Academic literature on the topic 'Affective learning cycle'
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Journal articles on the topic "Affective learning cycle"
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Bambang, Bambang. "Penerapan Modifiksi Alat Bantu Pembelajaran Bokortasko terhadap Hasil Belajar Permainan Bulutangkis Siswa Kelas VIII A di SMPN 18 Kota Jambi Tahun 2017/2018." Jurnal Ilmiah Dikdaya 9, no. 1 (April 22, 2019): 169. http://dx.doi.org/10.33087/dikdaya.v9i1.137.
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Lack of student involvement in participating in physical education learning which results in learning outcomes becoming less, it is necessary to do an action that can increase student participation so that the goals of learning can be achieved. The purpose of this study was to determine the improvement in learning outcomes of badminton games in class VIII A students through the application of modifications to the bokortasko learning aids in Jambi City Middle School 18 of the academic year 2017/2018. In this study, the research design used was classroom action research (CAR) by taking action through cycle I and cycle II. Cognitive learning outcomes have increased. In the first cycle the average value of the written test was 7.8 and in the second cycle the average score of the written test was 9, so the cognitive learning results from cycle I to cycle II increased by 15.4%. Affective learning outcomes also increase. The affective average value in cycle I is 7.9, and the affective average value in cycle II is 8.2. So affective learning outcomes from cycle I to cycle II have increased by 3.8%. Psychomotor learning outcomes also increased, in the first cycle the psychomotor score was 7.6 and in the second cycle was 8.1. So psychomotor learning outcomes from cycle I to cycle II increased by 6.6%.
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Firmansyah, Elvin Rangga, Sri Widoretno, and Alvi Rosyidi. "The Efforts to Improve Students Affective Ability of X-9 Class SMA Negeri 3 Surakarta through Learning Start with a Questions Strategy with Zygomycotyna Experiment Result Module." BIO-PEDAGOGI 2, no. 1 (April 1, 2013): 29. http://dx.doi.org/10.20961/bio-pedagogi.v2i1.5270.
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<p>The purpose of this researh is to find out the improvement of students affective ability of X-9 class SMA Negeri 3 Surakarta through the implementation of Learning Start with a Questions strategy along with module of Zygomycotyna experimental research. This research type is Classroom Action Research which consist of three cycles. Each cycle composed by four steps, there are planning, action, observation, and reflection. Subject of this research is students of X-9 Class SMA Negeri 3 Surakarta Seasons 2010/2011. Data of this research obtained from questionnaire, observation, and interview. Data analyzing technique use qualitative descriptive technique. Data validation technique use triangulation methods. This research show that the implementation of Learning Start with a Questions Strategy along with module of Zygomycotyna experimental research, absolutely, can improve the students affective ability, esspecially in Zygomycotyna topic. This statement based on questionnaire, observation and interview result. Averagely assesses percentage each indicator of students affective responses questionnaire on pre cycle is 63,27 %, first cycle is 69,53 % and second cycle is 73,75 % (worked up 4,42 %), averagely percentage point each indicator of students affective responses questionnaire student for third cycle is 77,87% (worked up 4,12 %). Meanwhile on a percentage point each indicator which is gotten from observation result students affective responses for pre cycle is 46,50 %, first cycle is 67,64 % and second cycle is 72,24 % (worked up 4,6 % ), averagely assesses percentage each indicator which is gotten from observation result students affective responses for third cycle is 78,49 % (worked up 6,25 % ). The students interview result are: 94,12 % student interested in implementation of Learning Start with a Questions strategy, 97,05 % student declare that they got more chance to asking questions, extend an idea (88,23%),respond the idea from another student (82,35%), and working in group to find out a problem solving (85,29 %). According to that result, we can give the conclusion that the implementation of Learning Start with a Questions strategy along with module of Zygomycotyna experimental research can improve students affective ability of X-9 class SMA Negeri 3 Surakarta season 2010/2011, esspecially at Zygomycotyna topic.</p><p> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Learning start with a questions strategy, students affective ability</p>
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Yuliana, Yuliana, Slamet Santosa, and Harlita Harlita. "The Implementation of Group Investigation Cooperative Learning to Improve Students Affective Ability of VIIA Class SMP Negeri 16 Surakarta Class Year 2010/2011." BIO-PEDAGOGI 2, no. 1 (December 1, 2013): 61. http://dx.doi.org/10.20961/bio-pedagogi.v2i1.5276.
