Relevant bibliographies by topics / Offshore program

Academic literature on the topic 'Offshore program'

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Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Offshore program"

1

Brasel, John R. "Offshore Procurement Program." Naval Engineers Journal 105, no. 1 (January 1993): 82–83. http://dx.doi.org/10.1111/j.1559-3584.1993.tb02711.x.

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2

Swayne, D. A., Q. H. Mahmoud, and W. Dobosiewicz. "An "offshore-resistant" degree program." Computer 37, no. 8 (August 2004): 102–4. http://dx.doi.org/10.1109/mc.2004.80.

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3

IHARA, Masaru. "Evaluation program for offshore development system." Journal of the Japanese Association for Petroleum Technology 52, no. 6 (1987): 564–70. http://dx.doi.org/10.3720/japt.52.564.

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4

Chen, Pi-Yun, and Ming-Hsiung Hsiao. "Service Science in Higher Education." International Journal of Service Science, Management, Engineering, and Technology 5, no. 4 (October 2014): 1–12. http://dx.doi.org/10.4018/ijssmet.2014100101.

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One of the forms in service innovation for universities in Taiwan is to develop transnational education such as offshore programs where the existent programs were re-innovated by providing new service processes including improved delivery or distribution methods. This study examined how the universities adopted this form of innovation and examined how they productize their offshore programs, corresponding to the four productization practices: specifying, tangibilizing, systemizing and standardizing, in terms of program design, curriculum design, teaching and learning, assessment, and administration. By these productization practices, students and partner universities can have a clearer picture and better understanding of the programs, and the host universities can cut down the administration cost and achieve better efficiency and cost-benefit. This study can be seen as a pioneering study which applies the service science philosophy to redefine higher education and reformulate the process of the service innovation such as offshore program implementation by the productization practices.
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Knobloch, Charles. "OTC. 12 offers full program of offshore technology." Leading Edge 31, no. 4 (April 2012): 471–73. http://dx.doi.org/10.1190/tle31040471.1.

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6

DA SILVA Jefferson Joeicemir. "Onshore and offshore turbo generators preventive maintenance program." GSC Advanced Research and Reviews 13, no. 3 (December 30, 2022): 006–15. http://dx.doi.org/10.30574/gscarr.2022.13.3.0310.

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The aim of this article is to suggest a common preventive maintenance program for large turbogenerators used on onshore or offshore, the objective is to be generic, under the intention to allow owners of different turbo generators brands a level of standardization. It motivation derives from lack of literature under this approach, either publication from the own manufacturers or old literature were found, in the time where industry 4.0 productivity and availability needs to work together, and the suggest preventive maintenance program works to collaborate on this direction
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7

Dokken, Quenton R. "Fixed Offshore Platforms for Conducting Scientific Diver Training and Marine Environment Research." Marine Technology Society Journal 34, no. 4 (January 1, 2000): 47–49. http://dx.doi.org/10.4031/mtsj.34.4.6.

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Through an umbrella program, the Flower Gardens Ocean Research Program (FGORP), scientists and students from Texas A&M University-Corpus Christi and several other Gulf coast universities have been able to utilize offshore oil/gas production platforms as field stations from which to conduct research and undertake training in scientific diving technology. As a cooperative program with several offshore oils and gas producers, the research and training conducted through FGORP has been effective, productive, and cost efficient.
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Slomski, Stephen, and Vitoon Vivatrat. "Risk Analysis for Arctic Offshore Operations." Marine Technology and SNAME News 23, no. 02 (April 1, 1986): 123–30. http://dx.doi.org/10.5957/mt1.1986.23.2.123.

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The ice conditions in the Beaufort Sea are very variable, particularly in the deeper water regions. This variability greatly influences the probability of success or failure of an offshore operation. For example, a summer exploratory program conducted from a floating drilling unit may require a period of 60 to 100 days on station. The success of such a program depends on:the time when the winter ice conditions deteriorate sufficiently for the drilling unit to move on station;the number of summer invasions by the arctic ice pack, forcing the drilling unit to abandon station;the rate at which first-year ice grows to the ice thickness limit of the supporting icebreakers; andthe extent of arctic pack expansion during the fall and early winter. In general, the ice conditions are so variable that, even with good planning, the chance of failure of an offshore operation will not be negligible. Contingency planning for such events is therefore necessary. This paper presents a risk analysis procedure which can greatly benefit the planning of an offshore operation. A floating drilling program and a towing and installation operation for a fixed structure are considered to illustrate the procedure.
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9

Carpenter, Chris. "A Global Subsea-Hardware-Standardization Program Applied Offshore Brazil." Journal of Petroleum Technology 67, no. 08 (August 1, 2015): 91–93. http://dx.doi.org/10.2118/0815-0091-jpt.

