Future advances in the era will help offshore oil and gasoline development compete with US shale performs. 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 leader govt officer of Murphy Oil Corp., stated 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 president, exploration and production, described his organization’s method for decreasing the carbon depth of power sales.
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 persevered advances in offline paintings, 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.”
Among other technological advances, subsea multiphase pumping might be a “mainstay of the future,” he said.
And a generation will develop 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.
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 emphasizes 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 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 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 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, which 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 training their staff to use a particular technology. Still, 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 complaints were again about the misuse of PowerPoint’s and the fact that instructors use them 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 do not monitor the outcome or never reference the discussion in class.
Similarly, the article “I’m not a computer person” (Lohnes 2013) speaks that students’ expectations as far as technology is concerned are 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 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 freshman year to turn in assignments, participate in discussion boards and blogs, email the professor, view grades, and cover a wide range of other administrative tasks, including tracking the next school bus. This particular student, 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 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 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.