A regional study of Brent Group diagenesis and reservoir properties has been undertaken in order to determine the main controls on porosity and permeability in the sandstone reservoirs. Data from 44 wells from block 211/7 in the north to block 3/8 in the south and spanning current depths from 6700 to 13 400 ft include 9000 porosity, permeability and grain density determinations, quantitative petrographic information from 850 thin sections, and stable isotopic and K/Ar analyses of authigenic phases. The diagenesis of the sediments is similar across the study area and most of the diagenetic phases occur in all formations. The sequence of precipitates and dissolution events reflects early porewater evolution in shallow burial environments and later reactions which were essentially isochemical and controlled largely by increasing burial depth and therefore temperature. Early diagenetic products include siderite, calcite, chlorite and vermicular kaolinite. Only where the calcite cements form concretions or cemented horizons have they a significant effect on reservoir properties. Local dissolution of feldspars and carbonate cements took place on the crest of some fault blocks inferred to have been emergent during the Jurassic and this has caused local enhancement of porosity in some crestal wells. In general, the porosity of each of the reservoir facies decreases systematically with depth but permeability only starts to decrease significantly at depths greater than 10 200 ft (3109.0 m). The general decrease in porosity can be attributed to compaction, together with burial cementation by quartz and iron-rich carbonates. Secondary porosity resulting from feldspar dissolution is increasingly common at depth but there is no net increase in porosity as much of the dissolution was evidently accompanied by the precipitation of authigenic quartz initially with kaolinite but at greater depths with illite. The systematic changes in porosity and the decrease in permeability are compatible with thermally driven dissolution of feldspar and the local reprecipitation of the authigenic silicates; the decrease in permeability corresponds to the presence of increased quantities of illite at depth.

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The aim of the study was to examine and describe student perceptions of severity of violations, faculty support, and support for program improvement strategies related to willingness to report peer violations. BACKGROUND Peer reporting is important when students witness dishonest behaviors. To foster academic integrity, exploration of the willingness to report is needed. METHOD Using McCabe's Academic Integrity Survey-Modified for Nursing Students, 442 baccalaureate students were surveyed. RESULTS The more students felt faculty supported related policies, the more willing students were to report (r s = .298, α = .05). The more students understood what was considered a violation, the more willing they were to report (r s = .485, α = .05). The more students believed program-wide strategies could prevent violations, the more willing they were to report (r s = .231, α = .05). CONCLUSION Education that helps define academic integrity can contribute to nursing students' willingness to report peer violations. Faculty support of policies and program-wide strategies contribute.KEY WORDS Academic Integrity -Nursing Students -Peer Reporting N ursing is considered one of the most trusted professions according to the Gallup (2022) poll. It is of concern that violations of academic integrity as a nursing student could influence the integrity of one's future nursing practice and the public's view of the profession (McCabe, 2009). According to the International Center for Academic Integrity (ICAI, 2022), academic integrity has six fundamental values: trust, fairness, respect, responsibility, honesty, and courage. Being committed to those values, even in the face of adversity, is what defines academic integrity (ICAI, 2022). Participating in dishonest activities may give one student an academic advantage over another (Waltzer et al., 2021). Krueger (2014) further supports the importance of the six ICAI core values once students transition into clinical practice, explaining that the independence granted to practicing nurses necessitates that nurses possess integrity and promote honesty for the safety of their patients.