Estudo da incorporação de resíduos de perfuração para aplicação em cimentação de poços de petróleo

During the drilling of oil and natural gas are generated solid waste, liquid and gaseous. These solid fragments, which are known as cuttings, are carried to the surface through the drilling fluid. Furthermore, this fluid serves to cool the bit, keeping the internal pressure of the well, and others. This solid residue is very polluting, because it has incorporated beyond the drilling fluid, which has several chemical additives harmful to the environment, some heavy metals that are harmful to the environment, such as lead. To minimize the residue generated, are currently being studied numerous techniques to mitigate the problems that such waste can cause to the environment, like addition of cuttings in the composition of soil cement brick masonry construction, addition of cuttings on the clay matrix for the manufacture of solid masonry bricks and ceramic blocks and coprocessing of the cuttings in cement. So, the main objective of this work is the incorporation of cuttings drilling of oil wells, the cement slurry used in the cementing operation of the well. This cuttings used in this study, arising from the formation Pendências, was milled and separated in a sieve of 100 mesh. After grinding had a mean particle sike in order of 86 mm and crystal structure containing phases of quartz and calcite type, characteristic of the Portland cement. Were formulated and prepared slurries of cement with density 13 lb / gal, containing different concentrations of gravel, and realized characterization tests API SPEC 10A and RP 10B. Free water tests showed values lower than 5.9% and the rheological model that best described the behavior of the mixtures was the power. The results of compressive strength (10.3 MPa) and stability (Dr <0.5 lb / gal) had values within the set of operational procedures. Thus, the gravel from the drilling operation, may be used as binders in addition to Portland cement oil wells, in order to reuse this waste and reduce the cost of the cement paste.

Operações linguístico-discursivas em relatos retextualizados por alunos do ensino fundamental

The following paper attempted to investigate and discuss the possible improvements in the writing of students from the public network in the 6th grade of elementary school. This research was run in the professional master degree In Portuguese Language. Also based upon Genetic Criticism, this study attempting to analyze in which way and in which proportions the alterations done in the texts reveal and perspective capacity in the students as they replace, broad, remove or just move terms in their assignments. We tried to develop our analysis in the pragmatic perspective in which Textual Linguistic is included, investigating the texts and appreciating them as a construction process of meaning. Our theoretical discussion will be based on and socio-interactional conception of language (MARCUSCHI, 2008), as well as in the postulates of Analyze of Discursion (ADAM, 2010, 2008). It has also been used the theoretical assumptions taken from Genetic Criticism which regard the relation between text and genesis, due to the fact that it considers the text and a the result of a construction of progressive elaboration and the writing as an activity of constant movement (DE BIASI, [2000] 2010; GRÉSILLON, 1989; [1990] 2008; [1992] 2002; SALLES, 2008a). To assemble the data in this research we took into consideration the social variables related to the students and the sociocultural context. Nonetheless, this investigation point towards a real classroom situation where we tried to analyze the language functioning in application conditions, thus, giving us authority to describe more precisely the reality we lived in, which provided us with a more attentive look to the observed particularities. This description of the reality appreciated built a path that point to a research of qualitative data approach to which meanings deriving from interpretation were attributed. To conduct this research we resourced to the Action-Research process. The data are comprised of ten personal reports that were created from rewriting assignments, which constitutes a range of twenty texts assessed starting from the linguistic operations acknowledged by Generative Grammar and continued by Lebrave and Grésillon (2009). As result of this analysis, we identified the operation of adding more often than the other ones. The replacement and removal operations display a very close offspring. Nevertheless, the moving operation was scarcely used. These results, besides demonstrating linguistic creativity of the students, revealed that for a text to be seen as “concluded”, the writing student articulates new elaborations through these linguistic operators and that these movements of coming and going, of erasures and amendments contribute significantly for the teacher to approach the relationship the student keeps with his textual and discursive expression, and then, with that, to hold information that eventually provides individual and collective directions in school productions.