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Support</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3526"><a href="https://eage.org/membership/hardship-programme/" class="elementor-sub-item" tabindex="-1">Hardship Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3528"><a href="https://eage.org/membership/travel-grant/" class="elementor-sub-item" tabindex="-1">Individual Support – PACE</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3524"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Join or Renew</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8499"><a href="https://eage.eventsair.com/eage-membership-module/membership-application" class="elementor-sub-item" tabindex="-1">Join EAGE</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8500"><a href="https://eage.eventsair.com/eage-membership-module/membership-application" class="elementor-sub-item" tabindex="-1">Renew your Membership</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1352"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3529"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Local Chapters</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3539"><a href="https://eage.org/communities/eage-local-chapters/" class="elementor-sub-item" tabindex="-1">EAGE Local Chapters</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3544"><a href="https://eage.org/communities/find-your-local-chapter/" class="elementor-sub-item" tabindex="-1">Find your Local Chapter</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3546"><a href="https://eage.org/communities/local-chapter-prizes/" class="elementor-sub-item" tabindex="-1">Local Chapter Prizes</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3530"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Special Interest Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3540"><a href="https://eage.org/communities/women-in-geoscience-and-engineering/" class="elementor-sub-item" tabindex="-1">Women in Geoscience & Engineering</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3541"><a href="https://eage.org/communities/young-professionals/" class="elementor-sub-item" tabindex="-1">Young Professionals</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-26566"><a href="https://eage.org/communities/geoscience-communication-and-public-engagement/" class="elementor-sub-item" tabindex="-1">Geoscience Communication and Public Engagement</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3532"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Technical Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3536"><a href="https://eage.org/communities/artificial-intelligence-community/" class="elementor-sub-item" tabindex="-1">Artificial Intelligence</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8502"><a href="https://eage.org/communities/basinpetroleumsystems/" class="elementor-sub-item" tabindex="-1">Basin & Petroleum Systems Analysis</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3537"><a href="https://eage.org/communities/decabonization-and-energy-transition/" class="elementor-sub-item" tabindex="-1">Decarbonization and Energy Transition</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-9548"><a href="https://eage.org/communities/geochemistry/" class="elementor-sub-item" tabindex="-1">Geochemistry</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-20409"><a href="https://eage.org/communities/geohazards/" class="elementor-sub-item" tabindex="-1">Geohazards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8503"><a href="https://eage.org/communities/hydrogeophysics/" class="elementor-sub-item" tabindex="-1">Hydrogeophysics</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8504"><a href="https://eage.org/communities/critical-minerals/" class="elementor-sub-item" tabindex="-1">Critical Minerals</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-10328"><a href="https://eage.org/communities/seismic-acquisition/" class="elementor-sub-item" tabindex="-1">Seismic Acquisition</a></li> <li class="menu-item 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tabindex="-1">Wind Energy</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23792"><a href="https://eage.org/communities/hydrogen-and-energy-storage/" class="elementor-sub-item" tabindex="-1">Hydrogen and Energy Storage</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-25655"><a href="https://eage.org/communities/enhancing-hydrocarbon-recovery-for-sustainability/" class="elementor-sub-item" tabindex="-1">Enhancing Hydrocarbon Recovery for Sustainability</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3534"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">EU Affairs</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3538"><a href="https://eage.org/communities/eu-affairs/" 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menu-item-8509"><a href="https://eage.org/students/e-summits/" class="elementor-sub-item" tabindex="-1">Student E-Summits</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3553"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">GEO Quiz</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3560"><a href="https://eage.org/students/about-geo-quiz/" class="elementor-sub-item" tabindex="-1">About the Geo Quiz</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3566"><a href="https://eage.org/students/join-the-geoquiz/" class="elementor-sub-item" tabindex="-1">Join the Geo Quiz</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3565"><a href="https://eage.org/students/geo-quiz/" class="elementor-sub-item" tabindex="-1">Geo Quiz Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3554"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Laurie Dake Challenge</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3561"><a href="https://eage.org/students/about-laurie-dake-challenge/" class="elementor-sub-item" tabindex="-1">About the Laurie Dake Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3567"><a href="https://eage.org/students/join-the-laurie-dake-challenge/" class="elementor-sub-item" tabindex="-1">Join