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<p>The purpose of the research is to increase students affective ability of class VII A SMP Negeri 16 Surakarta through the implementation of Cooperative Learning by Group Investigation method on Environmental pollution material. This research is a Classroom Action Research with two cycles of action. Each cycle consisting of four phases which is planning, acting, observing, and reflecting. Observational data obtained from the questionaire, observation, and interview. Subjects were students of class VII A SMP Negeri 16 Surakarta. Data validation is use triangulation methods. Technical analysis of data is technical descriptive. The result of this research showed that averagely assesses percentage each indicator of students affective responses questionnaire on pre cycle is 66,39 %, first cycle is 76,95 % and second cycle is 84,01 % (worked up 7,06 %). Meanwhile on a percentage point each indicator which is gotten from observation result students affective responses for pre cycle is 48,52%, first cycle is 72,22 % and second cycle is 82,35 % (worked up 10,13% ). The students interview result are 97,22% students interested in implementation on Group Investigation method, 80,56% students asking question, 83,33% students respond the idea from another student, and 83,33% students find out a problem solving. The result showed that Cooperative Learning by Group Investigation could increase students affective ability of class VII A SMP Negeri 16 Surakarta class year 2010/2011 in Biological learning.</p><p align="center"> </p><p>Key Words: Cooperative learning, Group Investigation, Students Affective Ability </p>
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Fernanda, Emilia. "Meningkatkan Hasil Belajar Siswa pada Pembelajaran IPS dengan Metode Problem Solving." JPPI (Jurnal Penelitian Pendidikan Indonesia) 3, no. 1 (June 30, 2017): 77. http://dx.doi.org/10.29210/02017112.
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<p>Students of grade 4 SDN 21 Batang Anai Kabupaten Padang Pariaman in learning process used to be passive. Teacher also often used the expository method. This is a classroom action research with two cycles that aimed to improve students’ learning achievement (cognitive, affective, and psychomotor domains) through implementation of problem solving method in social subject learning. In cycle I, students’ score of cognitive domains is 6.46, students’ score of affective domain is 6.49, and students’ score of psychomotor domain is 6.49. In cycle II, students’ score of cognitive domains is 8.23, students’ score of affective domain is 8.24, and students’ score of psychomotor domain is 8.03.</p>
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Rismawanda, Rizka, and Linaria Arofatul Ilmi Uswatun Khasanah. "Penerapan Metode Kooperatif pada Kompetensi Afektif dan Kongnitif Siswa Kelas IV MI Muhammadiyah 1 Sukodadi." MANAZHIM 3, no. 2 (August 30, 2021): 253–62. http://dx.doi.org/10.36088/manazhim.v3i2.1383.
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One way to increase student saturation in the learning process is through cooperative methods in Civics subjects, the purpose of this research is to improve Civics learning about globalization in the realm of affective and cognitive competencies. This research is Classroom Action Research with a qualitative approach consisting of two cycles. Each cycle consists of four stages, namely planning, implementing actions, observing or observing and reflecting. This research was conducted at MI Muhammadiyah I Sukodadi Lamongan in fourth grade students consisting of 13 male students and 12 female students using research methods in the form of tests, observations, interviews and questionnaires. The results showed that children's affective and cognitive abilities increased from cycle I to cycle II. This can be described as follows: Increasing the effectiveness of student learning outcomes in the use of cooperative methods in Civics learning increased from 70.66 to 79.00. Improved performance of students' attitudes and learning interest in the use of cooperative methods in Civics learning increased from 68.66 to 76.50. So it can be concluded that cooperative methods can improve students' affective and cognitive competencies.
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Situmorang, Risya Pramana, and Elisabeth Perti Andayani. "Penggunaan Media Animasi Berbasis Macromedia Flash untuk Meningkatkan Hasil Belajar Siswa pada Konsep Materi Sistem Peredaran Darah Manusia." Assimilation: Indonesian Journal of Biology Education 2, no. 1 (March 30, 2019): 35. http://dx.doi.org/10.17509/aijbe.v2i1.14544.
