Browsing by Subject "Challenges"
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Item Challenges and strategies of shale gas development(2012-05) Lee, Sunje; Groat, Charles G.The objective of this paper is to help new investors and project developers identify the challenges of shale gas E&P and to enlighten them of the currently available strategies so that they can develop the best project plan and execute it without suffering unexpected challenges. This paper categorizes the challenges into five groups and concentrates on shale-gas-specific challenges. It excludes conventional oil and gas development challenges because by and large these five major challenge groups seem to decide the success and failure of most shale gas projects. The five groups are the identification of shale gas potentials, the technical challenges in well design and stimulation strategies, the economic challenges such as high cost of new technologies, the environmental challenges concerning the hydraulic fracturing water, and the international challenges of performing projects outside the US. The strategies are yet to be well established and are still evolving rapidly. Hence, before starting a shale gas project, shale gas developers need to perform extensive and intensive check-ups on the challenges and on current available strategies as well as to stay up to date thereafter on new strategies.Item Challenges of Black entrepreneurs and business owners(2023-08) Thomas, Malikiya; Drumwright, Minette E.The primary aim of this paper is to explore the challenges faced by Black entrepreneurs and identify factors contributing to their success. Through in-depth interviews with 15 individuals representing diverse industries, standard qualitative methods were used for data collection and analysis. The study’s key findings emphasized the crucial role of mentorship, the need for increased representation in various sectors, and the significance of self-belief and community support in shaping the trajectories of Black entrepreneurs and their communities. By understanding these essential factors, the research seeks to provide better support and resources to Black entrepreneurs, while also instilling confidence in aspiring individuals to pursue entrepreneurship. Additionally, the study aspires to promote the development of comprehensive programs that educate and empower the Black community, in hopes of fostering economic growth and stability through entrepreneurship. Utilizing in-depth interviews enables a holistic understanding of the reasons behind the success of Black entrepreneurs, transcending a narrow focus solely on challenges. Ultimately, this research contributes to cultivating a more inclusive and equitable entrepreneurial ecosystem, empowering Black entrepreneurs to thrive and drive economic prosperity and societal progress in their communities.Item Investigating Saudi Arabian high school science teachers perceived challenges and concerns related to the integration of science content, technology, engineering, and mathematics (STEM) into science teaching(2018-08-15) Aljuwayr, Yousef Farraj M.; Riegle-Crumb, Catherine; Barufaldi, James P.; Marshall, Jill A; Borrego, Maura; Sampson, VictorSince the establishment of Saudi Arabia, the educational system has gone through numerous reform efforts to improve teachers’ practice and students’ learning. One of the key challenges facing the educational system in Saudi Arabia is the question of how to prepare teachers to use innovative approaches in science education. Several studies have examined science teachers’ concerns related to teaching and learning in general; however, few studies have directed specific attention to science teachers’ concerns about curriculum integration. Therefore, this study investigated Saudi Arabian high school science teachers’ perceived challenges concerning the integration of separate domains within STEM, including science content and pedagogy, technology, engineering, mathematics, and STEM as a whole. This study also explored potential differences in teachers’ perceived challenges based on their gender and geographical region. The researcher collected data from six geographic regions of the Kingdom of Saudi Arabia: Makkah, Tabuk, Aseer, Hail, Kahrj, and Zulfi. These regions were purposefully selected to reflect the geographic and diverse views of teachers across the Kingdom of Saudi Arabia. An explanatory sequential mixed methods design – including quantitative and qualitative methods— was conducted to investigate Saudi Arabian high school science teachers’ perceived challenges regarding integrated STEM instruction. The quantitative data were collected from 1,207 participants using four scales: science content and pedagogy integration, technology integration, engineering integration, and mathematics integration. The qualitative data were collected from twenty participants through face-to-face interviews. Descriptive statistics and grounded theory methodology were conducted to analyze data obtained from the participants. Results revealed that science teachers rated themselves as 1) fairly competent in the areas of science content and pedagogy integration and mathematics integration; 2) having fairly low competence in the area of technology integration; 3) “undecided” in the area of engineering integration; 4) slightly incompetent with regard to the integration of other science disciplines (physics, chemistry, biology, and geology) into science teaching practices; and 5) generally unfamiliar with the integration of STEM in science teaching. The findings of the study revealed no significant difference among participants that can be attributed to gender or geographic region. Other challenges from the qualitative study are presented, such as teachers’ negative misconceptions and attitudes toward integrative approaches, students’ lack of skills and knowledge that are required for successful STEM integration, curricula incompatibility with STEM approaches, and the lack of resources required for integrative activities. The results of the study suggest an implementation of a systemic reform that focuses on STEM education in Saudi Arabia. The findings of this study may have significant implications for policymakers and educators who are considering implementing integrative approaches in science educationItem The complex nature of equitable STEM instruction : emotion, cognition, and constraints(2019-08-19) Welch-Ptak, Jasmine Joy; Callahan, Rebecca M.; Riegle-Crumb, Catherine; Keating, Xiaofen; Sampson, Victor; Treisman, UriEquitable STEM instruction aims to alleviate the perpetual achievement gap by ensuring students have access to multiple opportunities to engage in rich inquiry-based activities and content-specific discourse practices. The three studies in this dissertation explore the complexity inherent to the implementation of such equitable practices in the current high-stakes accountability context. With the first analytic chapter, I seek to draw attention to the negative emotions that emerge during open-ended activity, and the need to identify specific pedagogical practices that can normalize difficulty and persistence as a necessary part of learning. I suggest interested practitioners integrate the straightforward approach I highlight in this chapter into any instructional innovation. However, in my second analytic chapter I present a multi-site case study of the challenges teachers at two distinct school sites report to impede their implementation of curricular innovations. Although the two sites look very different in terms of student and teacher demographics, teachers at both sites report similar challenges to implementation. The third and final, analytic chapter is a quantitative survey analysis I conducted that examines one of the key challenges reported: teacher efficacy. Specifically, my study explores differences in preservice teachers’ teaching efficacy for culturally and linguistically diverse students in STEM contexts based on their pedagogical preparation and personal linguistic background. Findings from the three studies have potential implications for education policy, practice, teacher preparation, and research