the Laurie Dake Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-8507"><a href="https://eage.org/students/laurie-dake-challenge-hall-of-fame/" class="elementor-sub-item" tabindex="-1">Laurie Dake Challenge Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3555"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Minus CO2 challenge</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3562"><a href="https://eage.org/students/about-minus-co2-challenge/" class="elementor-sub-item" tabindex="-1">About Minus CO2 Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3568"><a href="https://eage.org/students/minus-co2-challenge/" class="elementor-sub-item" tabindex="-1">Join the Minus CO2 Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3569"><a href="https://eage.org/students/minus-co2-challenge-hall-of-fame/" class="elementor-sub-item" tabindex="-1">Minus CO2 Challenge Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3556"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Support</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3570"><a href="https://eage.org/students/scholarship-support/" class="elementor-sub-item" tabindex="-1">Scholarships & Awards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3574"><a href="https://eage.org/students/awards-support/" class="elementor-sub-item" tabindex="-1">EAGE Membership & Grants</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-20414"><a href="https://eage.org/students/support-ukraine-professional-development-fund/" class="elementor-sub-item" tabindex="-1">Ukraine Professional Development Fund</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3557"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">EAGE Student Fund</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3559"><a href="https://eage.org/students/about-eage-student-fund/" class="elementor-sub-item" tabindex="-1">About the EAGE Student Fund</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom current-menu-ancestor menu-item-has-children menu-item-1354"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Education</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3575"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Highlights</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8511"><a href="https://eage.org/education/highlights/" class="elementor-sub-item" tabindex="-1">EAGE Education</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-21602"><a href="https://eage.org/education/energy-transition-skills/" class="elementor-sub-item" tabindex="-1">Energy Transition Skills</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3576"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Learning Geoscience</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8519"><a href="https://eage.org/education/learning-geoscience/" 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<li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8512"><a href="https://eage.org/education/education-tours/" class="elementor-sub-item" tabindex="-1">Education Tours</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education current-menu-item menu-item-8515"><a href="https://eage.org/education/interactive-online-short-courses/" aria-current="page" class="elementor-sub-item elementor-item-active" tabindex="-1">Interactive Online Short Courses</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8514"><a href="https://eage.org/education/in-house-training/" class="elementor-sub-item" tabindex="-1">In-House Training</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8518"><a href="https://eage.org/education/classroom-training/" class="elementor-sub-item" tabindex="-1">Classroom Training</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3581"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Eurgeol Title</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-3584"><a href="https://eage.org/education/eurgeol-title/" class="elementor-sub-item" tabindex="-1">Accreditation</a></li> </ul> </li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-14709"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Overview</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-14710"><a href="https://eage.org/education/education-calendar/" class="elementor-sub-item" tabindex="-1">Education Calendar</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8516"><a href="https://eage.org/education/short-course-catalogue/" class="elementor-sub-item" tabindex="-1">Short Course Catalogue</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1355"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Media</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3589"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">First Break</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3596"><a href="https://eage.org/media/about-firstbreak/" class="elementor-sub-item" tabindex="-1">About First Break</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3590"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">EarthDoc</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3599"><a href="https://eage.org/media/earthdoc/" class="elementor-sub-item" tabindex="-1">EarthDoc</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3591"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Journals</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-3588"><a href="https://eage.org/media/nearsurfacegeophysics#near_surface_geophysics" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Near Surface Geophysics</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-3594"><a 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menu-item-has-children menu-item-3592"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Books</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3604"><a href="https://eage.org/media/online-bookshop/" class="elementor-sub-item" tabindex="-1">Online Bookshop</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3597"><a