Future advances in the era will help offshore oil and gasoline development compete with US shale performance. It is considered one of the oil-agency keynote speakers on May 6 at the Offshore Technology Conference in Houston.
Roger W. Jenkins, president and chief government officer of Murphy Oil Corp., stated that shale plays are the generally preferred nation-states of 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’s president of 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, regular connections and on-bottom time, and real-time directional drilling.
He expected persevering advances in offline painting, peak-shaving, lower-carbon engines, and 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.”
He said that subsea multiphase pumping might be a “mainstay of the future,” among other technological advances.
A generation will develop in digital blowout preventers and management 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 the internet of things and virtual twinning of belongings.
Carbon discount
Breuillac said Total specializes in low-breakeven oil, expands in herbal gas “all alongside the cost chain,” and grows a low-carbon electricity enterprise to lower carbon dioxide emissions according to a unit of electricity sales.
It emphasizes its operations’ performance, increasing biofuel production and developing carbon sinks, including carbon capture, underground storage, and forests.
It plans to eliminate flaring by 2020, manipulate methane emissions, and electrify strategies, Breuillac stated, calling these measures “concrete steps” to cope with climate trade. After summarizing the three articles that have been reviewed, we can prove that two groups of students 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 conclude 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 states that many students feel that teachers and professors use technology as a way to show off. Students complain that technology makes 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 will likely waste more time trying to use them. According to students, the technological software that is used the most is PowerPoint. Students complain that teachers use it instead of their lesson plans. Many students explain that it makes understanding more difficult: “I call it PowerPoint abuse” (Young). Professionals also post their PowerPoint Presentations to the school board before and after class, encouraging 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 training their staff to use a particular technology. Still, it does not train them on “strategies to use them well” (Young). The writer believed schools should also give small monetary incentives to teachers and professors to attend workshops.
In an interview with 13 students, “some gave their teacher a failing when it came to using PowerPoint, Course Management systems and other classroom technology” (Young ). Again, some complaints were about the misuse of PowerPoints and the fact that instructors use them to recite what’s on the scale. Another complaint was that teachers unfamiliar with technology often waste class time as they troubleshoot more than teach. The last complaint mentioned is that some teachers require students to comment on online chat rooms weekly but do not monitor the outcome or reference the discussion in class.
Similarly, the article “I’m not a computer person” (Lohnes 2013) says that students’ expectations regarding technology are very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university student’s life because they have to do everything online, from applying for college or university, searching and registering for classes, paying tuition, and in addition to being integrated into the administration, etc. technology is also widely used to teach and is valued by higher education.
However, those students feel that technology poses a barrier to success as they struggle to align with how the institution values technology.” A student explains that technology is used in her first year to turn in assignments, participate in discussion boards and blogs, email the professor, view grades, and cover various other administrative tasks, including tracking the next school bus. This student, Nichole, says she does not own a laptop but shares a family computer. She has a younger brother who also uses the computer to complete his schoolwork, so she has to stay up late to complete assignments. She states, “Technology and me? We never had that connection” (Lohnes). Nichole dislikes that her college requests that she have more contact with technology than she is comfortable with. Nonetheless, she explains that as she started doing those school online assignments so frequently, she realized that they were not that bad.
