Lessons Learned from Four Selective Water Shutoff Treatments in Mature Reservoirs in Maracaibo Lake

2005 ◽  
Author(s):  
Juan Der Sarkissian ◽  
Mariana Prado ◽  
Oscar Rauseo
Keyword(s):  
Lessons Learned ◽  
Water Shutoff

Water Shutoff Challenges Experience and Lessons Learned in Horizontal Passive Inflow Control Devices Completions of Giant North Kuwait Darcy Reservoir

2019 ◽  
Author(s):  
Mohammed Abdel-Basset ◽  
Shams El-Dine Zakaria ◽  
Mohammed Al-Husaini ◽  
Jassim Barki ◽  
Mizan Chong
Keyword(s):  
Lessons Learned ◽  
Water Shutoff ◽  
Control Devices

Technology Focus: Oilfield Chemistry (September 2021)

2021 ◽  
Vol 73 (09) ◽  
pp. 57-57
Author(s):  
Jonathan Wylde
Keyword(s):  
Enhanced Oil Recovery ◽  
Oil Recovery ◽  
Oil And Gas ◽  
New Technology ◽  
Oil And Gas Industry ◽  
Lessons Learned ◽  
Improved Oil Recovery ◽  
Gas Industry ◽  
Nanocomposite Hydrogels ◽  
Water Shutoff

As production chemists, we are all aware of the overall concepts of improved oil recovery (IOR) and enhanced oil recovery (EOR). Perhaps, though, fewer of us are aware of the different idiosyncrasies that exist within (and even between) these two broad categories of recovery and then how chemistry and chemicals can have an effect upon these processes. I would like to propose that the lines once were quite distinct between IOR and EOR: IOR was a standard waterflood operation, and EOR (from a chemist’s perspective) was the addition of chemistry to that waterflood (typically polymer or surfactant). Nowadays, the science has evolved massively to create many sub-genres of IOR and EOR. A waterflood is rarely just a waterflood anymore. We can alternate water and gas injection. We can add chemical conformance aids to direct better the flow of water. We can change the salinity of the water to promote better wettability for higher recovery factors. The list goes on. One just has to search out the number of EOR papers vs. (pretty much) every other discipline of production chemistry to see the commitment this industry still has to the research of this discipline. In recent years, the focus has tended to move away from deep-reservoir EOR to focus on near-wellbore stimulation. Interestingly, the mechanistic considerations that we make as production chemists are nearly identical in all cases, and significant synergies exist between these subdisciplines. Therefore, from the recent research published by SPE, two focused topics of IOR/EOR have arisen: the use of nanoparticles and the use of water-shutoff technologies. Nanoparticle use is gaining significant traction in the oil and gas industry, and field applications are now being reported. The area of IOR/EOR is no exception. Water shutoff is not a new technology area. However, are these established, production-sustaining IOR techniques seeing a resurgence caused by the headwinds our industry has faced during the COVID-19 pandemic? Recommended additional reading at OnePetro: www.onepetro.org. OTC 30123 - Thermal and Rheological Investigations on N,N’-Methylenebis Acrylamide Cross-Linked Polyacrylamide Nanocomposite Hydrogels for Water-Shutoff Applications by Mohan Raj Keishnan, Alfiasal University, et al. IPTC 20210 - Chemical and Mechanical Water Shutoff in Horizontal Passive ICD Wells: Experience and Lessons Learned in Giant Darcy Reservoir by Mohamed Abdel-Basset, Schlumberger, et al. SPE 203831 - Efficient Preparation of Nanostarch Particles and Mechanism of Enhanced Oil Recovery in Low-Permeability Oil Reservoirs by Lei Zhang, China University of Geosciences, et al.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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