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10

Kuo, Chengi. "Offshore Safety Management: Implementing a SEMS Program, Second Edition." Underwater Technology 33, no. 1 (July 1, 2015): 67–68. http://dx.doi.org/10.3723/ut.33.067.

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Dissertations / Theses on the topic "Offshore program"

1

Rose, Robin Sebastian Koske. "Future characteristics of Offshore Support Vessels." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/64580.

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Thesis (S.M.)--Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 101-104).
The objective of this thesis is to examine trends in Offshore Support Vessel (OSV) design and determine the future characteristics of OSVs based on industry insight and supply chain models. Specifically, this thesis focuses on Platform Supply Vessels (PSVs) and the advantages of certain design characteristics are analyzed by modeling representative offshore exploration and production scenarios and selecting support vessels to minimize costs while meeting supply requirements. A review of current industry practices and literature suggests that offshore exploration and production activities will move into deeper water further from shore and as a result supply requirements will increase significantly. A review of the current fleet and orderbook reveal an aging fleet of traditional vessels with little deepwater capabilities and a growing, young fleet of advanced vessels capable of deepwater support. A single-vessel supply chain analysis shows that traditional vessels outperform larger vessels for shallow-water resupply activities, while modern vessels and vessels significantly larger than modern vessels are more cost-effective for deepwater operations. As offshore oilfield supply is more complicated than a single vessel supplying a single platform, we develop a mixed integer linear program model of the fleet selection process and implement it on representative offshore exploration and production scenarios. The model is used to evaluate the cost-effectiveness of representative vessels and the value of flexibility in vessel design for the oilfield operator. Incorporating industry insight into the results from the supply chain analyses, this study concludes that a) offshore exploration and production will move further offshore into deeper water, b) OSVs will become significantly larger both in response to the increased cargo need as well as to meet upcoming regulations, c) crew transfer will continue to be done primarily by helicopter, d) OSVs will become significantly more fuel efficient, e) high-specification, flexible OSV designs will continue to be built, and f) major oil companies will focus on safety and redundancy in OSV designs.
by Robin Sebastian Koske Rose.
S.M.
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2

Berlinski, Michael Peter. "Quantifying emissions reductions from New England offshore wind energy resources." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34518.

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Thesis (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2006.
Includes bibliographical references (p. 74-76).
Access to straightforward yet robust tools to quantify the impact of renewable energy resources on air emissions from fossil fuel power plants is important to governments aiming to improve air quality and reduce greenhouse gases at least cost. It is also important to renewable energy developers seeking to gather support and facilitate permitting of their projects. Due to the inherent complexities of the electric power system, it is difficult to determine the effects of renewable energy generators on emissions from fossil fuel power plants. Additionally, because there are a variety of methods for calculating "avoided emissions," which differ in complexity and transparency, and which provide dissimilar results, there remains uncertainty in estimating avoided emissions. Guidance from government authorities on which method to use is too flexible to provide a robust framework to enable decision makers to evaluate environmental solutions. This thesis informs decision making first by highlighting important issues to consider when analyzing the impact of renewable energy resources on emissions, then by reviewing current guidance on the matter, and finally by comparing existing methods of calculating avoided emissions. Several methods are further evaluated by applying them to potential offshore wind energy resources in New England, including the proposed Cape Wind project.
(cont.) This analysis suggests that the potential avoided emissions of the Cape Wind project are significant, though lower than previously stated by the project developers and supporters. The usefulness of the available literature on calculating avoided emissions suggests that governments and electric industry analysts should continue to share information on different methods and work together to revise the current guidance. To further increase analytical capacity, government agencies should collect, organize, and disseminate more data on the electricity system including power plant operations and emissions. The ability to accurately quantify avoided emissions will help policymakers design programs with the right incentives to reduce emissions from power plants and will enable them to describe the environmental benefits of doing so. To facilitate development of clean energy resources, it is proposed that more weight is given to environmental benefits such as avoided emissions in environmental impact assessments. To assist in reducing emissions, it is recommended that renewable energy and energy efficiency resources are allowed to participate more directly in emissions markets.
by Michael Peter Berlinski.
S.M.
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3