href="https://eage.org/media/publishing-with-eage/" class="elementor-sub-item" tabindex="-1">Publishing with EAGE</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3593"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Newsletters</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-8521"><a 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</div> </div> <div class="elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-36d6f532" data-id="36d6f532" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-ce9dfa9 elementor-shape-rounded elementor-grid-0 e-grid-align-center elementor-widget elementor-widget-social-icons" data-id="ce9dfa9" data-element_type="widget" data-widget_type="social-icons.default"> <div class="elementor-widget-container"> <div class="elementor-social-icons-wrapper elementor-grid"> <span class="elementor-grid-item"> <a class="elementor-icon elementor-social-icon elementor-social-icon-facebook elementor-repeater-item-57fb79f" href="https://www.facebook.com/EAGEglobal" target="_blank"> <span class="elementor-screen-only">Facebook</span> <i class="fab fa-facebook"></i> </a> </span> <span class="elementor-grid-item"> <a 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class="elementor elementor-1566 elementor-location-popup" data-elementor-settings="{"entrance_animation":"fadeInDown","exit_animation":"fadeInDown","open_selector":".pop_mobile","entrance_animation_mobile":"none","exit_animation_mobile":"none","entrance_animation_duration":{"unit":"px","size":"0","sizes":[]},"a11y_navigation":"yes","triggers":[],"timing":[]}" data-elementor-post-type="elementor_library"> <section class="elementor-section elementor-top-section elementor-element elementor-element-27a275b4 elementor-section-full_width elementor-section-content-top mobile_menu_container_popup elementor-section-height-default elementor-section-height-default" data-id="27a275b4" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-background-overlay"></div> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-dc0edff" data-id="dc0edff" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <section class="elementor-section elementor-inner-section elementor-element elementor-element-77cd725 elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="77cd725" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-33d9293" data-id="33d9293" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-00db6a8 elementor-widget elementor-widget-image" data-id="00db6a8" data-element_type="widget" data-widget_type="image.default"> <div class="elementor-widget-container"> <img src="https://eage.org/wp-content/uploads/2020/05/EAGE_logo_header.svg?w=800" title="EAGE_logo" alt="EAGE_logo" loading="lazy" /> </div> </div> </div> </div> <div class="elementor-column elementor-col-50 elementor-inner-column elementor-element elementor-element-d7ee7bc" data-id="d7ee7bc" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-f04bbc4 elementor-widget elementor-widget-image" data-id="f04bbc4" data-element_type="widget" data-widget_type="image.default"> <div class="elementor-widget-container"> <img src="https://eage.org/wp-content/uploads/2020/05/Mobile_MenuIcon_closing.svg?w=150&h=150&crop=1" title="Mobile_MenuIcon_closing" alt="Mobile_MenuIcon_closing" loading="lazy" /> </div> </div> </div> </div> </div> </section> <section class="elementor-section elementor-inner-section elementor-element elementor-element-444c9ec elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="444c9ec" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-624d41a" data-id="624d41a" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-afad4b1 mobile_top_menu elementor-widget elementor-widget-text-editor" data-id="afad4b1" data-element_type="widget" data-widget_type="text-editor.default"> <div class="elementor-widget-container"> <p style="text-align: center;"> <a href="https://www.firstbreak.org/">First Break</a> <a href="https://www.earthdoc.org/">EarthDoc</a></p> </div> </div> </div> </div> </div> </section> </div> </div> </div> </section> <section class="elementor-section elementor-top-section elementor-element elementor-element-d22a331 elementor-section-full_width elementor-section-content-top elementor-section-height-default elementor-section-height-default" data-id="d22a331" data-element_type="section" data-settings="{"background_background":"classic"}"> <div class="elementor-background-overlay"></div> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1220ef8" data-id="1220ef8" data-element_type="column" data-settings="{"background_background":"classic"}"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-background-overlay"></div> <section class="elementor-section elementor-inner-section elementor-element elementor-element-df7c7e4 elementor-section-full_width elementor-section-height-default elementor-section-height-default" data-id="df7c7e4" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-4315d2c" data-id="4315d2c" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-d0dba09 elementor-search-form--skin-classic elementor-search-form--button-type-icon elementor-search-form--icon-search elementor-widget elementor-widget-search-form" data-id="d0dba09" data-element_type="widget" data-settings="{"skin":"classic"}" data-widget_type="search-form.default"> <div class="elementor-widget-container"> <search role="search"> <form class="elementor-search-form" action="https://eage.org" method="get"> <div class="elementor-search-form__container"> <label class="elementor-screen-only" for="elementor-search-form-d0dba09">Search</label> <input id="elementor-search-form-d0dba09" placeholder="Search..." class="elementor-search-form__input" type="search" name="s" value=""> <button class="elementor-search-form__submit" type="submit" aria-label="Search"> <i aria-hidden="true" class="fas fa-search"></i> </button> </div> </form> </search> </div> </div> </div> </div> </div> </section> <section class="elementor-section elementor-inner-section elementor-element elementor-element-3752fb4 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="3752fb4" data-element_type="section"> <div