Development options in marginal fields are sometimes limited, driven primarily by economics, license period, size of asset and regulatory constraints. The Operators objective is to economically develop the reserves from multiple zones with fewer wells, whilst maintaining mandatory reservoir surveillance and accounting. Intelligent or smart completions are at various level of maturity, depending on the well architecture, application, and measurement & control devices. The concept of using smart completions within the marginal field environment has historically been limited. The conventional completion practices in marginal fields with stacked reservoirs are mostly multistring or selective designs. A strong driver for smart wells in a marginal field is the desire for simultaneous exploitation of multiple reservoirs, lower capex (fewer wells), reduced opex, smaller footprints and effective zonal control. Remote zonal control is desirable, due to the locations accessibility, which makes intervention prohibitive and with increased health, safety, and environmental (HSE) risks. This paper will focus on the application of an intelligent completion technique in Okporhuru, a partially appraised field in the Niger Delta area of Nigeria comprising stacked reservoirs. The field is classified marginal due to limited data, low first pass initial oil volume and remoteness from production facilities, amongst others. This paper will detail the modelling technique, flow control valve (FCV) design philosophy, and requisite monitoring to meet target zonal flow contributions. Application of a compact, modular, multi-zonal smart completion solution (IZC), pre installation design, deployment considerations and production allocation methodology will highlight the considerations for selection of a unique sand control technique in this partially appraised field.
Background and Objectives: School students with specific learning disabilities (SpLDs) endure academic difficulties, anxiety, and social maladaptation. The primary objective of the present study was to evaluate the emotional intelligence (EI) abilities of these afflicted students. Its secondary objective was to analyze the impact of socio-demographic variables on their EI abilities. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the Learning Disability clinic in a public medical college in Mumbai. Subjects and Methods: SpLD students studying in class standards VII–IX were recruited by non-probability sampling. Their EI (overall, subscales, and settings) scores were measured using the Four EsScale of Emotional Intelligence-Adolescents (FESEI-A) questionnaire; and compared with Indian norm scores by utilizing the Mann - Whitney U test. To evaluate the unadjusted impact that each of the “variables” had on the FESEI-A scores, linear regression or the Mann-Whitney U test, or the Kruskal-Wallis test, was utilized as applicable. Results: SpLD students had similar “overall” EI abilities as their regular peers. Their EI scores in school setting were significantly lower ( P = 0.001), but significantly higher in social setting ( P = 0.005). At univariate level, presence of co-occurring attention-deficit/hyperactivity disorder was significantly associated with a lower “school setting” score ( P = 0.040). Higher socioeconomic status was significantly associated with a higher “overall” score and “family setting” score ( P = 0.023 and P = 0.041, respectively). Conclusions: There is an urgent need to evaluate the EI abilities of SpLD students to identify deficits so that optimum rehabilitation can be facilitated.
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