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This research aims to improve cognitive, affective and psychomotor learning outcomes through using animation based on macromedia flash. The subjects of classroom action research were 20 students, 11 male students and 9 female students from class VIII Christian Middle School 4 Salatiga. The study was conducted for 2 months in the 2017/2018 school year with 4 meetings. Measurements on cognitive learning outcomes, used instruments in the form of learning outcomes tests with 25 items, affective and psychomotor domains using questionnaire and observation sheets. Data processing and analysis used is description analysis. The percentage gain in the pre-cycle is 25% and the percentage of student learning completeness is obtained in the first cycle with a percentage of 52.9%. Furthermore cognitive learning outcomes also increased in the second cycle to 82.3%. The increase in the percentage of students 'completeness with an average of 53.4% indicates that there is a change and an increase in students' cognitive learning outcomes from the pre-cycle, cycle I and cycle IIAffective learning outcomes in the first cycle had a achievement of 55%, the acquisition of affective aspects in the first cycle still had not achieved the expected completeness, namely the standard score of 70%. However, in the second cycle the affective aspect achieved a percentage score of 78%. While the psychomotor aspects in the first cycle were 53%, increasing up to 75% in the second cycle with completeness of ≥75%.
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Nurhayati, Fitria, and Susti Rahmah Yulita. "Upaya Meningkatkan Aktivitas dan Hasil Belajar Siswa Melalui Model Kooperatif Tipe Think Pair Share dengan Permainan Puzzle Kebersamaan Pada Pembelajaran Tematik di Kelas IIB SD Negeri 20 Kota Bengkulu." Journal of Mathematics Learning 1, no. 1 (February 9, 2018): 13–26. http://dx.doi.org/10.30653/004.201811.2.
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The study aims to improve the activity and learning outcomes of students using the Think Pair Share Cooperative Share model with a puzzle game togetherness on thematic learning. Classroom Action Research, implemented two cycles. Instruments used were observation sheets and test sheets. The test data were analyzed by using the average formula and the percentage of learning mastery, on the affective and psychomotor observations using the affective and psychomotor percentage formula, the observational data using the average formula score and value range. The result of research are: (1) cycle I score of activity of teacher 34 with good category, student activity score 33,75 with good category. Student learning outcomes cycle I measured by the evaluation at the end of the learning of Mathematics 87.94 with the completion percentage of classical learning that is Mathematics 91.17. The highest affective aspect assessed 29 persons with 85.29% percentage and the lowest aspect responded to 21 people with a percentage of 61.76%. Psychomotor highest aspect imitate and articulate 34 people with 100% percentage and lowest aspect manipulate 30 people with 88.23% percentage. (2) cycle II score of teacher activity 35,5 with good category, student activity score 35 with good category. The result of student learning cycle II is measured using evaluation test at the end of learning that is Mathematics 88,23 with percentage of complete learning of classical that is Mathematics 94,11. The highest affective aspects of living and receiving 34 people with 100% percentage, lowest aspect responding 27 people with 79.41% percentage and psychomotor aspects of articulation, manipulating and imitating 33 people with 100% percentage. Based on the results of this study can be concluded that the application of Thematic model of cooperative model Think Pair Share type through the game togetherness puzzle Class II B SD Negeri 20 Kota Bengkulu can increase activity and learning outcomes.
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Salamah, Ummi. "UPAYA MEMPERBAIKI MISKONSEPSI DAN HASIL BELAJAR SISWA KELAS XI-IPA1 SMAN 2 BAU-BAU MELALUI PENERAPAN MODEL PEMBELAJARAN ICI (INTERACTIVE CONCEPTUAL INSTRUCTION) BERBANTUAN LKS BERBASIS LINGKUNGAN." Indonesian Journal Of Educational Research and Review 3, no. 1 (April 25, 2020): 1. http://dx.doi.org/10.23887/ijerr.v3i1.24133.
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An understanding of nature and the environment is one of the initial capital to meet future life, which all depend on the findings and breakthroughs in science and technology. This study aims to improve the misconceptions and physics learning outcomes of class XI-IPA students through the application of an environment-based worksheet based ICI learning. This type of research is Classroom Action Research. Implementation study consisted of two cycles of cycle one and cycle 2 with stages in each cycle of planning, action, observation, evaluation, and reflection. The research subjects were students of class XI-IPA Senior High School of 2 Bau-Bau with a total of 35 students. Research instruments and data collection techniques consisted of misconception tests, learning outcomes tests, psychomotor observation sheets, and affective observation sheets—data analysis technique using descriptive analysis of quantitative and qualitative consisting of completeness in classical analysis. The study showed that an increase in the learning outcomes of cycle one and cycle 2 in terms of cognitive, affective, and psychomotor. While on a review of misconceptions changes from cycle 1 to cycle 2. So it can be said that ICI model can reduce student misconceptions and can improve student learning outcomes.
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Abdullah, Darda, and Denia Faijah Kurniati. "IMPLEMENTASI MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 5, no. 2 (January 13, 2020): 281–89. http://dx.doi.org/10.36989/didaktik.v5i2.107.
