Future advances in the era will help offshore oil and gasoline development compete with US shale performs, stated considered one of the oil-agency keynote speakers May 6 at the Offshore Technology Conference in Houston.
Roger W. Jenkins, president, and leader govt officer of Murphy Oil Corp., stated shale plays are the generally preferred nation-states of corporations Murphy’s size.
But Murphy has an extended record of offshore paintings and might gain from currently low charges, a relative lack of competition, “brilliant-principal execution capacity,” efficiency profits still in “a toddler degree,” and “large new technologies and execution models.”
The different operating-corporation keynote speaker, Arnaud Breuillac, Total SA president, exploration and production, described his organization’s method for decreasing the carbon depth of power sales.
Future technologies
Discussing offshore drilling and completions, Jenkins said, “Well efficiency improvements aren’t just an onshore factor.”
He stated he expects automated rig technology to deliver upgrades in protection alert structures, in regular connections and on-bottom time, and in real-time directional drilling.
He expected persevered advances in offline paintings, in peak-shaving and lower carbon engines, and in massive information to decrease protection and make operations more secure.
For deep water, Jenkins sees “one-forestall” challenge execution, providing stronger interface management, lower charges and reduced mission-execution timing, streamlined groups, and elimination of “preferential engineering.”
Among other technological advances, subsea multiphase pumping might be a “mainstay of the future,” he said.
And a generation will development in digital blowout preventers and manage systems; seismic-to-bit “stay in a quarter” strategies; seismic collecting, processing, interpretation, and reservoir modeling; and more suitable hazard-based integrity management enabled by way of the internet of factors and virtual twinning of belongings.
Carbon discount
To lower emissions of carbon dioxide according to a unit of electricity sales, Breuillac said, Total is that specialize in low-breakeven oil, expanding in herbal gas “all alongside the cost chain,” and growing a low-carbon electricity enterprise.
It’s emphasizing the performance of its operations, increasing production of biofuels, and developing carbon sinks, together with carbon capture and underground storage and forests.
It plans to get rid of flaring by 2020, manipulate methane emissions, and electrify strategies, Breuillac stated, calling these measures “concrete steps” to cope with climate trade. After summarizing the 3 articles that have been reviewed we will be able to prove that there are 2 groups of students who claim to dislike technology in the classroom: Those who are improperly exposed to it by their teacher and those who did not give themselves enough time to familiarize themselves with it. We will then be able to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers used it properly. Let us first summarize the articles that we are referring to.
The article “When good technology means bad teaching related that many students feel that teachers and professor use technology as a way to show off. Students complain of technology making their teachers “less effective than they would be if they stuck to a lecture at the chalkboard” (Young) other problems related by students include teachers wasting class time to teach about a web tool or to flab with a projector or software. When teachers are unfamiliar with the technological tools, they are likely to waste more time trying to use them the technological software that is used the most according to students is PowerPoint. Students complain that teachers use it instead of their lesson plan. Many students explain that it makes understanding more difficult “I call it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.
Another problem reported in the article with the use of technology in the classrooms is that many schools spend time to train their staff about how to use a particular technology but it does not train them on “strategies to use them well” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to attend workshops.
In an interview made with 13 students, “some gave their teacher a failing when it came to using PowerPoint, Course Management systems and other classroom technology” (Young ) some of the complains were again about the misuse of PowerPoint’s and the fact that instructors use it to recite what’s on the scale. Another complaint was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than teaching. The last complaint mentioned is that some teachers require students to comment on online chat rooms weekly but that they do not monitor the outcome or never make reference to the discussion in class.
Similarly, the article “I’m not a computer person” (Lohnes 2013) speaks to the fact that students expectations as far as technology is concerned is very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university students life because they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, etc. technology is also widely used to teach and is valued by higher education.
Those students, however, feel that technology poses a barrier to success as they struggle to align with the ways in which the institution values technology.” A student explains that technology is used in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide range of another administrative task including tracking the next school bus. This particular student whose name is Nichole says that she does not own a laptop but shares a family computer. She has a younger brother who also uses the computer to complete his school work so she consequently has to stay up late to complete assignments. She states “technology and me? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to realize that they were not that bad.

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