bluuebunny/crossref_metadata_2025_split huggingface dataset:
New Considerations for Handling Gas in a Deepwater Riser
Authors: Lloyd Warren L. , Andrea Mark D. , Kozicz R. 
Published: January 2008

Abstract
As the drilling industry advances to drilling wells in deeper waters, technology must also advance so that we understand and manage the associated risks. We must be careful not to extrapolate existing conventional procedures. The rules that we apply to gas migration behavior in shallow water drilling risers may not be adequate when the riser is significantly deeper and new factors start to dominate. Factors such as bubble fragmentation and suspension, which have little effect in a shallow water situation, begin to have a significant effect as the riser depth increases. Under certain conditions, the gas bubbles stop migrating. The gas is then held static by the yield stress of the mud, and must be circulated out of the riser.
This paper reviews the theory on the behavior of gas migration through water based drilling fluids and shows how this can affect operations in a deepwater well. The operations following gas getting above the BOP stack and into the riser during a well control incident are considered. Computer model simulations are presented to define a range of conditions. Field test data is compared to simulator data to validate the predictions.
If the amount of gas that gets above the BOP stack is limited by successful detection, the gas can be safely removed from the riser using controlled circulating procedures, without the need for much specific equipment. These proposed procedures are also presented. The use of advanced kick detection equipment is evaluated as a method of minimizing the risk of gas volumes in the riser.
Delivering World Class Exploration Drilling - Integration of Design, Planning and Execution.
Authors: Thorogood John L. , Jackson Michael D. , Thorsen Ole Henning 
Published: January 2008

Abstract
Over the last two years a series of organisational structures, systems and processes have allowed delivery of what was promised to management, with outstanding results over a 5 well exploration drilling programme involving three different rigs and teams.
Risk assessment is a key thread that runs through the whole story, from the high level risks in a conceptual design to the details of day to day execution. It is robustly linked to the process for estimating well times and contingency costs and provides a means of communicating risks to business delivery upwards to management.
A correct set of well objectives and basis of design is the foundation of an effective detailed planning phase involving a large team of contractors. Key to the success of planning and execution is the integration of the service suppliers and drilling contractor into a comprehensive planning effort. Standard project management techniques are combined with the structuring of the organisation round delivery of key elements of the well to ensure that a large project team is properly focused on delivering a world class operational target.
Detailed planning ensures flawless operation and efficient recovery from setbacks. The rig team is critical to getting the detail right. In the end, rigorous post analysis is essential to ensure that lessons learned, not only about the technical aspects of the well, but also the process, are fed back into the planning of future operations.
Analysis of HSE - Performance Indicators
Authors: Rozendal S. , Hale A. R. 
Published: January 2008

Abstract
The correct use and interpretation of performance indicators enables a company to take the right decisions to maintain and improve its achievements. With respect to safety quite some performance indicators have already been developed. They all have their pitfalls. In particular in those cases where long term indicators are used to explain short term effects.
The industry and authorities seem to be agreed that a further step-change in safety performance may occur by more and better workforce involvement. Case studies have shown that workforce involvement may indeed stimulate safety performance and motivation.
An additional performance indicator has been developed which incorporates workforce participation and which measures and quantifies the capacity of (a part of) the organisation to solve (HSE) problems. This indicator is defined as "coping capacity". It is suitable for measuring performance in the short term.
Advances in Coiled Tubing Jetting Technology
Authors: Campbell A. , Brunskill D. 
Published: January 2008

Abstract
For many years, various types of simple nozzles have been regularly used for wellbore cleaning with coiled tubing. This paper describes the advances made in fluid jetting technology, associated tools and the parameters that are crucial to the efficiency of these techniques. A laboratory and field testing programme has been completed and data is included.
By detailed design of the internal fluid path, orifice geometry, jet stand off and pump rates, tool effectiveness has now been improved to a level several times more efficient than previously available for the same feed pressures and flow rates. Pre-engineering using computer simulation to optimise the job design parameters has proven essential in designing clean out jobs and sizing the appropriate coiled tubing and pumping equipment.
Three distinct categories of tools have emerged; conventional drilled nozzles, non-rotating high-pressure nozzles and high pressure rotating tools.
All three types have gained a common advantage from the development of a Downhole Phase Separator. The high-energy losses previously associated with a two-phase fluid necessary in low hydrostatic wells can now be eliminated. A step change in operational efficiency has resulted through combining the major improvements in jetting tool design with the ability to separate gas and liquid phases downhole. With this development, the full benefits of using single phase fluid jetting can be realised in low hydrostatic wells.
A Four-Week, Task-Specific Neuroprosthesis Program for a Person With No Active Wrist or Finger Movement Because of Chronic Stroke
Authors: Dunning Kari , Berberich Ashley , Albers Bethany , Mortellite Kelly , Levine Peter G , Hill Hermann Valerie A , Page Stephen J 
Published: January 2008

