Impact of Digitalization on the Way of Working and Skills Development in Hydrocarbon Production Forecasting and Project Decision Analysis

2020 ◽  
Author(s):  
Torsten Clemens ◽  
Margit Viechtbauer-Gruber
2019 ◽  
Vol 22 (11) ◽  
pp. 1283-1288 ◽  
Author(s):  
Rob Baltussen ◽  
Kevin Marsh ◽  
Praveen Thokala ◽  
Vakaramoko Diaby ◽  
Hector Castro ◽  
...  

10.28945/3475 ◽  
2016 ◽  
Vol 13 ◽  
pp. 235-244
Author(s):  
Rachel Or-Bach

This paper describes the employment of a Personal Response System (PRS) during a Decision Analysis course for Management Information Systems (MIS) students. The description shows how the carefully designed PRS-based questions, the delivery, and the follow-up discussions; provided a context for eliciting and exercising central concepts of the course topics as well as central skills required for MIS majors. A sample of PRS-based questions is presented along with a description for each question of its purpose, the way it was delivered, the response rate, the responses and their frequencies, and the respective in-class discussion. Lessons from these findings are discussed.


2021 ◽  
Vol 73 (05) ◽  
pp. 10-11
Author(s):  
Graeme Gordon ◽  
Craig Shanaghey

As we continue to adapt and evolve to meet the changing needs of our fast-moving world, we see a sizable and growing prize for those who are willing to work and think differently, challenge traditional approaches, forge new working relationships, and act boldly. This topic is one of the ten keynote program sessions at the 2021 SPE Offshore Europe (https://www.offshore-europe.co.uk/) to be held 7–10 September in Aberdeen to drive disruptive and forward-thinking conversations around the conference theme “Oil & Gas: Working Together for a Net-Zero Future.” Since 2019 SPE Offshore Europe, we have witnessed significant change, even before we consider the effects of the global COVID-19 pandemic. Societal interest in the climate and energy has rightly risen up the agenda, and the scale of expectation and pace of change demanded of our industry is high. The need to accelerate the energy transition by investing in cleaner, low-carbon energy production is clear. But oil and gas will remain critical as major contributors to the energy mix for decades to come, and so responsible hydrocarbon production has a crucial role to play in the transition, underlined by the recently published UK Government North Sea Transition Deal. So how can we be braver, bolder, and better—as individuals, as companies, and as an industry—to grasp that opportunity for change and do something positive with it? We hear a lot about collaboration and its necessity, yet Oil & Gas UK’s (OGUK) 2020 collaboration survey indicates that perhaps, despite the best of intent, it is not universally translating into practice. The term collaboration has somewhat lost its true meaning, perhaps through overuse and a shortage of genuinely collaborative partnerships to inspire us. We can all tend to use the term loosely, forgetting that true collaboration can generate incredibly far-reaching and tangible value. We simply must put this right if our industry is to turn the challenge of the energy transition into an opportunity to thrive. Partnering To Empower the Energy Transition The first critical step to achieve greater collaboration is to acknowledge and accept that no individual, no organization, has all the answers. Never has this been truer than now—as we seek to effect one of the greatest changes our industry has ever faced and are duty-bound to find new solutions at pace and scale. Rather than feeling we must each be the sole creator of our own solutions, organizations need to be better at articulating their problem and even better at inviting others to participate in the solution. We will not solve tomorrow’s problems with yesterday’s ideas—we must cultivate innovation and disruption in the way that we engage with one another and in the way that we work together. A real blocker in realizing that mind-set shift is often in the letter of our contracts. We feel so bound by the formal confines of our relationships with one another that we become unable or unwilling to explore new thinking, to be receptive to new ideas, and to create the space for the disruption that we so need. We must recognize trust as a key attribute of successful, collaborative partnerships.


2017 ◽  
Vol 9 (2) ◽  
pp. 361-398
Author(s):  
Suharnis Suharnis

Life skill education is education that provides basic provision and proper practice to the community about the values of life needed and useful for the development of people's lives, especially in women. The form or model of life skills development can be seen through the way of learning in developing life skills that is to provide questions/asks that encourage others to do/think. The types of questions asked or the tasks assigned by the teacher or instructor are very influential on the development of people's thinking skills. The questions/tasks are not only to focus on activities, but also to explore or know the potential of each region, so as to trigger analytical, evaluative, and creative thinking and can train in solving problems that occur in self, or in her family.


10.28945/3415 ◽  
2016 ◽  
Author(s):  
Rachel Or-Bach

This paper describes the employment of a Personal Response System (PRS) during a Decision Analysis course for Management Information Systems (MIS) students. The description shows how the carefully designed PRS-based questions, the delivery, and the follow-up discussions; provided a context for eliciting and exercising central concepts of the course topics as well as central skills required for MIS majors. A sample of PRS-based questions is presented along with a description for each question of its purpose, the way it was delivered, the response rate, the responses and their frequencies, and the respective in-class discussion. Lessons from these findings are discussed.


2019 ◽  
Vol 2 (2) ◽  
pp. 211
Author(s):  
Efi Ika Febriandari

Advantage the article has the purpose of describing how to instill reading like the charater of an avid reader and habituation which have impact on children's language skills.  Based on the literature reviews show that the elementary school children's reading interest is very low. It is influenced by the lack of awareness in reading importance of reading and external support such as the direction and guidance of parents and teachers, the availability of reading material, and the attractiveness of available books. For this reason, there is something that it takes for habituation and exemplary efforts that are made both from the awareness of oneself, family, teachers and the surrounding environment so that children are accustomed to reading books and make children to enjoy reading books which in turn can increase language skills in children. Habitual and exemplary methods are effective ways to instill the character of reading fondness. The more someone likes to read, the more knowledge is gained. To inculcate the reading fondness character values, it takes habituation and example to realize the culture of fond reading. The fond reading character is a form of language skills development. The more skilled a person in language, the more brilliant, and clearer the way he/she thinks because their processes reading there is a process of critical thinking.


1989 ◽  
Vol 35 (4) ◽  
pp. 387-405 ◽  
Author(s):  
Peter C. Fishburn
Keyword(s):  

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