Lessons Learned From Observing Walking of Pipelines with Lateral Buckles, Including New Driving Mechanisms and Updated Analysis Models

2010 ◽  
Author(s):  
David A.S. Bruton ◽  
Malcolm Carr ◽  
Forbes Sinclair ◽  
Ian MacRae
Keyword(s):  
Lessons Learned ◽  
Driving Mechanisms ◽  
Analysis Models

Lena Guyed Tower Decommissioning Engineering

2021 ◽  
Author(s):  
Fu Wu ◽  
Carlos Alvarez ◽  
Gary Osterman ◽  
Ching-Hsiang Chen ◽  
Richard W. Litton ◽  
...  
Keyword(s):  
Artificial Reef ◽  
Analytical Techniques ◽  
Lessons Learned ◽  
Environmental Study ◽  
Environmental Benefit ◽  
Testing Procedures ◽  
Risk Scenarios ◽  
Driving Mechanisms ◽  
Engineering Study ◽  
Offshore Field

Abstract The Mississippi Canyon 280-A platform, also known as Lena Guyed Tower located in 1,000 ft water depth in the Gulf of Mexico (GoM), was successfully decommissioned and reefed in-place in 2020. To meet the regulatory requirements on offshore platform decommissioning, i.e. BSEE decommissioning requirements and the LDWF artificial reef program, an environmental study and an engineering study were performed to ensure that the platform decommissioning satisfies these critical requirements on environmental protection and operational safety. The environmental study revealed the abundance of marine lives residing on the tower and rare coral species only observed in deepwater region. This justified the environmental benefit of turning the tower into an on-site artificial reef and functioning as a vibrant marine life habitat at the end of its production service life. The engineering study on Lena decommissioning, as addressed in this paper, involved three (3) stages of engineering work: tower decommissioning concepts and feasibility study; selected concept definition; and detailed tower reef-in-place laydown (toppling) plan and design. High-level tower reef-in-place criteria were set up in the early engineering stage as guidelines to the detailed laydown design, including specific project requirements on minimal environmental impact and safe offshore field operations. This engineering study relied heavily on multiple expert brainstorm sessions on various decommissioning concepts and options, and advanced structural modeling and computer simulations for assessment and design. A large number of tower structural models were developed to verify the plan and check various factors and risk scenarios that may affect the tower performance in different stages of the decommissioning operation. Advanced analytical techniques were developed and applied, which feature the driving mechanisms of the problem such as soil-structure-interaction, guyline tension, structural member contact and sliding, large displacement simulation, structural collapse, and hydrodynamics. Stringent quality assurance and testing procedures were followed to ensure the credibility of developed analytical techniques and engineering technologies. The most challenging part that differentiates the decommissioning engineering from typical structural design is how to properly estimate the platform in-situ "as-is" condition and carry out the assessment as such to make a regulatory compliant, feasible, reliable, and efficient plan. Therefore, engineering judgment had to go beyond the scope covered by existing industry codes and standards, and rely on the most recent advances in industry research and technology. This engineering study resulted in a clearly defined tower decommissioning plan and procedure, backed up with contingency plans for various risk scenarios and potential deviations in field operation due to limitations and/or uncertainties. The decommissioning plan minimized the offshore field construction scope and risk, and kept the required tower laydown pull loads within the capacity range of typical GoM offshore tugboats. As a result, the Lena tower was successfully laid down on seafloor in an anticipated reefing position, with no major deviations from the plan. Lena Guyed Tower is the first deepwater compliant structure decommissioned. This decommissioning effort may provide the most valuable information and lessons learned to the industry for similar decommissioning and abandonment operations in the future.

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.

Lessons learned from a life in psychological science: Implications for young scientists.

1999 ◽  
Vol 54 (2) ◽  
pp. 106-116 ◽  
Author(s):  
Frederick P. Morgeson ◽  
Martin E. P. Seligman ◽  
Robert J. Sternberg ◽  
Shelley E. Taylor ◽  
Christina M. Manning
Keyword(s):  
Lessons Learned ◽  
Psychological Science
Sign in / Sign up

Export Citation Format

Share Document