Background and PurposeThis case report describes a task-specific training protocol incorporating functional electrical stimulation for a person who had chronic stroke and who initially exhibited no active wrist or finger movement.Case DescriptionA 63-year-old man with hemiparesis caused by an ischemic stroke 7 years before the intervention described here received task-specific training incorporating an electrical stimulation neuroprosthesis 3 hours per day, 5 days per week, for 4 weeks. Testing was conducted before and after the intervention and again 6 weeks later with stroke-specific outcome measures.OutcomesIncreases in function and quality of life were observed after the intervention.DiscussionAn intervention incorporating task-specific training with functional electrical stimulation appears to have increased function and quality of life in a person with chronic stroke. This type of intervention might provide a pathway by which people with similar impairments would become eligible for more advanced treatment regimens, such as modified constraint-induced therapy.
An Interactive, Student-Centered Approach to Teaching Large-Group Sessions in Veterinary Clinical Pathology
Authors: Canfield Paul J. 
Published: January 2008

Introduction – The purpose of this study was to describe and evaluate an interactive, student-centered approach to teaching large-group sessions in Veterinary Clinical Pathology. The strategy was designed to operate in the place of expository lectures and to encourage a deep approach to learning though discussion and problem solving. Methodology – The teaching strategy ran over two hours and required students to answer a series of questions on the topic to be discussed before attending the session. In the first part of the session, limited information and laboratory data related to a series of cases were presented to the students for discussion and analysis. These cases were selected on the basis of their usefulness for discussion in relation to the answers to the previously set questions and to reinforce an approach to the analysis of laboratory data. After a break, students were given a series of multiple-choice questions, related to the topic previously discussed, to answer. Students were given the opportunity to discuss the reasons for their answers. Finally, the students were given information and laboratory data from an unknown case and asked to analyze them, through a mechanism previously practiced in small-group tutorials, in order to reach conclusions and to consider the need for further investigation and implications for case management. A consensus diagnosis and plan for the case was reached after reflective observation and discussion. The teaching strategy was evaluated, utilizing teacher reflection and a student questionnaire, on the basis of its success in encouraging active and simulated experiential learning. Conclusion – The evaluation of one session indicated that students strongly valued the strategy in relation to actively engaging them in discussion, providing feedback on how they were learning, and enhancing their understanding of how theoretical knowledge can be applied to actual clinical cases. These pedagogical principles appeared to give students greater confidence in analyzing laboratory data through a mechanism of diagnostic reasoning. More sessions of this kind, tied to specific content or skills areas, will allow better evaluation of the perceived student outcomes, which can then be correlated with actual student outcomes through formal assessment.
Using the Human Patient Simulator to Educate Students of Veterinary Medicine
Authors: Modell Jerome H. , Cantwell Shauna , Hardcastle John , Robertson Sheilah , Pablo Luisito 
Published: January 2008

