APPENDIX J Smog Check Essay Example

APPENDIX J Smog Check Essay Example APPENDIX J Smog Check Paper APPENDIX J Smog Check Paper OBD II Reference (Testability Issues) Appendix J provides information and test instructions about known OBD II functional test difficulties. Technicians must familiarize themselves with the information contained in this Appendix and follow the specified test instructions when conducting a Smog Check inspection on any vehicle listed. Please watch for Appendix J updates on the Smog Check website or via ET Blasts. If other problems or solutions arise concerning the testing of OBD II vehicles, BAR will provide updated information advising technicians how to test the affected vehicles. Table 1 la lists known OBD II testability issues. Table 2 lists CAN equipped vehicles that currently cannot be OBD II tested. The EIS should automatically bypass the OBD II test for CAN equipped vehicles. However, if the EIS prompts for an OBD II test, bypass the test by answering No to the OBD II functional test prompt. Unless otherwise instructed by BAR, do not answer No to bypass the OBD II functional test for any other OBD II equipped vehicles. In addition to the vehicles listed in Table 2, all vehicles one model-year old and newer are excepted from the OBD II functional test. With each new calendar year, the xceptions change accordingly. For example: In 2007, all 2006 modelyear and newer vehicles are excepted from the OBD II functional test. In 2008, the 2006 model-year vehicles are subject to the OBD II test and the exceptions change to 2007 model-year and newer. Note: Once the BAR-97 EIS incorporates CAN communication protocol, these vehicles will become testable. To ensure that any special test processes are appropriately applied, always select vehicle information (make, model, engine size, etc. ) from the BAR-97 inspection menus. Rev 7 (112007) Smog Check Inspection Manual Appendix] TABLE 1 -OBD II Testability Issues Make Volkswagen Model Year 19962002 All models with non-OEM stereos Problem Action If the OEM stereo has been replaced with an aftermarket stereo, these vehicles may not communicate with the analyzer and/or OBD code scanner and may cause severe damage to the analyzer/scanner. For more information, see Technical service bulletin 0203 dated June 10, 2002. BAR recommends that you check with your analyzer/scan tool manufacturer to determine whether or not your analyzer/scan tool has complete current/voltage override protection. Override protection will protect the test equipment in cases where aftermarket installations cause over current onditions. BARS June 22, 2002 ET Blast provides a method of checking for high voltage conditions using a test light. An alternative is to send all 96-newer M/Audis with non-OEM radio installations to a WWAudi dealership for verification of proper OBD function. 1996 Cirrus, Concorde, LHS, Sebring, Sebring Convertible All monitors reset to incomplete upon every ignition key-off. Dodge Avenger, Intrepid, Stratus, Neon ignition key-off Eagle Talon, Vision Determine if Recall Campaign #678 (9/96) has been performed; if not, refer to dealer. TSB 18-005-01 applies to noncalifornia certified vehicles, and may be erformed at no cost, even if warranty is expired. Determine if Recall Campaign #678 (9/96) has been performed; if not, refer to dealer. certified vehicles, and may be performed at no cost, even if warranty is expired. Hyundai 2002 Sonata Readiness monitors are difficult to complete. Must successfully complete drive cycle TWO times. 003 Tiburon Will not communicate with generic OBD II test equipment. A manufacturer recall is in effect; recall campaign #057 and Hyundai TSB #0301-003-01. Refer to dealership for recall. All Models The catalyst and evaporative monitors are difficult to set to complete. Nissan provides recommended drive cycles (drive patterns). See Nissan Technical service Bulletin #NTB98-018, February 18, 1998. C220, E320, C280, S320, SL320 Th e MIL illuminates whenever a scan tool is connected to the DLC. Trouble codes are OBD II connector is used as an RPM source during the Smog Check, the MIL will illuminate. Do not connect the OBD II connector until the analyzer prompts for the OBD II functional test. Use the conventional contact or non-contact method to obtain an rpm signal. Infiniti MercedesBenz Hyundai TSB #02-36-030 applies. Hyundai TSB information at: Table 1 continued on next page Mercedes- Benz Mitsubishi 20012003 All models No communication with some snap-on as. Snap-On produces a revised chip that enables communication. If your Snap-On EIS does not use the revised chip, do not inspect these vehicles; they will NOT communicate. Refer the motorist to another station for inspection. 19982001 Montero, Montero Sport, Diamante, 3000GT, Mirage, Galant, Expo,Expo LRV, and Eclipse models (except 2. 0L nonturbo 420A engine models) Some monitors are difficult to set to complete. Mitsubishi provides recommended drive cycles in its service. See service manual for 1998-2001 drive cycles. Nissan Plymouth Breeze Neon Saab 19961998 900 (82341 with Motronic 4. 1) All monitors are difficult to set to complete. Toyota 1997 Tercel, Paseo The evaporative monitor will never set to complete. Volkswagen and Audi stereo, these vehicles may not communicate with OBD code scanners and may cause severe damage to code scanning tools. For more information, see Technical service bulletin 02-03 dated June 10, 2002. 3 Nissan provides recommended drive cycles (drive patterns) in its service information to assist technicians to operate monitors. See Nissan Technical Service Bulletin #NTB98-018c, January 3, 2002. A manufacturer recall is in effect. Verify recall has been performed. If not, refer to dealer for the recall. Saab Service Instruction No. 48 describes the correct drive cycle for completion of the monitors. The Smog Check OBD readiness criteria for this vehicle allow two monitors to be incomplete. criteria for these vehicles allow two monitors to be incomplete. BAR recommends that you check with your analyzer/scan tool manufacturer to determine current/voltage override protection. Override protection will protect the test equipment in cases where aftermarket conditions. BARS June 22, 2002 ET Blast provides a method of hecking for over current conditions using a test light. An alternative is to send all 96newer VW/Audis with non-OEM radio installations to a M/Audi dealership for verification of proper OBD function. End Table 1. la next page TABLE la The EIS Ignores Monitor Readiness Status BMW 750iL, 850Ci, 850CSi 12-cylinder engines. Stealth, Stealth RT 3. 0 1996-97 3000 GT, 3000 GT spider, 3000 GT VR-4, Diamante, Eclipse, Galant, Mighty Max, Mirage, Montero, Montero Sport 1. 5, 1. 8, 2. 0, 2. 4, 2. 5, 3. 0, 3. 5 Complete Inspection as prompted by the EIS. Subaru Impreza, Legacy, SVX 1. 8, 2. 2, 2. 5, 3. 3 Volvo 2. 5, 2. 9