class="elementor-container elementor-column-gap-default"> <div class="elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-025f73c" data-id="025f73c" data-element_type="column"> <div class="elementor-widget-wrap elementor-element-populated"> <div class="elementor-element elementor-element-1a7ce65 elementor-nav-menu__text-align-aside elementor-widget elementor-widget-nav-menu" data-id="1a7ce65" data-element_type="widget" data-settings="{"layout":"dropdown","submenu_icon":{"value":"<i class=\"fas fa-caret-down\"><\/i>","library":"fa-solid"}}" data-widget_type="nav-menu.default"> <div class="elementor-widget-container"> <nav class="elementor-nav-menu--dropdown elementor-nav-menu__container" aria-hidden="true"> <ul id="menu-2-1a7ce65" class="elementor-nav-menu"><li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1349"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">About EAGE</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1328"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">General</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3501"><a href="https://eage.org/about_eage/mission-and-objectives/" class="elementor-sub-item" tabindex="-1">Mission and Objectives</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-9309"><a href="https://eage.org/about_eage/eage-history/" class="elementor-sub-item" tabindex="-1">History</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3498"><a href="https://eage.org/about_eage/agmm/" class="elementor-sub-item" tabindex="-1">AGMM</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3499"><a href="https://eage.org/about_eage/circles/" class="elementor-sub-item" tabindex="-1">Circles</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-25434"><a href="https://eage.org/about_eage/code-of-conduct/" class="elementor-sub-item" tabindex="-1">Code of Conduct</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1329"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Organization</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-20411"><a href="https://eage.org/about_eage/ballot/" class="elementor-sub-item" tabindex="-1">Ballot</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3502"><a href="https://eage.org/about_eage/board-and-bod/" class="elementor-sub-item" tabindex="-1">Board and BoD</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3504"><a href="https://eage.org/about_eage/committees/" class="elementor-sub-item" tabindex="-1">Committees</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3505"><a href="https://eage.org/about_eage/constitution/" class="elementor-sub-item" tabindex="-1">Constitution</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3503"><a href="https://eage.org/about_eage/by-laws/" class="elementor-sub-item" tabindex="-1">By-Laws</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1330"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Funds</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3508"><a href="https://eage.org/about_eage/student-fund/" class="elementor-sub-item" tabindex="-1">Student Fund</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3506"><a href="https://eage.org/about_eage/green-fund/" class="elementor-sub-item" tabindex="-1">Green Fund</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1331"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Cooperations</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3509"><a href="https://eage.org/about_eage/associated-societies/" class="elementor-sub-item" tabindex="-1">Associated Societies</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3511"><a href="https://eage.org/about_eage/joint-events/" class="elementor-sub-item" tabindex="-1">Joint Events</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1332"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Global Offices</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8453"><a href="/about_eage/global-offices" class="elementor-sub-item" tabindex="-1">Europe Office</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8455"><a href="/about_eage/global-offices#middle-east_africa_office" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Middle East / Africa Office</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8458"><a href="/about_eage/global-offices#asia-pacific_office" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Asia Pacific Office</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8459"><a href="/about_eage/global-offices#latin-americas_office" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Latin America Office</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1333"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Careers</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3515"><a href="https://eage.org/about_eage/careers/" class="elementor-sub-item" tabindex="-1">Work with EAGE</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3513"><a href="https://eage.org/about_eage/careers-in-the-industry/" class="elementor-sub-item" tabindex="-1">Careers in the Industry</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-3514"><a href="https://eage.org/about_eage/volunteer/" class="elementor-sub-item" tabindex="-1">Volunteering Opportunities</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-8492"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Awards</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-8494"><a href="https://eage.org/about_eage/nominations/" class="elementor-sub-item" tabindex="-1">Nominations</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-8495"><a href="https://eage.org/about_eage/overview-awards/" class="elementor-sub-item" tabindex="-1">Overview Awards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-about_eage menu-item-8493"><a href="https://eage.org/about_eage/award-winners/" class="elementor-sub-item" tabindex="-1">Award Winners</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1350"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Events</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3518"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">About