Introduction – The human patient simulator has proved to be an effective educational device for teaching physicians and paramedical personnel. Methodology – To determine whether veterinary medicine students would benefit from similar educational sessions, 90 students each took a turn being the patient’s clinician as real-life scenarios were played out on the simulator. The students induced and maintained anesthesia on their patient and monitored vital signs. Several critical events were presented for the students to diagnose and treat as they occurred. All students submitted a written evaluation of the course upon completion. The last 40 students were randomly divided into two groups of 20 students each. The students in Group I experienced the simulator before their clerkship examination, and those in Group II took the examination before their simulator experience. Results – The students rapidly gained confidence in treating their simulated patient. This carried over to the clinical setting, where they appeared to be more confident when anesthetizing live patients. The simulator experience brought together much of the previous didactic material that they had been exposed to so they could appreciate its clinical relevance. The overwhelming response to the simulator experience was positive. The students in Group I had a significantly higher score on the clerkship examination dealing with concepts reviewed by simulation than those in Group II, who engaged in self-study instead of the simulation exercise (p < 0.001). Conclusion – We conclude that the human patient simulator was a valuable learning tool for students of veterinary medicine. It was exciting for the students to work with this simulator, which made them deal with “real-life” scenarios, permitted them to learn without subjecting live patients to complications, enabled them to retrace their steps when their therapy did not correct the simulated patient’s problems, and facilitated correlation of their basic science knowledge with clinical data, thus accelerating their ability to handle complex clinical problems in healthy and diseased patients.
Importance of the Human-Animal Bond for Pre-Veterinary, First-Year, and Fourth-Year Veterinary Students in Relation to Their Career Choice
Authors: Martin François , Ruby Kathleen , Farnum Jennifer 
Published: January 2008

Rationale for the study: The Human-Animal Bond (HAB) is a construct that has received increased attention in the field of veterinary medicine. However, it remains unclear how important the HAB is to veterinary students and how it may be related to their career choice. Methodology: Questionnaires were administered to 146 veterinary students. A variety of variables was assessed, including sex, year of study, career choice, surgery track, and “farm” versus “city” upbringings. Results and conclusions: Overall, students consider the HAB to be an important and valuable construct, one that was influential in their decision to become veterinarians. However, the HAB’s importance seems to decrease as students progress in school. Also, students aspiring to food animal careers seem to attach less value to some aspects of the HAB. Females attached more importance to the role HAB plays in their lives than did males; those on “alternative” surgery track assigned more significance to the role of the HAB in veterinary medicine than did those on the “traditional” surgery track. Students also reported that they believe the HAB should be addressed in veterinary curricula.
Global Perspectives of Veterinary Education: Reflections from the 27th World Veterinary Congress
Authors: Edwards Jim 
Published: January 2008

All who work in veterinary education must recognize the breadth of their responsibilities. We are at a time in veterinary history where the profession must look how to meet a global standard for veterinary education and the global recognition of our basic qualification. There is a societal expectation that a professional approach is being taken to managing food security and food safety, as welsl a the environment and biodiversity. Within our profession, we need to recognize our obligation to fulfill this role. Society and regulators will seek those who have the capacity to provide for society’s needs. It is no longer a case of relying on the reputation of our profession alone. There is a significant disparity in universal recognition of the veterinary qualification between the major blocs of the developed world and the developing world. Graduates from developing countries are not widely recognized, and they and their countries may therefore be at a significant disadvantage. There will be significant costs involved in raising the standards of veterinary education. A lead must be taken by a global body such as the World Veterinary Association to develop a long-term strategy toward global recognition of the veterinary qualification.
Curriculum Development in The Netherlands: Introduction of Tracks in the 2001 Curriculum of Utrecht University, The Netherlands
Authors: van Beukelen Peter 
Published: January 2008

The Faculty of Veterinary Medicine in Utrecht has recently introduced two major curriculum changes in order to keep pace with developments in research (the vast increase in scientific knowledge), in society (the quality awareness of veterinary clients), and in the veterinary profession, where a species and sector differentiation can be observed. After about 15 years during which the curriculum remained more or less unchanged, a radical curriculum revision was introduced in 1995. A further revision, with the introduction of separate study tracks, began in 2001. The 2001 curriculum focuses on academic and scientific training, active learning and problem solving, training in communication and professional behavior, and lifelong learning. It is divided into a four-year core curriculum, in which a broad, cross-species pathobiological insight is central, and a two-year track curriculum, through which students achieve a starting competence in a specific species or sector. The main teaching methods are tutorials and group tasks; practical work is used mainly to achieve specific veterinary skills. Teaching hours represent 30–35% of all study hours. Self-teaching is encouraged by providing study materials, self-teaching questions, teachers assigned to assist with self-teaching, and adequate facilities. The five tracks offered are Companion Animals/Equine; Food Animals; Veterinary Public Health; Veterinary Research; and Veterinary Administration and Management. All students follow a uniform 30-week clinical rotation program, while the track program is 42 weeks. A summary of admission procedures is given, as well as the times and procedures for track selection.
Exploring Student Attitudes to Directed Self-Learning Online through Evaluation of an Internet-Based Biomolecular Sciences Resource
Authors: Dale Vicki H.M. , Nasir Lubna , Sullivan Martin 
Published: January 2008