Definition of Anchoress and the Anchoress of Wisse

Definition of Anchoress and the Anchoress of Wisse An anchoress is (was) a woman who withdraws from secular life for religious purposes, a female religious hermit or recluse. The male term is anchorite. Anchoresses and anchorites lived in seclusion, often in remote locations or walled into a room with only a shuttered window through which food was passed. The position of anchorite is still recognized in canon law of the Roman Catholic church as one form of consecrated life. The position was not one, generally, of complete seclusion. The anchoress was to be kept in connection with a church, and visitors to the anchoress, who could talk to her through a window in her cell, often came seeking prayers or practical advice.  She spent her time in prayer and contemplation, but often also engaged in writing and such typical women’s activities like embroidery. The anchoress was expected to eat and dress simply. An anchoress needed permission from a bishop to take up the life of semi-reclusion. He would determine if she was likely to adapt to the life of an anchoress and whether she had adequate financial support (this was not a way for the poor to be fed).  The bishop would oversee the anchoress’ life and make sure she was cared for well.   A special rite of enclosure marked the agreement between the church and the anchoress, and her dedication to the enclosed life. This ceremony echoed a burial or entombment, with last rites, as ritually the anchoress was dead to the world. Anchorhold The room, called an anchorhold or anchorage, was often connected to a church wall.  The cell had very little in it, just a bed, crucifix and altar. According to the Ancrene Wisse (see below) the cell was to have three windows.  One was on the outside so that people could visit the anchoress and seek her advice, counsel, and prayers.  Another was to the inside of the church.  Through this window, the anchoress could experience the worship service in the church, and could also be given communion.  A third window allowed an assistant to deliver food and take away waste. Sometimes there was a door to the anchorhold that was locked as part of the enclosure ceremony At death, it was customary to bury the anchoress in her anchorhold.  The grave was sometimes prepared as part of the enclosure rite. Examples Julian of Norwich  (14th and 15th centuries) was an anchoress; she did not live in complete seclusion though she was walled into her chamber. The chamber was connected to a church, she had a servant walled in with her and she sometimes advised pilgrims and other visitors. Alfwen (12th century England) was an anchoress who helped Christina of Markyate hide from her family, who were trying to force Christina into marriage. Among anchorites (male religious recluses enclosed in cells), Saint Jerome is one of the most famous, and is depicted in his cell in several art treatments. Living in a convent, as did figures like Hildegard of Bingen  and Hrotsvitha von Gandershei, was not the equivalent of being an anchoress. Background of the Term Anchoress Anchoress, and the related term anchorite, are derived from the Greek verb anacwre-ein or anachoreo, meaning â€Å"withdraw.†Ã‚  The Ancrene Wisse (see below), compares the anchoress to an anchor which holds a ship during storms and waves. Ancrene Wisse translation: anchoresses rule (or manual) Also Known As:  Ancren Riwle, Ancrene Rule An unknown 13th-century author wrote this work describing how women could live in religious seclusion.  A few convents used the rule in their order. The Ancrene Wisse is written in a dialect common in the West Midlands in the 13th century. There are eleven manuscripts known, some merely in fragments, written in Middle English. Four others are translated into Anglo-Norman French and another four into Latin. The writer J.R.R. Tolkien researched and edited this text, published in 1929. Popular Culture The 1993 movie Anchoress is modeled after a 14th-century anchoress, quite loosely.  In the film, Christine Carpenter, who is a peasant girl, is locked up at the urging of the priest who has designs on her. The priest tries and convicts her mother of being a witch, so Christine digs her way out of her cell. Robyn Cadwallader published a book, The Anchoress, in 2015, about a girl in the 13th century who became an anchoress.  Sarah takes up the life of an anchoress in order to avoid her landlord’s son, who has designs on her; for her, becoming an anchoress is a way to protect her virginity.