Events</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-3516"><a href="https://eage.org/events/conferences/" class="elementor-sub-item" tabindex="-1">Conferences</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-3517"><a href="https://eage.org/events/workshops/" class="elementor-sub-item" tabindex="-1">Workshops</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-20412"><a href="https://eage.org/events/eage-event-terms-conditions/" class="elementor-sub-item" tabindex="-1">EAGE Event Terms & Conditions</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3519"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Highlights</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-20413"><a href="https://eagedigital.org/" class="elementor-sub-item" tabindex="-1">EAGE Digital 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-16612"><a target="_blank" href="https://eageannual.org/" class="elementor-sub-item" tabindex="-1">EAGE Annual 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8497"><a target="_blank" href="https://eagensg.org/" class="elementor-sub-item" tabindex="-1">EAGE Near Surface Geoscience 2024</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-21878"><a href="https://eageget.org/" class="elementor-sub-item" tabindex="-1">EAGE Global Energy Transition 2024</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3520"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Overview</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9429"><a href="https://eage.org/events/calendar-of-events/" class="elementor-sub-item" tabindex="-1">Calendar of Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9427"><a href="https://eage.org/events/calendar-of-online-events/" class="elementor-sub-item" tabindex="-1">Calendar of Online Events</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-events menu-item-9428"><a href="https://eage.org/events/calendar-of-past-events/" class="elementor-sub-item" tabindex="-1">Calendar of Past Events</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1351"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Membership</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3522"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Membership</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-12860"><a href="https://eage.org/membership/welcome/" class="elementor-sub-item" tabindex="-1">Welcome to EAGE</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3525"><a href="https://eage.org/membership/benefits/" class="elementor-sub-item" tabindex="-1">Benefits</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-9123"><a href="https://eage.org/membership/membershiptypes/" class="elementor-sub-item" tabindex="-1">Types of Membership</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3527"><a href="https://eage.org/membership/recognition-programme/" class="elementor-sub-item" tabindex="-1">Recognition Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-8498"><a href="https://eage.org/membership/membership-terms-and-conditions/" class="elementor-sub-item" tabindex="-1">Membership Terms and Conditions</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3523"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Support</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3526"><a href="https://eage.org/membership/hardship-programme/" class="elementor-sub-item" tabindex="-1">Hardship Programme</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-membership menu-item-3528"><a href="https://eage.org/membership/travel-grant/" class="elementor-sub-item" tabindex="-1">Individual Support – PACE</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3524"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Join or Renew</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8499"><a href="https://eage.eventsair.com/eage-membership-module/membership-application" class="elementor-sub-item" tabindex="-1">Join EAGE</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8500"><a href="https://eage.eventsair.com/eage-membership-module/membership-application" class="elementor-sub-item" tabindex="-1">Renew your Membership</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1352"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3529"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Local Chapters</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3539"><a href="https://eage.org/communities/eage-local-chapters/" class="elementor-sub-item" tabindex="-1">EAGE Local Chapters</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3544"><a href="https://eage.org/communities/find-your-local-chapter/" class="elementor-sub-item" tabindex="-1">Find your Local Chapter</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3546"><a href="https://eage.org/communities/local-chapter-prizes/" class="elementor-sub-item" tabindex="-1">Local Chapter Prizes</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3530"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Special Interest Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3540"><a href="https://eage.org/communities/women-in-geoscience-and-engineering/" class="elementor-sub-item" tabindex="-1">Women in Geoscience & Engineering</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3541"><a href="https://eage.org/communities/young-professionals/" class="elementor-sub-item" tabindex="-1">Young Professionals</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-26566"><a href="https://eage.org/communities/geoscience-communication-and-public-engagement/" class="elementor-sub-item" tabindex="-1">Geoscience Communication and Public Engagement</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3532"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Technical Communities</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3536"><a href="https://eage.org/communities/artificial-intelligence-community/" class="elementor-sub-item" tabindex="-1">Artificial