Chauhan, Siddharth. "Pile design using wave equation analysis program application in offshore wind farm." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43890.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2008.
Includes bibliographical references (leaves 54-61).
Pile driving has been of interest to geotechnical engineers for a very long time. Originally, empirical pile driving formulae were used to interpret pile displacements caused by a hammer blow. Smith (1960) proposed a numerical solution for wave propagation in an elastic pile using a finite difference scheme, with lumped mass representation and simple rheological laws for pile-soil interaction. Since then, many significant parameters affecting pile driving have been included in the wave equation analysis. The offshore industry finds much application of pile driving analysis, especially after recent developments in instrumentation and electronic computational tools. Positioning of wind farms offshore and designing a foundation for a floating platform is a challenge to geotechnical engineers. One of the methods to anchor the floating platform is to tether it down to the seabed with help of driven piles. This thesis considers a typical offshore site for designing a driven pile for floating wind farm. The Author has carried out a set of numerical simulations to analyze pile driving at this site using a commercial program (GRLWEAP), and illustrates how this program can be used in pile design.
by Siddharth Chauhan.
M.Eng.
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4

Mackovjak, John Michael. "Systems theoretic accident analysis of an offshore supply vessel collision." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/118131.

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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 109).
This thesis uses Dr. Leveson's Systems-Theoretic Accident Model and Process (STAMP) model of accident causation to analyze a collision in late July 2014 between two Offshore Supply Vessels equipped with software-intensive Dynamic Positioning Systems. The Causal Analysis based on STAMP (CAST) is compared with the Root Cause Analysis, a traditional chain of events based model, used by the original investigation team after the collision. Linear chain of event models like the Root Cause Analysis often look for a broken component or incorrect action within the proximal sequence of events leading to the accident. CAST examines a system's entire safety control structure to assess why the system constraints, control loops, and process models were either inadequate or flawed. This thesis aims at identifying how the safety control structure of the Offshore Supply Vessel operations could be improved by identifying the systemic factors and component interactions that contributed to the collision. The primary objective of this thesis is to demonstrate the use of a systems theory-based accident analysis technique in analyzing a complex accident. The secondary objective of this thesis is to compare and contrast the outcomes of the Root Cause Analysis conducted by the Navy Programs organization, with the findings of the CAST analysis. Finally, this thesis examines STAMP's underlying new assumptions regarding the need for new safety analysis in the context of the findings from the CAST analysis of the collision.
by John Michael Mackovjak.
S.M. in Technology and Policy
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5

Duong, Chay N. "A study of new-wave theory and an implementation of the new wave theory into GTSELOS computer program." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/21492.

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6

Li, Jianyao. "The effects of country and higher education images in mainland Chinese students' intention to enroll in a offshore program." University of Western Australia. Faculty of Business, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0140.

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Offshore programs have become increasingly popular in countries that are experiencing rapid economic growth and rising demand for higher education. There is no doubt that China is one of the largest markets for offshore programs. However, the offshore program market in China has become increasingly competitive. Currently, institutions from the USA, the UK, and Australia, to name just a few, are offering offshore programs ranging from the professional diploma level to higher degrees such as MA, MBA and PhD. Therefore, understanding how Chinese students select an offshore program is important for competing and surviving in this market place. This study examines the effects of image (i.e., country image and higher education image), attitude, subject norm and perceived behavior control (adopted from Ajzen's theory of planned behavior) in Chinese students' enrollment intentions towards offshore programs from Australia, the UK and the USA respectively. A total number of 1291 valid questionnaires were collected from China for this study. Structural Equation Modeling (SEM) method was used for data analyses and modeling. This PhD's several major findings have significant theoretical and practical implication. One of the major findings was that country image or its related higher education image doesn't have significant effect on an offshore program evaluation in China. This finding has contradicted most previous studies which suggested that country image had significant impact on whether a consumer purchases the products or brands from a foreign country. The difference between this study and the other country-image studies may be due to the fact that this study studied multiple factors besides country image, while the other studies looked at only the effect of country image on purchasing intention. Although country image or higher education image did not play any significant role in offshore program enrollments, this study found that the image of the partnering or local institution had a significant effect on enrollment intention. Because Chinese students are unfamiliar with a foreign country or their higher education system, they relied heavily on the local institution (e.g., its reputation and quality) to evaluate an offshore program. The findings with respective to image have challenged most previous studies on country image and open a new arena for looking at the effect of country image in behavioral intention. Practically speaking, these findings make universities rethink their offshore program strategies in foreign countries, particularly developing countries. Most university marketers from western countries emphasize on the characteristics of its own (such as the history of the university, the quality of research) when promoting its offshore program overseas. However, this study suggested that the focus should be placed on selecting a good and suitable local partner, as well as emphasizing the characteristics of the local partner. Other major findings were related to the Theory of Planned behavior. This study found that all three components of the TPB, namely, attitude towards the program, subject norm and perceived behavior control had significant effects on enrollment intention. This suggested that for predicting behavioral intention in educational program enrollment, the TPB is a very powerful model.
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7