How the feminist movement has influenced female artists working with Essay

How the feminist movement has influenced female artists working with technology - Essay Example This paper presents how feminist movement has influenced female artists working with technology. It also presents a brief overview of what feminism used to look like in art, in addition to, the historical sense of the feminist movement in terms of art. Additionally, it presents what the feminist movement looks like today for female artists, especially, for those working with technology, such as, female video game designers, engineers or computer specialists. Finally, this paper presents a conclusion of the findings and analysis of literature on the subject of feminist movements. The main question that comes to the mind of many when the feminist movement is raised is what feminist art stands for. Arts analysts and historical researchers have, ever since, argued over the subject of feminist art. They try to establish whether it was a period in the history of art, a lobby group or a complete makeover of how things should be carried out on the subject of female contributions. According to Motta, Flesher, Eschle and Laurence (2012), a number of researchers have judged feminist movements against surrealism. In this regard, many people consider feminist art not as an art technique, but to a certain extent, a process of creating gender sensitive art or integrate women in art galleries and exhibitions. Feminist art has spurred debate also on the subject of post-modernism. Feminist art entails the creation of value and meaning in art while integrating women in the modern forms of art techniques (Redfern and Aune 7). According to Motta et al. (2012), feminist art also provoked debate on whether the historical western art was a global representation of art regardless of men dominating in most spheres. It is therefore, possible to establish that feminist art entails artists working with the thoughts of gender, personality and outward appearance. Feminist art entails the use of performance art, such as, videos and

Modern manufacturing processes or equipment - Laser Cutting Research Paper

Modern manufacturing processes or equipment - Laser Cutting - Research Paper Example The molten material is removed from the cutting front through a pressurized gas jet (Dahotre and Harimkar, 2008). The pressurized assist gas also facilitates material removal through chemical reaction such as by oxidizing the material. The process of material cutting proceeds through the cutting front movement across the plane of the material. The motion of either the work piece and/or focused beam relative to each other executes the process. It is important to note that laser cutting is a repeatable, reliable, and high-speed technique that can be applied to materials of various thicknesses and types to generate very clean-cuts with narrow widths. The process is specifically suited as a semi or fully automated cutting process for high production volumes. Initially, the industrial application of laser cutting involved the cutting of slots in die boards using a 200W laser. Today, laser machines are able to cut a wide variety of metallic materials including superalloys, brass, aluminum, steels, and copper, and nonmetallic materials such as quartz, rubber, cloth, wood, plastic, and ceramic (Dahotre and Harimkar, 2008). Borade (2012) states that the laser cutting process entails laser beam emission when stimulated by a lasing material (radio frequency or a gas). The stimulation is effected when the lasing material is exposed to electrical charges an enclosure. Once the stimulation of laser material occurs, the beam is reflected and bounced off from a partial mirror. The beam is permitted to gather sufficient energy and strength before being released as a jet of monochromatic consistent light. The light further goes through the lens, and is focused to form an intense beam that is less than 0.0125 of an inch in diameter. The width of the beam can be adjusted based on the material to be cut. The width can be as small as 0.004 inches. The surface material’s point of