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This research was motivated by the observation in the fourth grade SD Assalaam Bandung, which showed the students do not understand the material presented by educators and educators still use the conventional method of the lectures, the learning process is only centered on the teacher and without involving students so less anttractive and low student learning outcomes ,and this reseach aims to improve student learning outcomes in the theme of togetherness and diversity in class IV SD Assalaam Bandung. Therefore research are trying to improve student learning outcomes by applying the problem based learning (PBL). Research methodology study conducted oy research in the form of classroom action research (PTK), for research conducted in accordance duites and function of the teacher when implementing the learning in the classroom. With the aims to reflect and to improve the learning process so that their learning outcome. Subjects in the study were students of class IVB SD Assalaam Bandung with the number 20 students consisting of 14 boys and 6 girls. This study was conducted 3 cycles where each cycle consisted of two learning. The research results by using the model of Problem Based Learning (PBL) in the first cycle of student learning outcomes with a percentage of 26,6%, second cycle 46,6%, and cycle III 86,6%. While for the implementation of learning cycle I 60%, cycle II 76,25%, and cycle III 82,5%. The learning outcomes consist of cognitive, affective and psychomotor domains. The cognitive domain obtained the percentage of the first cycle reached 20%, the second cycle reached 30% and the third cycle reached 80%. While the affective domain of the first cycle reached 30%, the second cycle 70%, and the third cycle 90% and for the psychomotor domain the first cycle 30%, the second cycle 40%, and the third cycle 90%. Based on the results of the study it can be concluded that the application of the Problem Based Learning (PBL) model can improve student learning outcomes in the togetherness sub-theme in class IV SD Assalaam Bandung.
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Saputra, Donni. "Peningkatan Hasil Belajar Siswa Kelas IV pada Pembelajaran IPA dengan Model Pembelajaran Make A Match Di SDN 12 Api-Api Pesisir Selatan." Jurnal Konseling dan Pendidikan 5, no. 3 (December 28, 2017): 148. http://dx.doi.org/10.29210/120200.
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The purpose of this study was to describe the improvement of student learning outcomes IPA with Model make a match at SDN 12 Api-Api. This type of research is the Classroom Action Research (PTK) is conducted in two cycles. The data source is the fourth grade students of SDN 12 Api-Api numbered 17 people. The instrument used in this study is the assessment sheet affective student, teacher activity sheet and test the students' understanding. Based on analysis of the affective ratings of students In the first cycle the change in student behavior responsibilities increased 51.0% to 83.3% in the second cycle and the change in behavior of the cooperation of students in the first cycle of 44.1% increased to 74.5% in the second cycle. The results of cognitive learning that an understanding had also increased. In the first cycle student comprehension 58.8% increase to 82.4 in the second cycle. From the data obtained it can be concluded that there is a learning outcome IPA fourth grade students of SDN 12 Api-Api after using the model make a match.
Dissertations / Theses on the topic "Affective learning cycle"
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Yilmaz, Diba. "The Comparative Effects Of Prediction/discussion-based Learning Cycle, Conceptual Change Text, And Traditional Instructions On Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608769/index.pdf.
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The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students&rsquounderstanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the quantitative part of this study. Students in the first and second experimental groups instructed with HPD-LC and CCT, respectively. The students in control group received TI. In the qualitative part, pre- and post-instructional interviews held with six students were interpreted by using a multidimensional interpretive framework of conceptual change. In this study the Genetics Concept Test was administered as pre-test, post-test, and delayed post-test in order to examine the effects of instructional strategies on students&rsquo
genetics understanding and retention. The Motivated Strategies for Learning Questionnaire was administered as pre-test and post-test to examine the effects of instructional strategies on students&rsquo
motivation and use of learning strategies. The results of mixed between-within subjects ANOVA revealed that students in both experimental groups understood the genetics concepts and retained their knowledge significantly better than students in control group. One-way MANOVA results revealed that HPD-LC students used elaboration strategies significantly more than CCT students. Interview analysis by considering ontological, epistemological, and social/affective perspectives of conceptual change indicated that some students from each group underwent conceptual change concerning the genetics concepts.
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Meyer, Salome M. "An investigation into the affective experiences of students in an online learning environment." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07292005-090343/.
Full textBook chapters on the topic "Affective learning cycle"
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Lavonen, Jari, Antti Laherto, Anni Loukomies, Kalle Juuti, Minkee Kim, Jarkko Lampiselkä, and Veijo Meisalo. "Enhancing Scientific Literacy through the Industry Site Visit." In Multiple Literacy and Science Education, 225–39. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch013.