McMahon, James S. "DYNAMO systems model of the roll-response of semisubmersibles." Master's thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01262010-020130/.

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8

Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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9

Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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10

Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.

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Abstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Books on the topic "Offshore program"

1

Lane, James S. North Carolina physical oceanography programs: Offshore environmental studies program. Vienna, Va: U.S. Dept. of Interior, Minerals Management Service, Atlantic OCS Region, 1986.

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Service, United States Minerals Management. Proposed final program: Outer continental shelf oil and gas leasing program 2007-2012. Washington, D.C.]: U.S. Dept. of the Interior, Minerals Management Service, 2007.

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Dellagiarino, George. Offshore resource evaluation program: Background & functions. Reston, Va: U.S. Dept. of the Interior, Minerals Management Service, Offshore Resource Evaluation Division, 1986.

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Dellagiarino, George. The offshore deep stratigraphic test well program. [Washington, D.C.?]: U.S. Dept. of the Interior, Minerals Management Service, 1991.

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C, Johnson William. Environmental studies program bibliography, 1973-1987. [Washington, D.C.]: U.S. Dept. of the Interior, Minerals Management Service, Branch of Environmental Studies, 1989.

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Environmental studies plan: Fiscal year 1990 : Offshore Environmental Studies Program. Los Angeles, Calif: U.S. Department of the Interior, Minerals Management Service, 1989.

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United States. Minerals Management Service. Proposed final outer continental shelf oil & gas leasing program, 2002-2007. [Herndon, Va.]: U.S. Dept. of the Interior, Minerals Management Service, 2002.

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Washington Sea Grant Program. Advisory Committee. Ocean Resources Assessment Program. Information priorities: Final report of the Advisory Committee, Ocean Resources Assessment Program. Seattle: Washington Sea Grant Program, University of Washington, 1988.

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Service, United States Minerals Management. Proposed final outer continental shelf oil & gas leasing program 2012 to 2017. Washington, DC]: U.S. Department of the Interior, Bureau of Ocean Energy Management, 2012.

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United States. Minerals Management Service. 5-year leasing program, mid-1987 to mid-1992: Proposed final : detailed decision documents. [Washington, DC]: U.S. Dept. of the Interior, Minerals Management Service, 1987.

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Book chapters on the topic "Offshore program"

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Pooler, Victor H. "Starting an Offshore Global Buying Program." In Global Purchasing: Reaching for the World, 17–33. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4757-5335-6_2.

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Lacity, Mary, and Joseph Rottman. "A client’s offshore outsourcing program becomes institutionalized." In Offshore Outsourcing of IT Work, 93–127. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582965_3.

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Rottman, Joseph, and Mary Lacity. "A client’s experiences with its initial offshore outsourcing program." In Offshore Outsourcing of IT Work, 54–92. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582965_2.

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Rottman, Joseph, and Mary Lacity. "A client’s offshore outsourcing program becomes strategic by investing in social capital." In Offshore Outsourcing of IT Work, 128–51. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582965_4.

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Kay, Steve, Susan Gourvenec, Elisabeth Palix, and Etienne Alderlieste. "Investigation programs." In Intermediate Offshore Foundations, 55–58. First edition. | Abingdon, Oxon ; Boca Raton, FL : CRC Press, 2021.: CRC Press, 2021. http://dx.doi.org/10.1201/9780429423840-7.