Intelligence</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8502"><a href="https://eage.org/communities/basinpetroleumsystems/" class="elementor-sub-item" tabindex="-1">Basin & Petroleum Systems Analysis</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-3537"><a href="https://eage.org/communities/decabonization-and-energy-transition/" class="elementor-sub-item" tabindex="-1">Decarbonization and Energy Transition</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-9548"><a href="https://eage.org/communities/geochemistry/" class="elementor-sub-item" tabindex="-1">Geochemistry</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-20409"><a href="https://eage.org/communities/geohazards/" class="elementor-sub-item" tabindex="-1">Geohazards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8503"><a href="https://eage.org/communities/hydrogeophysics/" class="elementor-sub-item" tabindex="-1">Hydrogeophysics</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-8504"><a href="https://eage.org/communities/critical-minerals/" class="elementor-sub-item" tabindex="-1">Critical Minerals</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-10328"><a href="https://eage.org/communities/seismic-acquisition/" class="elementor-sub-item" tabindex="-1">Seismic Acquisition</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-10329"><a href="https://eage.org/communities/seismic-interpretation/" class="elementor-sub-item" tabindex="-1">Seismic Interpretation</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-20410"><a href="https://eage.org/communities/uav/" class="elementor-sub-item" tabindex="-1">Uncrewed Aerial Vehicles</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23793"><a href="https://eage.org/communities/ccs/" class="elementor-sub-item" tabindex="-1">CCS</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23790"><a href="https://eage.org/communities/geothermal-energy/" class="elementor-sub-item" tabindex="-1">Geothermal Energy</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23791"><a href="https://eage.org/communities/wind-energy/" class="elementor-sub-item" tabindex="-1">Wind Energy</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-23792"><a href="https://eage.org/communities/hydrogen-and-energy-storage/" class="elementor-sub-item" tabindex="-1">Hydrogen and Energy Storage</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-25655"><a href="https://eage.org/communities/enhancing-hydrocarbon-recovery-for-sustainability/" class="elementor-sub-item" tabindex="-1">Enhancing Hydrocarbon Recovery for Sustainability</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3534"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">EU Affairs</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li 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href="https://eage.org/communities/pace-event-support/" class="elementor-sub-item" tabindex="-1">PACE Event Support</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-communities menu-item-19319"><a href="https://eage.org/communities/resources/" class="elementor-sub-item" tabindex="-1">Resources</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1353"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Students</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3551"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Student Chapters</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3563"><a 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class="elementor-sub-item" tabindex="-1">Student Webinars</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-8509"><a href="https://eage.org/students/e-summits/" class="elementor-sub-item" tabindex="-1">Student E-Summits</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3553"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">GEO Quiz</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3560"><a href="https://eage.org/students/about-geo-quiz/" class="elementor-sub-item" tabindex="-1">About the Geo Quiz</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3566"><a href="https://eage.org/students/join-the-geoquiz/" class="elementor-sub-item" tabindex="-1">Join the Geo Quiz</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3565"><a href="https://eage.org/students/geo-quiz/" class="elementor-sub-item" tabindex="-1">Geo Quiz Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3554"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Laurie Dake Challenge</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3561"><a href="https://eage.org/students/about-laurie-dake-challenge/" class="elementor-sub-item" tabindex="-1">About the Laurie Dake Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3567"><a href="https://eage.org/students/join-the-laurie-dake-challenge/" class="elementor-sub-item" tabindex="-1">Join the Laurie Dake Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-8507"><a href="https://eage.org/students/laurie-dake-challenge-hall-of-fame/" class="elementor-sub-item" tabindex="-1">Laurie Dake Challenge Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3555"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Minus CO2 challenge</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3562"><a href="https://eage.org/students/about-minus-co2-challenge/" class="elementor-sub-item" tabindex="-1">About Minus CO2 Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3568"><a href="https://eage.org/students/minus-co2-challenge/" class="elementor-sub-item" tabindex="-1">Join the Minus CO2 Challenge</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3569"><a href="https://eage.org/students/minus-co2-challenge-hall-of-fame/" class="elementor-sub-item" tabindex="-1">Minus CO2 Challenge Hall of Fame</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3556"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Support</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3570"><a href="https://eage.org/students/scholarship-support/" class="elementor-sub-item" tabindex="-1">Scholarships & Awards</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3574"><a