A Novel Technology for Through Tubing Perforation in Highly Deviated Wells Where Electric Line Is Limited

Author(s):  
Emmanuel Ifediora ◽  
Charles Ibrahim ◽  
Davis Ekeke ◽  
Francis Nwaochei ◽  
Emeka Ogugua ◽  
...  
1993 ◽  
Author(s):  
Jean-Baptiste Fay ◽  
Michel Huvey ◽  
Francois Grosjean

2021 ◽  
Author(s):  
Hanan Ghannam ◽  
Houssam Mourani ◽  
Brian Joseph Schwanitz

Abstract Pipe cutting operations are often a critical part of stuck pipe situations, well interventions and plug and abandon operations which all need to remove cut sections of pipe from the well. Unlike traditional ‘blade’ style e-line cutters, which can jam under pipe compression or explosive pipe cutters, which need to dress-over the jagged cut by the rig, a new electric line mechanical cutter's unique design enables performance even if the pipe is under compression, in tension or is neutral. It can also perform multiple cuts in the same run, while creating a clean and machined cut with tool-entry friendly shape. This paper will describe the technology of the new generation cutter, present two case histories; one of multiple cuts of stuck drill pipe, per each run in hole, from Germany and one of a critical tubing cut from a subsea well in Nigeria, using electric wireline and tractor conveyed services for many tasks traditionally performed with coiled tubing in highly deviated wells. These "light vs heavy" solutions can often be done off-line from the rig.


PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 197A-197A
Author(s):  
Katherine M. Somers ◽  
Ashley R. Taylor ◽  
Andrew Jung ◽  
Alfred Wicks ◽  
Andre A. Muelenaer

2020 ◽  
pp. 002248712093954
Author(s):  
Karl W. Kosko ◽  
Richard E. Ferdig ◽  
Maryam Zolfaghari

Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.


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