Rationale for the study – In 2000, funding was awarded by the University of Glasgow’s Learning and Teaching Development Fund (L&TDF) for the authors to develop an interactive, online learning resource for veterinary biomolecular sciences teaching. This course is a core component of the veterinary undergraduate curriculum at the university. Evaluations were carried out to gauge students’ experiences of using the resource as a basis for exploring students’ attitudes toward online, independent learning. Methodology – Peers were asked to review the design and content of four modules, also evaluated by students using questionnaires and focus group discussions. Additionally, students were observed using the modules. Both first-year students and second-year direct-entry students (i.e., students entering the veterinary program with advanced training) participated in the evaluation, which allowed for some comparison between the groups. One cohort used the modules independently, and their responses were compared with the cohorts that used the modules in scheduled classes. Results and conclusions – The evaluations indicate that this is a useful resource that could act as a template for other courses within the veterinary undergraduate curriculum, particularly for learning of basic sciences. On average, first-year and timetabled students rated the program more highly overall, rated the program more highly in relation to previous instruction, and rated tutor presence as more important than second-year direct-entry and independent students did. The lower rating given to tutor presence by second-year direct-entry and independent students indicates that they are more confident using the modules without tutor supervision. The modules are available online at <http://www.gla.ac.uk/faculties/vet/teaching/CAL/biomolecular/>.
Student Assessment of the Educational Benefits of Using a CD-ROM for Instruction of Basic Surgical Skills
Authors: Howe Lisa M. , Boothe Harry W. , Hartsfield Sandee M. 
Published: January 2008

Rationale for the study – At Texas A&M University, introductory-level surgical lecture and laboratory notes were converted to a CD-ROM format that included illustrative photographs as well as instructional videos demonstrating the basic surgical skills that all students were required to master. The CD-ROM was distributed to all students in place of traditional paper notes in the second-year surgical class in the professional veterinary curriculum. The study reported here was designed to evaluate the educational benefits of the use of the CD-ROM in place of traditional paper notes by examining the attitudes and practices of students before and after exposure to the CD-ROM format. Methodology – An anonymous survey was distributed to students in the second-year introductory surgery course on the first day of class and again on the last day of class. Responses to questions were tabulated, response frequencies determined, and Chi-square analysis performed to determine differences between initial and final responses. Results – On the final survey, 89% of students responded that the instructional videos definitely helped them prepare for the laboratory, and 77% responded that they were more likely to practice techniques learned from the CD-ROM videos than those learned from traditional study materials. The majority of students believed that the CD-ROM improved both the course (60%) and their learning experience (62%) as compared to traditional paper notes. conclusions – Including instructional videos on the CD-ROM enhanced the educational experience of the students by promoting preparedness for laboratories and promoting practice of techniques learned from the videos outside of the laboratory.
Personal and Professional Development in Undergraduate Health Sciences Education
Authors: Nestel Debra , Robbé Iain J. , Jones Kenneth V. 
Published: January 2008

During the last decade, “medical professionalism” has been scrutinized as a consequence of pressures from within and outside the health sciences professions. In response, professional organizations have reviewed ethical principles and developed explicit guidelines for the behavior of their members. Medical educators have revised undergraduate curricula with a view to supporting the development and maintenance of these essential professional behaviors. This article outlines perspectives on professionalism before describing the evolution of personal and professional development curricula in undergraduate health science education. While the bulk of data on personal and professional development in the health sciences has come from human medicine, the principles are being recognized as applying to the breadth of the health professions. In the veterinary profession, the dyad of the physician–patient relationship of human medicine is expanded to the triad of the veterinarian–patient–client relationship, and this brings with it an added set of professional relationships and responsibilities. In order to be faithful to the primary literature and not expand beyond the various authors’ data and conclusions, this article is presented principally in the terms of human medical education. For those in veterinary education, it is hoped that the inferences and applications will be readily apparent. In this article, challenges associated with defining content and educational methods are outlined, as well as selection criteria for medical school and promoting the value of PPD to students. Approaches to assessment, implementation, and evaluation of PPD curricula are also discussed. Two case studies are presented. The article concludes with suggestions for curriculum development.