Due to complexity and scale, managing and engineering a modern hydrocarbon asset is extremely challenging. The problem becomes more difficult if an asset has thousands of wells to manage because, most of the time, ope...
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ISBN:
(纸本)9781613998724
Due to complexity and scale, managing and engineering a modern hydrocarbon asset is extremely challenging. The problem becomes more difficult if an asset has thousands of wells to manage because, most of the time, operation resource is limited (either manpower or tool) to achieve production optimization and the amount of information to process during decision making is enormous. Bringing necessary data from multiple different sources and analyzing it in a relatively short period of time to provide actionable/reliable insight to field operators' and engineers' is the key to enhance and optimize production performance. The production optimization best practice is shared amongst field operators and engineers given the geology, reservoir character, and operation strategy which include artificial lift, stimulation, and other workover. This approach has been applied and proven successful mostly in low well count assets by identifying opportunity and providing robust qualitative guidance towards optimum production condition. However, in high well count assets such as unconventional, it is impossible to execute traditional manual approach and it is essential to develop an integrated, flexible, and automated workflow that enhances the efficiency and effectiveness of production operation and achieve "operate-by-priority". Thus, to have efficient and optimized management of hydrocarbon production from individual well of a high well count asset requires prior, more certain and almost real time knowledge of production rates from the currently or upcoming production wells. Production data, thus, from individual well is very important. Well tests are carried out to obtain production rates and then utilize these rates to provide optimized production decisions and actions. In a well test, a test separator splits the production stream into oil, gas, and water using gravity and support in the management of hydrocarbon production. However, well test are infrequent and doesn't fit the p
In 21st century learning, individuals expect to have abilities such as transforming what they have learned into skills and using technology effectively and appropriately to face the globalization, international compet...
In 21st century learning, individuals expect to have abilities such as transforming what they have learned into skills and using technology effectively and appropriately to face the globalization, international competition, and changing markets. For this reason integrating science, technology, engineering, art, and mathematics (stEAM) in education, which is considered to enable individuals multifaceted became necessary; therefore, teachers and pre-service teachers need to be equipped with stEAM in teaching. This study examined the pre-service teacher perception of integrating stEAM in chemistry learning. This study involved twenty-eight 3rd-year undergraduate students of chemistry education in a public university in Surakarta, Indonesia. A qualitative research design was applied to explore their perception of stEAM. data collected through surveys and interviews. The findings showed that the majority of pre- service teachers did not understand stEAM in depth. They have just known stEAM in general terms and found it challenging to choose a chemistry topic for integrating stEAM. Their perception of stEAM is still in the low-level category. It showed that the pre-service teachers did not familiar with stEAM. Parallel with the university vision becoming the top development center for science, knowledge, and art at the international level, which is based on the noble values of the national culture, pre-service teacher training program based on stEAM in chemistry education are needed.
stEM education is one of the primary priorities in the Malaysian Education Blueprint (PPPM) 2013-2025, in line with the relevance of stEM at the global level. In keeping with the educational needs of 21st-century lear...
stEM education is one of the primary priorities in the Malaysian Education Blueprint (PPPM) 2013-2025, in line with the relevance of stEM at the global level. In keeping with the educational needs of 21st-century learning, the use of technology in education is also highly encouraged. Unfortunately, the Malaysian government's goal of producing one million experts in Science, Technology, engineering, and Mathematics (stEM) by 2020 was not met because the 60:40 stEM: non-stEM policy failed to meet the goal. students' interest in different stEM disciplines has been linked to their interest in integrated stEM in previous studies. students' lack of interest in stEM fields appears to have an impact on their low mathematics achievement at the international assessment level, including in the field of geometry. Geometry is one of the most important branches of mathematics, and spatial thinking goes hand in hand with it. This paper presents the results of a critical review as well as a brief overview of ongoing research targeted at developing a model for the formation of interest among secondary school students in stEM through geometry learning based on augmented reality (AR) technology and visual-spatial abilities. The first part of the paper provides an in-depth review of these matters based on rather limited resources. The review revealed various difficulties and limitations in piquing students’ interest in stEM and mathematics. The second part describes research being conducted by the researchers to examine the implementation of using AR in geometry learning based on visual-spatial abilities. For the pilot and main stages of the study, pre-and post-test, observations, and semi-structured interviews will be conducted. The data will be analysed quantitatively and qualitatively, and the theory of change approach will be applied. The findings will be used to develop a model for the formation of interests among students as a result of geometry learning. The model aims to provid
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