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Citizens in contemporary societies are encountering more and more issues that are somehow related to science and technology. Therefore, science and technology education plays an important role in providing students with the knowledge and the competences they need in their life. The research and development project discussed in this chapter focuses specifically on scientific literacy. It is considered as a crucial element of multiple literacies required in modern life. These proficiencies are often referred to in terms such as information literacy, media literacy, environmental literacy, political literacy, computer literacy etc. (see e.g., Lankshear & Knobel, 2003). In order to enhance student scientific literacy the authors introduce a model of industry site visit for lower secondary school science education as a form of out-of-school learning. The potential of the site visit and other learning activities connected to it are discussed in the frameworks of scientific literacy, motivation and interest. The site visit and the activities, such as the use of ICT in reading and writing, are scrutinised with regard to the specified educational goals. The analysis of the motivational aspects of the site visit is based on self-determination theory. Self-determined learning could occur when an activity at a site is considered by a learner to be interesting, enjoyable, or personally valuable. Furthermore, the site visit offers role models which are critical for students’ choice of advanced studies and careers in science. Some empirical results on both cognitive and affective learning outcomes, as well as challenges that were encountered are presented on the basis of first design and evaluation cycle.
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Ghosh, Sukanta, Shubhanshu Arya, and Amar Singh. "Plant Disease Detection Using Machine Learning Approaches." In Advances in Medical Technologies and Clinical Practice, 122–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7188-0.ch009.
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Agricultural production is one of the main factors affecting a country's domestic market situation. Many problems are the reasons for estimating crop yields, which vary in different parts of the world. Overuse of chemical fertilizers, uneven distribution of rainfall, and uneven soil fertility lead to plant diseases. This forces us to focus on effective methods for detecting plant diseases. It is important to find an effective plant disease detection technique. Plants need to be monitored from the beginning of their life cycle to avoid such diseases. Observation is a kind of visual observation, which is time-consuming, costly, and requires a lot of experience. For speeding up this process, it is necessary to automate the disease detection system. A lot of researchers have developed plant leaf detection systems based on various technologies. In this chapter, the authors discuss the potential of methods for detecting plant leaf diseases. It includes various steps such as image acquisition, image segmentation, feature extraction, and classification.
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Borrelle, Stephanie B., Stanley Frielick, Roman Asshoff, and Sebastian Leuzinger. "The Global Change App." In Handbook of Research on Mobile Devices and Applications in Higher Education Settings, 140–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0256-2.ch007.
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The global carbon and water cycles, and the process of photosynthesis are integral components of any high school science class or university science degree. Despite being intricately linked, these important global processes are often taught in isolation. This disconnection can lead to students having an incomplete understanding of the interconnection of leaf level processes, global cycles, and how they are affected by human activities. The “Global Change” app is an interactive teaching tool that illustrates how the biotic and abiotic systems involved in carbon and water cycling are connected to the stomata, and how human activities are affecting these processes in a meaningful way for students. In this chapter, the authors identify key gaps in students understanding and explain how the app addresses these. Example lessons are provided that encourage student self-inquiry, in a way that allows flexible, interactive learning. The Global Change app demonstrates how creative design and science can be combined to enhance the engagement of students with complex scientific concepts.
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Borrelle, Stephanie B., Stanley Frielick, Roman Asshoff, and Sebastian Leuzinger. "The Global Change App." In Natural Resources Management, 592–612. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0803-8.ch027.
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The global carbon and water cycles, and the process of photosynthesis are integral components of any high school science class or university science degree. Despite being intricately linked, these important global processes are often taught in isolation. This disconnection can lead to students having an incomplete understanding of the interconnection of leaf level processes, global cycles, and how they are affected by human activities. The “Global Change” app is an interactive teaching tool that illustrates how the biotic and abiotic systems involved in carbon and water cycling are connected to the stomata, and how human activities are affecting these processes in a meaningful way for students. In this chapter, the authors identify key gaps in students understanding and explain how the app addresses these. Example lessons are provided that encourage student self-inquiry, in a way that allows flexible, interactive learning. The Global Change app demonstrates how creative design and science can be combined to enhance the engagement of students with complex scientific concepts.
Conference papers on the topic "Affective learning cycle"
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J. Gackowski, Zbigniew. "Case and Real-Life Problem-Based Experiential Learning with Information System Projects." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2617.