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Clarke, J., and M. D. Lambson. "Large Diameter Pile Test Programme — Summary." In Advances in Underwater Technology, Ocean Science and Offshore Engineering, 513–47. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-2473-9_26.

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Hoddinott, D. M., and A. H. Ruyten. "Resources from the Sea Programme: a Technical Challenge." In Advances in Underwater Technology, Ocean Science and Offshore Engineering, 289–97. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1299-1_30.

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Otto, Eva, Michael Durstewitz, and Bernhard Lange. "The RAVE research initiative: A successful collaborative research, development and demonstration programme." In Ecological Research at the Offshore Windfarm alpha ventus, 25–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-02462-8_4.

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Lee, Po-Chang, Yu-Chuan Liu, Yu-Hsuan Chang, Joyce Tsung-Hsi Wang, Shu-Ching Chiang, and Hsueh-Yung Mary Tai. "Pursuing Health Equity." In Digital Health Care in Taiwan, 85–110. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05160-9_5.

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AbstractThis chapter explains why National Health Insurance Administration (NHIA) decoupled the premium payment and right to health care to safeguard the medical right of the financially disadvantaged. Furthermore, various programs have been carried out to improve the accessibility and comprehensiveness of medical care for residents of remote and offshore islands. The National Health Insurance (NHI) has also progressively covered orphan drugs to meet the medical needs of patients with rare diseases.In addition to eliminating geographic and economic health disparity, the NHIA strives to improve health literacy and knowledge of the health insurance system of the public. “My Health Bank” was launched to enable its users to query personal medical and health information in real time to encourage self-health management and enhance the safety and quality of medical care. The NHI was introduced to elementary school pupils to acquaint the younger generation with its concept and have a more profound influence.
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"The Offshore Program Checklist." In Outsourcing Software Development Offshore. Auerbach Publications, 2004. http://dx.doi.org/10.1201/9780203507841.ch5.

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Conference papers on the topic "Offshore program"

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Alotaibi, Abdulwahed Z., and Abdullah M. Alyahya. "Offshore Gas Program Acceleration (Karan Gas Program)." In Offshore Technology Conference. Offshore Technology Conference, 2015. http://dx.doi.org/10.4043/25728-ms.

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Schroeder, Art J., Christopher A. Haver, and James E. Chitwood. "RPSEA: Ultradeepwater Program." In Offshore Technology Conference. Offshore Technology Conference, 2009. http://dx.doi.org/10.4043/20309-ms.

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Jorgenvag, Astrid H., and Jan Richard Sagli. "The StatoilHydro IOR Program." In Offshore Technology Conference. Offshore Technology Conference, 2008. http://dx.doi.org/10.4043/19407-ms.

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Visser, Robert C. "Genesis Risk Management Program." In Offshore Technology Conference. Offshore Technology Conference, 1999. http://dx.doi.org/10.4043/10799-ms.

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Curole, Michael A. "Mars Risk Management Program." In Offshore Technology Conference. Offshore Technology Conference, 1997. http://dx.doi.org/10.4043/8362-ms.

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Jayashankar, V., J. Purnima, M. Ravindran, M. Mitsumori, Y. lkegami, and H. Uehara. "The Indian OTEC Program." In Offshore Technology Conference. Offshore Technology Conference, 1998. http://dx.doi.org/10.4043/8905-ms.

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Glaser, Markus, Tobias Winter, Manuel Abele, and Jan Schnitzler. "Qualification Program for Subsea Batteries." In Offshore Technology Conference. Offshore Technology Conference, 2020. http://dx.doi.org/10.4043/30884-ms.

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Nelson, Ron, Ron Berger, and Clay Tyer. "Pompano Subsea Development - Testing Program." In Offshore Technology Conference. Offshore Technology Conference, 1996. http://dx.doi.org/10.4043/8208-ms.

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Matlock, Hudson, Dewaine Bogard, Fugro McClelland, and Jack H.-C. Chan. "Technical Program-Tension Pile Study." In Offshore Technology Conference. Offshore Technology Conference, 1998. http://dx.doi.org/10.4043/8763-ms.

