Lessons Learned in Drilling Pre-Salt Wells With Water Based Muds

2013 ◽  
Author(s):  
Rosana Fatima Teixeira Lomba ◽  
Rubens Ribeiro Pessanha ◽  
Walter Francisco Cardoso Jr ◽  
Bruno Lomba ◽  
Mauricio Folsta ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Water Based

Lessons Learned and Reduction in Rig Time with the Use of Water-Based Mud to Bottom Hole Drilling in the Pre-Salt

2017 ◽  
Author(s):  
R. B. Vadinal ◽  
F. Fabri ◽  
G. T. Teixeira ◽  
K. A. Gonzaga ◽  
P. H. P da Silva
Keyword(s):  
Lessons Learned ◽  
Hole Drilling ◽  
Bottom Hole ◽  
Water Based

A Success of Modified Water Based Mud as Drilling Fluid Optimization to Drill Shale Formation at South-S Wells

2021 ◽  
Author(s):  
Dwie Hadinata ◽  
Yuliawan Mulia ◽  
Theodore Rudyanto ◽  
Adi Laharan ◽  
Poultje Haurissa ◽  
...  
Keyword(s):  
Laboratory Test ◽  
Drilling Fluid ◽  
Exchange Capacity ◽  
Lessons Learned ◽  
Comprehensive Method ◽  
Water Based ◽  
Shale Formation ◽  
Fluid Optimization ◽  
Drilling Time ◽  
Cost Economic

Abstract This paper is to explain the optimization of using Modified Shale Inhibitor Water Based Mud (WBM) to drill up to 5,500 ft interval of K-formation reactive shale on South-S Gas Wells. By combining a comprehensive method consists of drilling fluid laboratory test and lessons learned in S area, the optimization was done by determining the amount or concentration of Polyamine & KCl combination, pure Polyamine, Polyamine & NaCl combination, and Pure KCl-Polymer in WBM system as a shale inhibitor. The comparison of shale inhibitor compositions were made by comparing the achieved optimization of drilling fluid program such as drilling time, cost economic, and environment aspect. The basic idea of the WBM optimization was to improve drilling time during drill 5,000 ft footage in 12-1/4" hole section in reactive shale formation as per drilling program. Laboratory test consists of Linear swelling meter with various parameter concentration of Polyamine & KCl combination, pure Polyamine, Polyamine & NACl combination, and Pure KCl-Polymer in WBM system as a shale inhibitor and cation exchange capacity test (CEC or MBT) was done using composite of offset well shale cutting. Experience showed that on 12-1/4" hole section, while facing reactive shale (CEC 18 - 24 meq/100 gr) from K-formation on South-S, modified WBM was proven to eliminate reactive shale issues and lead to budget saving without environmental issues.

scholarly journals Event-based river tourism product diversification (Lessons learned of South Korea for river tourism in Bien Hoa City, Dong Nai Province)

2016 ◽  
Vol 19 (4) ◽  
pp. 46-60
Author(s):  
Hien Thi Huu Duong ◽  
Hiep Trung Nguyen
Keyword(s):  
South Korea ◽  
Optimal Solution ◽  
Lessons Learned ◽  
Product Diversification ◽  
Material Flows ◽  
Urban Regions ◽  
Tourism Product ◽  
Water Based ◽  
Event Based

In company with the trendily emergence of nature-based tourism and unique experiences in recent years, river tourism has been getting favoured. Being a form of water-based tourism, it is operated at natural freshwater flows in the countryside as well as in urban regions. In Bien Hoa City (Dong Nai), although Dong Nai River is demonstrated considerable potentials, river tourism has not developed yet by dint of lack of typical river tourism products which strongly affect competitive destination. Hence, “breathing life”of cultural and historical values into material flows is worth being considered an optimal solution. Accordingly, this paper will examine lessons learned of South Korea in organizing events to explore tourism which are suggested to be applied into Bien Hoa City case study.

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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