Ethical and Legal Challenges in Professional Practice Essay Example for Free

Ethical and Legal Challenges in Professional Practice Essay The American Counseling Association (ACA) Code of Ethics is available to clarify the ethical responsibilities for professional counselors and future professional counselors. According to the ACA (2005), â€Å"the code serves as an ethical guide designed to assist members in constructing a professional course of action that best serves those utilizing counseling services and best promotes the values of the counseling profession.† As a graduate student striving to achieve a Master’s Degree in Counseling, it is crucial, not only to know and understand the ACA Code of Ethics, but also to understand any challenges that I may have in upholding them as well as ways to address these challenges effectively. In this paper I examine a section of the ACA Code of Ethics that I find personally challenging, risk management strategies used to resolve this potential ethical conflict, and a section of the ACA Code of Ethics that will not present a challenge. Personally Challenging Ethics Code According to the ACA Code of Ethics (2005), section C.2.g Impairment, counselors are alert to the signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. The ACA Code of Ethics (2005) section C.2.g Impairment also states that counselors seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until such time it is determined that they may safely resume their work. Personal Relevant History In 2005, during my senior year of undergraduate school at The University of  Arizona, I was on the fast track to law school. I was on a full scholarship, earning a 4.0 grade point average, a resident assistant for the dorms, and a member of a co-ed pre-law fraternity. I had just completed my internship working for senator John McCain and had finished the scary LSAT. This is what my friends and family saw. In the background, I was struggling. During the weekends I was â€Å"hosting† parties, or rather people would just show up and throw their own parties at my residence. I was struggling to get out of bed in the morning and often came back home to take naps and miss my next few classes of the day. My grades were slipping and so was my ambition. I took it upon myself to see a psychiatrist and was prescribed anti-depressants. This medication changed my life for the worst. I did not even notice that things were spinning out of control as I maxed out my credit cards (I would just get new cards later) and making impulsive and risky decisions. I was losing sleep as I was either out socializing or home cleaning like a madwoman, and often had bouts of irritability. My boyfriend at the time (my current husband) called my parents and asked that I come home to Phoenix and receive help. So I had a medical withdrawal from school, returned home, and was provided with psychiatric help. I was diagnosed with bipolar disorder and informed that by taking antidepressants I was experiencing a manic episode. As stated by Griswold and Pessar (2000, p. 1347) while referring to bipolar disorder, â€Å"the use of tricyclic antidepressants should be avoided because of the possibility of inducing rapid cycling of symptoms.† So with a new diagnosis the process of trial and error with psychotropic and mood stabilizing medications and their unavoidable side effects began. Once I was on a stable medication and dosage, I felt like myself again. I got a job at a residential treatment center to work with adolescents that have mood disorders and had gotten into trouble with the law. I found my passion. It was a few years before I could return to school with a purpose. I was graduated from Arizona State University with a Bachelor’s of Science degree in Family Studies and Human Development in May 2011 and the future goal of becoming a therapist. Future Considerations and Risk Management  Strategies I believe that under the Impairment ethics code, mood disorders are considered a mental or emotional problem that may impair the counselor affecting the way in which a counselor provides treatment to clients. Bipolar disorder does not disappear once one takes the necessary medication. â€Å"Medication alone is often inadequate to restore and maintain physical health and quality of life† (Rheineck Steinkuller, 2009, p. 339). Rheineck and Steinkuller (2009) recommend that those with bipolar disorder participate in therapy in conjunction with taking their effective medication. It would be myopic of me to assume that bipolar disorder will never affect me as a therapist. If I am not aware of my moods while I am having either a depressive or manic episode I may become irritable with or place my own perceptions onto a client. Ethically, to manage the risks involved with being a therapist who has bipolar disorder, I need to do more than take medication and participate in therapy. According to Biegel, Brown, Shapiro (2007), a therapist should practice self-care, including self-awareness and self-regulation or coping. I think that when I am practicing, it will be self-awareness that will assist me most in terms of risk management. As an unbiased observation of my inner experience and behavior, self-awareness could also serve as an alarm to signal that I need to take appropriate actions whether to notify my supervisor, limit, or suspend my professional responsibilities. When referring to self-awareness Corey, Corey, Callanan (2008, p. 44) state that without it â€Å"mental health professionals are likely to obstruct the progress of their clients as the focus of therapy shifts from meeting the client’s needs to meeting the needs of the therapist.† To assist with my self-awareness, I plan to utilize mindfulness. Mindfulness, as defined by Campbell and Christopher (2012, p. 215), â€Å"refers to a state of being aware, with acceptance, of thoughts, emotions, and sensations as they arise.