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The focus of this paper is case and real-life problem-based (Ewell, 1997) experiential learning with computer information system projects at California State University Stanislaus. The experiential learning occurs within a four- stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experime n-tation. The four principles and strategies applied to bring knowing and doing together are: concreteness, involvement, dissonance, and reflection. The paper shows how the four types of learning environments (affective, perceptually oriented, symbolic, behavioral) are implemented, and student teams guided. Multi-disciplinary aspects of experiential education, and drawbacks specific to the academic environment in assessing students’ performance in team projects are discussed.
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Reddicharla, Nagaraju, Subba Ramarao Rachapudi, Indra Utama, Furqan Ahmed Khan, Prabhker Reddy Vanam, Saber Mubarak Al Nuimi, and Mayada Ali Sultan Ali. "A Novel Well Test Data Analyzer and Process Optimizer Using Artificial Intelligence and Machine Learning Techniques." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206137-ms.
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Abstract Well testing is one of the vital process as part of reservoir performance monitoring. As field matures with increase in number of well stock, testing becomes tedious job in terms of resources (MPFM and test separators) and this affect the production quota delivery. In addition, the test data validation and approval follow a business process that needs up to 10 days before to accept or reject the well tests. The volume of well tests conducted were almost 10,000 and out of them around 10 To 15 % of tests were rejected statistically per year. The objective of the paper is to develop a methodology to reduce well test rejections and timely raising the flag for operator intervention to recommence the well test. This case study was applied in a mature field, which is producing for 40 years that has good volume of historical well test data is available. This paper discusses the development of a data driven Well test data analyzer and Optimizer supported by artificial intelligence (AI) for wells being tested using MPFM in two staged approach. The motivating idea is to ingest historical, real-time data, well model performance curve and prescribe the quality of the well test data to provide flag to operator on real time. The ML prediction results helps testing operations and can reduce the test acceptance turnaround timing drastically from 10 days to hours. In Second layer, an unsupervised model with historical data is helping to identify the parameters that affecting for rejection of the well test example duration of testing, choke size, GOR etc. The outcome from the modeling will be incorporated in updating the well test procedure and testing Philosophy. This approach is being under evaluation stage in one of the asset in ADNOC Onshore. The results are expected to be reducing the well test rejection by at least 5 % that further optimize the resources required and improve the back allocation process. Furthermore, real time flagging of the test Quality will help in reduction of validation cycle from 10 days hours to improve the well testing cycle process. This methodology improves integrated reservoir management compliance of well testing requirements in asset where resources are limited. This methodology is envisioned to be integrated with full field digital oil field Implementation. This is a novel approach to apply machine learning and artificial intelligence application to well testing. It maximizes the utilization of real-time data for creating advisory system that improve test data quality monitoring and timely decision-making to reduce the well test rejection.
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Dobbins, D. G. "The physical integration of a significant marine engineering package into the T23 Frigate." In 14th International Naval Engineering Conference and Exhibition. IMarEST, 2018. http://dx.doi.org/10.24868/issn.2515-818x.2018.007.
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The Type 23 Frigate (T23) has been extended in-service well beyond its initial design life of 18 years, with some ships due to be over 35 years old when they leave service. To ensure the vessels remain effective and available a T23 Life Extension (LIFEX) programme was set up to meet this revised End of Life (EOL). A significant element of this LIFEX and the focus of this paper is PGMU (Power Generation and MCAS Update). The aim of PGMU is to restore electrical power margins and to overcome equipment obsolescence. This requirement was set with the obvious constraint that new equipment must integrate with the existing ship and it’s supporting systems without adversely affecting key operational characteristics. Considered an Alteration and Addition (AandA) but the largest the T23 has ever seen, the project has encompassed the entire cradle to birth cycle and equipment is currently being fitted into the first of class with a plan to achieve sea trials in Q2 2019. PGMU will replace the most critical assets of a warship; its power generation system. It replaces the 4 diesel generators with higher power units, the replacement of the 2 motor generator sets that supply the 440v ship services, upgrades the switchboards as well as the Machinery Controls and Surveillance System (MCAS). Challenges have come in the form of structural limitations; stability management; signature management; physical integration and the re-designing of a legacy platform to new standards. This paper builds on one that I presented at INEC 2016: “Facing the challenges of integration and physical constraints when replacing major equipment in old platforms”. This edition will cover issues that have arisen in the later stages of the design and validation through into the integration for First of Class (FoC); HMS Richmond. It will concentrate on the naval architectural aspects of the project and will consider how they were managed whilst offering an overview of some of the key learning from experience (LFE) that has been gained.