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Constable, S. C., C. S. Cox, and A. D. Chave. "Offshore electromagnetic surveying techniques." In SEG Technical Program Expanded Abstracts 1986. Society of Exploration Geophysicists, 1986. http://dx.doi.org/10.1190/1.1892948.

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Reports on the topic "Offshore program"

1

Kim, MooHyun. Development of mooring-anchor program in public domain for coupling with floater program for FOWTs (Floating Offshore Wind Turbines). Office of Scientific and Technical Information (OSTI), August 2014. http://dx.doi.org/10.2172/1178273.

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Jin, Y. K., M. M. Côté, C. K. Paull, and E. L. King. 2017 Korea-Canada-U.S.A. Beaufort Sea (offshore Yukon and Northwest Territories) research program: 2017 Araon expedition (ARA08C) cruise report. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2018. http://dx.doi.org/10.4095/308396.

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Duchesne, M. J., S. G. Kang, and U. Jang. 2017 Korea-Canada-U.S.A. Beaufort Sea (offshore Yukon and Northwest Territories) research program: processing of 2-D seismic data collected during expedition ARA08C. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2019. http://dx.doi.org/10.4095/313533.

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Borissova, I., M. E. Lech, D. C. Jorgensen, C. Southby, L. Wang, G. Bernardel, W. A. Nicholas, D. L. Lescinsky, and S. Johnston. An Integrated Study of the CO2 Storage Potential in the Offshore Vlaming Sub-Basin: Results of the study undertaken as part of the NCIP program. Geoscience Australia, 2015. http://dx.doi.org/10.11636/record.2015.009.

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Author, Not Given. Where Are We Now: The U.S. Department of Energy Makes Strides to Advance Offshore Wind in the United States, Wind Program Newsletter: October 2012 Edition (Newsletter). Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1059558.

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Lavoie, D., N. Pinet, S. Zhang, J. Reyes, C. Jiang, O. H. Ardakani, M. M. Savard, et al. Hudson Bay, Hudson Strait, Moose River, and Foxe basins: synthesis of Geo-mapping for Energy and Minerals program activities from 2008 to 2018. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/326090.

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As part of its Geo-mapping for Energy and Minerals program, the Geological Survey of Canada included the Hudson Bay Basin in its research portfolio with the goal of generating a modern understanding of its geological framework and a precise knowledge of its hydrocarbon systems. The Hudson Bay-Foxe Basins GEM-1 project led to the proposal of modern stratigraphic frameworks and produced extensive geochemical data on hydrocarbon source rocks as well as data on diverse burial-thermal indicators. Satellite data were acquired over the entire offshore domain in the search for evidence for active hydrocarbon systems. For the Hudson-Ungava GEM-2 project, the aim of the research activities was to better understand local and regional factors associated with the burial and exhumation histories as they pertain to regional or local hydrocarbon prospectivity. This research led to a basin-scale stratigraphic framework coupled with detailed analyses of hydrocarbon generation and the appraisal of the best potential reservoir units.
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Dafoe, L. T., and N. Bingham-Koslowski. Geological synthesis of Baffin Island (Nunavut) and the Labrador-Baffin Seaway. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/314542.

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The Labrador Sea, Davis Strait, and Baffin Bay offshore regions, collectively referred to as the Labrador-Baffin Seaway, and their onshore margins including Baffin Island, Bylot Island, and West Greenland, form a region with a complex geological history developed through successive tectonic events. This complex geological and tectonic history is described in detail in this volume, a collaborative undertaking under the Geological Survey of Canada's Geo-mapping for Energy and Minerals 2 program (GEM-2), with contributions from external partners. Knowledge from pre-existing studies, essential contributions from collaborators, and GEM research results have been incorporated into the 14 papers contained in this volume, which summarize previous geological and geophysical knowledge and include novel insights from a regional perspective that serve as a guide for future research and exploration activities. The papers in the volume highlight both onshore and offshore studies in order to produce a comprehensive synopsis of the geological history of the region, with corresponding high-resolution reference maps and figures, and select GIS data sets. This compilation is divided into sections covering Precambrian and Paleozoic geology, Mesozoic to present geology, and resources within the region.
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Dafoe, L. T., and N. Bingham-Koslowski. Baffin Island and the Labrador-Baffin Seaway GIS data. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/330200.