† I currently practice various mindfulness exercises in therapy to assist with my mood disorder and coping strategies. To be a positive and healthy professional counselor I will continue with mindfulness exercises throughout my career and my life. I plan on practicing this daily, on my own time, so that I will be able to recognize when I am having moods or episodes that need to be addressed.  Mindfulness will be additionally useful, as â€Å"counselors need to be immediately cognizant of signs of stress and burnout and address these immediately to practice counseling ethically† (Bradley, Brogan, Brogan, Hendricks, 2009, p. 358). By being mindful and self-aware I will be able to identify the symptoms of stress and burnout as well as any number of potentially harmful feelings. Ethics Code that Does Not Present a Challenge According to the ACA Code of Ethics (2005), section C.2.f Continuing Education, counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. The ACA Code of Ethics (2005) section C.2.f Continuing Education also states that counselors take steps to maintain competence in the skills they use, are open to new procedures, and keep current with the diverse populations and specific populations with whom they work. Personal Relevant History In my experience while working in behavioral health, training always has been emphasized and mandated yearly. During the four years that I spent working at a residential treatment center, I had accumulated more than 500 hours of training. While working at a group home for a year, I had gone through more than100 hours of training. In the past year while working as a youth and family specialist I have completed an additional 60 hours of training. Although I found many of the training sessions over the years to be fairly repetitive, there were also several trainings providing completely new knowledge to me and therefore effective to assisting me while working with clients. Examples of recent effective trainings include crisis prevention intervention, compassion fatigue, cognitive behavioral therapy for children and adults, and behavioral health documentation. Future Considerations According to the ACA Code of Ethics (2005), Preamble, inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization.† To me this statement means that as a professional counselor I will further my education  and knowledge of skills because I want to and not because an agency I work at mandates it. I do not believe that when one finishes school, they have completed learning, especially if they work in behavioral health. There are always new diagnoses, methods, and forms of treatment coming out that I want to be learn to better meet the needs of my future clients. In a mail-in survey study of 1000 licensed professional counselors conducted in 2009 pertaining to counseling grief stricken clients, Granello, Ober, Wheaton (2012) found that the majority of the participants stated they were unprepared when it came to speci fic skills and lacked knowledge to address those with grief. â€Å"Counselors who received training rated themselves as more competent than those who did not, with more training related to higher levels of self-perceived competence† (Granello et al., 2012, p. 158). Another study conducted by Jameson, Poulton, and Stadter (2007), involved 38 therapists and evaluated the effect of a two-year continuing education program on their knowledge, skills, and application. â€Å"The majority (74%) felt the training helped them think clearly and specifically, both about assessment issues and specific interventions† (Jemeson et al., 2007, p. 113). It is clear when reading these findings that further training can only help a professional to work with more specific needs of their clientele. Although all agencies have mandatory trainings, I have observed that there are hundreds of additional trainings offered yearly for any counselors who want to attend voluntarily. I plan to be a counselor who takes the opportunities offered to further educate myself, in order to improve myself and to provide my clients with a better and more knowledgeable version of me. Conclusion In summation, I have examined a potentially personally challenging section of the ACA Code of Ethics, risk management strategies that I plan to utilize, and a section of the ACA Code of Ethics that aligns with my personal beliefs. Examining my personal experiences and traits that may conflict with the ACA Code of Ethics, I am better preparing myself to prevent any effects they may have had toward my future clients. It is important to me that I continue to learn and apply the knowledge I gain in graduate school and additional educational settings to improve myself as a person and as a professional counselor. References American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author. Biegel, G.M., Brown, K.W., Shapiro, S.L. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105-115. Bradley, L.J., Brogan, W.C., Brogan, C., Hendricks, B. (2009). Shelly: a case study focusing on ethics and counselor wellness. Family Journal, 17(4), 355-359. Campbell, J.C., Christopher, J.C. (2012). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213-226. Corey, G., Corey, M.S., Callanan, P. (2008). Issues and ethics in the helping professions ( 8th ed.). Belmont, CA: Brooks/Cole Cengage Learning Granello, D.H., Ober, A.M., Wheaton, J.E. (2012). Grief counseling: an investigation of counselor’ training, experience, and competencies. Journal of Counseling and Development, 90(2), 150-159. Griswold, K.S., Pessar, L.F. (2000). Management of bipolar disorder. American Family Physician, 62(6), 1343-1353. Jameson, P., Poulton, J., Stadter, M. (2007). Sustained and sustaining continuing education for therapists. Psychotherapy, 44(1), 110-114. Rheineck, J.E., Steinkuller, A. (2009). A review of evidence-based therapeutic interventions of bipolar disorder. Journal of Mental Health Counseling, 31(4), 338-350.