href="https://eage.org/students/awards-support/" class="elementor-sub-item" tabindex="-1">EAGE Membership & Grants</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-20414"><a href="https://eage.org/students/support-ukraine-professional-development-fund/" class="elementor-sub-item" tabindex="-1">Ukraine Professional Development Fund</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3557"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">EAGE Student Fund</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-students menu-item-3559"><a href="https://eage.org/students/about-eage-student-fund/" class="elementor-sub-item" tabindex="-1">About the EAGE Student Fund</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom current-menu-ancestor menu-item-has-children menu-item-1354"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Education</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3575"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Highlights</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8511"><a href="https://eage.org/education/highlights/" class="elementor-sub-item" tabindex="-1">EAGE Education</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-21602"><a href="https://eage.org/education/energy-transition-skills/" class="elementor-sub-item" tabindex="-1">Energy Transition Skills</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3576"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Learning Geoscience</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8519"><a href="https://eage.org/education/learning-geoscience/" class="elementor-sub-item" tabindex="-1">About Learning Geoscience</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8510"><a href="https://eage.org/education/electures/" class="elementor-sub-item" tabindex="-1">E-Lectures</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8517"><a href="https://eage.org/education/webinars/" class="elementor-sub-item" tabindex="-1">Webinars</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8513"><a href="https://eage.org/education/how-to-videos/" class="elementor-sub-item" tabindex="-1">How-to Videos</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom current-menu-ancestor current-menu-parent menu-item-has-children menu-item-3579"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Short Courses</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8512"><a href="https://eage.org/education/education-tours/" class="elementor-sub-item" tabindex="-1">Education Tours</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education current-menu-item menu-item-8515"><a href="https://eage.org/education/interactive-online-short-courses/" aria-current="page" class="elementor-sub-item elementor-item-active" tabindex="-1">Interactive Online Short Courses</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8514"><a href="https://eage.org/education/in-house-training/" class="elementor-sub-item" tabindex="-1">In-House Training</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8518"><a href="https://eage.org/education/classroom-training/" class="elementor-sub-item" tabindex="-1">Classroom Training</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3581"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Eurgeol Title</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-3584"><a href="https://eage.org/education/eurgeol-title/" class="elementor-sub-item" tabindex="-1">Accreditation</a></li> </ul> </li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-14709"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Overview</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-14710"><a href="https://eage.org/education/education-calendar/" class="elementor-sub-item" tabindex="-1">Education Calendar</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-education menu-item-8516"><a href="https://eage.org/education/short-course-catalogue/" class="elementor-sub-item" tabindex="-1">Short Course Catalogue</a></li> </ul> </li> </ul> </li> <li class="mobile_main_menu_item menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-1355"><a href="#" class="elementor-item elementor-item-anchor" tabindex="-1">Media</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3589"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">First Break</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3596"><a href="https://eage.org/media/about-firstbreak/" class="elementor-sub-item" tabindex="-1">About First Break</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3590"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">EarthDoc</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-post_type menu-item-object-media menu-item-3599"><a href="https://eage.org/media/earthdoc/" class="elementor-sub-item" tabindex="-1">EarthDoc</a></li> </ul> </li> <li class="mobile_main_subtitle menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children menu-item-3591"><a href="#" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Journals</a> <ul class="sub-menu elementor-nav-menu--dropdown"> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-3588"><a href="https://eage.org/media/nearsurfacegeophysics#near_surface_geophysics" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Near Surface Geophysics</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-3594"><a href="https://eage.org/media/nearsurfacegeophysics#petroleum_geoscience" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Petroleum Geoscience</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8522"><a href="https://eage.org/media/nearsurfacegeophysics#geophysical_prospecting" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Geophysical Prospecting</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-8523"><a href="https://eage.org/media/nearsurfacegeophysics#basin_research" class="elementor-sub-item elementor-item-anchor" tabindex="-1">Basin Research</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom 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