scholarly journals The role of ferrous clays in the interpretation of wettability – a case study

2019 ◽  
Vol 89 ◽  
pp. 03002
Author(s):  
M.A Velazco ◽  
A. Bruce ◽  
M. Ferris ◽  
J. Reed ◽  
R. Kandasamy

Clean sandstone, with minimal clay content, is expected to be strongly water wet once the rock has been through an effective cleaning process. Even samples containing significant clay minerals are usually expected to be water wet after appropriate cleaning. However, tests carried out on core samples from Fields in three different global locations show mixed indices, even for clean state samples where no aging with crude oil has taken place. A few hypotheses for this behaviour considered herein are: whether the cleaning method was adequate, whether wettability was altered by an external factor, or if wettability was due to mineral composition. This paper presents the results obtained from wettability studies on fresh, clean and restored state core plug samples from three different Fields. Wettability indices were obtained by using the combined Amott-USBM method. Petrography was performed on sample end-trims to investigate the possible presence of halite or barite in the clean state samples, thought to be from drilling fluid infiltration, which should have been removed by the methanol cleaning cycle. This showed no organic material or salt (halite), negating wetting change from inefficient cleaning. From a reactive clays [1] model perspective, these rock samples are considered clean-sand (i.e. illite/ smectites- as total clay content), determined by XRD analysis, are lower than 10%. SEM and XRD results showed the presence of grain-coating chlorite in one sample set and glauconite grains in the others. Only once the unusual wettability indices were obtained was the grain-coating chlorite identified as chamosite by SEM/EDX, which is an iron-rich form of chlorite. The presence of chamosite or glauconite appears to influence the wetting tendency. In summary, USBM vs Amott wettability indices of the analysed samples are consistent between both methods, showing a mixed to oil-wet tendency for all samples where chamosite was identified, regardless of the initial test condition. Samples with glauconite appeared to be more mixed wet after wettability restoration. The results suggest that iron rich clay/mineral content is the main contributor to the oil wet tendency of the evaluated rocks.

1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Robert M. Anderson ◽  
Amy M. Lambert

The island marble butterfly (Euchloe ausonides insulanus), thought to be extinct throughout the 20th century until re-discovered on a single remote island in Puget Sound in 1998, has become the focus of a concerted protection effort to prevent its extinction. However, efforts to “restore” island marble habitat conflict with efforts to “restore” the prairie ecosystem where it lives, because of the butterfly’s use of a non-native “weedy” host plant. Through a case study of the island marble project, we examine the practice of ecological restoration as the enactment of particular norms that define which species are understood to belong in the place being restored. We contextualize this case study within ongoing debates over the value of “native” species, indicative of deep-seated uncertainties and anxieties about the role of human intervention to alter or manage landscapes and ecosystems, in the time commonly described as the “Anthropocene.” We interpret the question of “what plants and animals belong in a particular place?” as not a question of scientific truth, but a value-laden construct of environmental management in practice, and we argue for deeper reflexivity on the part of environmental scientists and managers about the social values that inform ecological restoration.


2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.


Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.


2008 ◽  
Author(s):  
Tajjul Ariffin Muhamad Rais ◽  
Thomas J. Broad ◽  
Khaled Ali Al-Ansari ◽  
Arshad Hussain

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