My Educational Philosophy Essay -- Philosophy of Education

Socrates warned his students over 2000 years ago that the unexamined life is not worth living. (Kreis) This statement, though made so many years ago, mirrors my own beliefs about learning and knowledge acquisition in today’s society. In my own personal philosophy of education, I believe that individuals must continually examine their surroundings and learn from the things they find. I do not believe that just knowing random facts or bits of information is true education. Just as the ancient Greeks believe, I think that education should teach a child to think and learn independently. The underlying purpose of an education should be to teach a child to think for himself. According to the Socratic Method, educators must pull knowledge that already exists in a child from that child through a series of questions and answers. (Kreis) I also believe that the skillful use of questioning is extremely beneficial to students. Educators can use various questioning techniques to teach students â€Å"how† to think. One of the chief reasons we should educate our children and continue to learn ourselves as teachers is made clear in the following quote found at http://www.spaceandmotion.com/Philosophy-Education.htm#deMontaigne.Philosophy.Education and attributed to Einstein, . ...knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun. To these serving hands mine shall also belong. Einstein believed that education had to be a continual process. We teach our children the history ... ... students. Granted, it is not possible to teach every child at an individual pace in the set-up of the current educational system, but ideally each child would follow their own education plan. Instruction would indeed be individualized for every student, not just students with learning deficiencies. There would no longer be a need for IEPs or special education programs. Works Cited Gutek, Gerald L. A History of the Western Educational Experience Second Edition. Waveland Press. Prospect Heights. 1995. Kreis, Steven. (2004). The History Guide – Educational Philosophy. Retrieved July 31, 2005 from http://www.historyguide.org/teach.html Haselhurst, Geoff, and Howie, Karene. (2005). Philosophy of Education: Educational Philosophy / Teaching Philosophy. Retreived July 31, 2005 from http://www.spaceandmotion.com/Philosophy-Education.htm

Solving Vertical and Horizontal Well Hydraulics Problems

A new generalized three-dimensional analytical solution is developed for a partially-penetrating vertical rectangular parallelepiped well screen in a confined aquifer by solving the three-dimensional transient ground water flow differential equation in x-y-z Cartesian coordinates system for drawdown by taking into account the three principal hydraulic conductivities (K _x, K _y, and K _z) along the x-y-z coordinate directions. The fully penetrating screen case becomes equivalent to the single vertical fracture case of Gringarten and Ramey (1973).It is shown that the new solution and Gringarten and Ramey solution (1973) match very well. Similarly, it is shown that this new solution for a horizontally tiny fully penetrating parallelepiped rectangular parallelepiped screen case match very well with Theis (1935) solution. Moreover, it is also shown that the horizontally tiny partially-penetrating parallelepiped rectangular well screen case of this new solution match very well with Hantus h (1964) solution.This new analytical solution can also cover a partially-penetrating horizontal well by representing its screen interval with vertically tiny rectangular parallelepiped. Also the solution takes into account both the vertical anisotropy (a _(zx)=K _z/K _x) as well as the horizontal anisotropy (a _(yx)=K _y/K _x) and has potential application areas to analyze pumping test drawdown data from partially-penetrating vertical and horizontal wells by representing them as tiny rectangular parallelepiped as well as line sources.The solution has also potential application areas for a partially-penetrating parallelepiped rectangular vertical fracture. With this new solution, the horizontal anisotropy (a _(yx)=K _y/K _x) in addition to the vertical anisotropy (a _(zx)=K _z/K _x) can also be determined using observed drawdown data. Most importantly, with this solution, to the knowledge of the author, it has been shown the first time in the literature that some well-known well hyd ra