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The formation evaluation problem is a matter of answering two questions: What are the lower limits for porosity, permeability and upper limits for water saturation that permit profitable production from a particular formation or pay zone; in a particular geographic area; in a particular economic climate.
The SPWLA definition of Formation Evaluation is: "The analysis and interpretation of well-log data, drill-stem tests, etc. in terms of the nature of the formations and their fluid content. The objectives of formation evaluation are to ascertain if commercially producible hydrocarbons (or other forms of energy and minerals) are present,
Given a fixed volume, gas has considerably lower hydrogen concentration. When pore spaces in the rock are excavated and replaced with gas, the formation has smaller neutron-slowing characteristic, hence the terms "Excavation Effect". If this effect is ignored, a neutron log will show a low porosity value.
The formation evaluation gamma ray log is a record of the variation with depth of the natural radioactivity of earth materials in a wellbore. Measurement of natural emission of gamma rays in oil and gas wells are useful because shales and sandstones typically have different gamma ray levels.
Earthquake prediction is a branch of the science of seismology concerned with the specification of the time, location, and magnitude of future earthquakes within stated limits, [1] [a] and particularly "the determination of parameters for the next strong earthquake to occur in a region". [2]
The master of science is mostly a research degree, except for some types of programs held with cooperation of foreign universities. The student typically attends courses in the first year of the program and should then prepare a research thesis. Publishing two research papers is recommended and will increase the final evaluation grade.
Probably the most important master's degree introduced in the 19th century was the Master of Science (MS in the US, MSc in the UK). At the University of Michigan this was introduced in two forms in 1858: "in course", first awarded in 1859, and "on examination", first awarded in 1862. The "in course" MS was last awarded in 1876. [19]
Course evaluation instruments generally include variables such as communication skills, organizational skills, enthusiasm, flexibility, attitude toward the student, teacher – student interaction, encouragement of the student, knowledge of the subject, clarity of presentation, course difficulty, fairness of grading and exams, and global student rating.