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The Labrador Sea, Davis Strait, and Baffin Bay offshore regions, collectively referred to as the Labrador-Baffin Seaway, and their onshore margins including Baffin Island, Bylot Island, and West Greenland, form a region with a complex geological history developed through successive tectonic events. This complex geological and tectonic history is described in detail in this volume, a collaborative undertaking under the Geological Survey of Canada's Geo-mapping for Energy and Minerals 2 program (GEM-2), with contributions from external partners. Knowledge from pre-existing studies, essential contributions from collaborators, and GEM research results have been incorporated into the 14 papers contained in this volume, which summarize previous geological and geophysical knowledge and include novel insights from a regional perspective that serve as a guide for future research and exploration activities. The papers in the volume highlight both onshore and offshore studies in order to produce a comprehensive synopsis of the geological history of the region, with corresponding high-resolution reference maps and figures, and select GIS data sets. This compilation is divided into sections covering Precambrian and Paleozoic geology, Mesozoic to present geology, and resources within the region.
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Rutherford, J., and J. F. Cassidy. Comparing felt intensity patterns for crustal earthquakes in the Cascadia and Chilean subduction zones, offshore British Columbia, United States, and Chile. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/330475.

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In this study, we utilize US Geological Survey citizen science earthquake felt intensity data to investigate whether , crustal earthquakes in the Chilean Subduction Zone show similar, "felt intensity" distributions to events of the same magnitude and depths within the Cascadia Subduction Zone (Quitoriano & Wald, 2020; USGS Earthquake Hazards Program, 2020). In a companion article (Rutherford & Cassidy, 2022) we examine intraslab deep earthquake intensity patterns for the Chile and Cascadia subduction zones. Building on from the intraslab companion article, the goal of this comparison is to determine whether felt intensity information from several recent large (M8-8.8) subduction earthquakes in Chile can be applied to Cascadia (where no subduction earthquakes have been felt since 1700). This would provide a better understanding of shaking intensity patterns for future subduction earthquakes in Cascadia - critical information for scientists, engineers, and emergency management organizations. For this research, we utilized 20 years of cataloged Did-You-Feel-It (DYFI) citizen science data from the US Geological Survey's (USGS) earthquake online catalog, the ANSS Comprehensive Earthquake Catalog (ComCat) Documentation (USGS Earthquake Hazards Program, 2021). In total, we considered and compared intensity patterns for fourteen magnitudes from 30 earthquakes in Cascadia (ranging from magnitudes 4.5 to 7.2, the highest magnitude event in Cascadia zone) to the intensity patterns from 114 earthquakes in Chile, with the same magnitudes as the Cascadia events (M4.5-M7.2). Our analysis involved plotting and fitting the Chile and Cascadia earthquake DYFI responses to compare the intensity patterns for the two subduction zones. Overall, we find good agreement between felt patterns in Chile and Cascadia. For example, all plots show the expected downward trend for intensity with distance. Even distribution with limited clustering is seen in all fourteen magnitudes, with slight intensity clustering of responses around the 30 to 600 km. This is slightly different from the intraslab pattern which demonstrated a distinct cluster at further distance from the hypocenter, e.g., cluster at 50 to 300 km. These results provide confidence that we can use Chilean intensity data for megathrust earthquakes in Cascadia.
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Johnston, Sweyn, John McGlynn, Veronica R. Prado, and Joseph Williams. Ocean Energy in the Caribbean: Technology Review, Potential Resource and Project Locational Guidance. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003783.

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This publication assesses the potential for deployment of the leading Marine Renewable Energy (MRE) technologies including Fixed Offshore Wind, Floating Offshore Wind, Ocean Thermal Energy Conversion across nine Countries of Interest (COI) in the Caribbean region. This is achieved by conducting a technology review, analysing resource levels in each of the COIs, and presenting the outputs of Locational Guidance work identifying preferred areas for potential future project development. This work concludes that MRE can offer a secure supply of indigenous clean energy, that resources are sufficiently abundant to meet the current and future energy demand of each of the COIs many times over, and that the leading MRE technologies are sufficiently advanced to be worthy of immediate prioritisation. This Technical Note draws on and presents outcomes from work undertaken in 2019 as part of a Technical Cooperation Agreement between the IDB and CDB under the Support for Sustainable and Resilient Projects in the Caribbean programme.
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