The Morpeth Field is located in the Ewing Bank area of the Gulf of Mexico in 1,670 feet of water. British-Borneo acquired the field in 1995 from Shell Offshore Inc (SOI) and now holds a 100% working interest in the field with SOI retaining a financial interest. The field has been developed utilizing a mono-column tension leg platform (TLP) known as SeaStar®, a proprietary design of Atlantia Offshore Limited. This paper describes British-Borneo's Morpeth Field development and entry into the deepwater Gulf of Mexico. In successfully undertaking this project, British-Borneo has demonstrated that an independent oil company can economically develop a marginal deepwater prospect using an innovative, "first of a kind" development concept. Introduction The Morpeth Field is an oil and gas development located in Ewing Bank Blocks 921, 964, and 965 in 1,670 feet of water in the Gulf of Mexico. Estimated reserves in the order of 70 mmboe make it a marginal development by typical deepwater Gulf of Mexico standards. A relatively low number of high productivity wells (each well having initial flow rates on the order of 15,000 bopd) is required for optimum reservoir development. The oil has an API gravity of 32 and a 1,000 GOR with a paraffin content of 0.77%. British-Borneo is an independent UK based oil and gas production company and has been active in the shallow waters of the Gulf of Mexico since 1989. The deepwater Gulf of Mexico was identified as a province that could offer substantial growth opportunities in terms of the excellent hydrocarbon potential and, interestingly, which also contained a number of undeveloped discoveries in various company portfolios. It was with these undeveloped discoveries in mind that in 1995, British-Borneo entered into a strategic alliance with Atlantia Offshore Limited to develop Atlantia's innovative and low cost deepwater development solution, the SeaStar® "mini" tension leg platform (TLP). The SeaStar®, which comprises a mono-column TLP, is ideally suitable for fields requiring a relatively low number of wells and little subsequent well intervention later in field life. This was seen as a key by the British-Borneo subsurface team to enable the meaningful pursuit of the undeveloped discoveries in the deepwater. One such opportunity was the Klamath Field discovered by SOI in 1991. This discovery presented an ideal opportunity for the mono-column TLP requiring a small (four) number of development wells. British-Borneo and Shell quickly consummated a deal utilizing this new technology. The field was then renamed Morpeth after the past chairman, Sir Douglas Morpeth. The field development plan was quickly agreed upon, based fundamentally upon tying back three subsea production wells and one subsea water injection well to the TLP. The wells are connected to the TLP by 4-inch ID flexible flowlines, where the TLP is host to a full processing production facility. The design capacity is for 35,000 barrels of oil per day, 42 mmscfd of gas, 28,000 barrels per day of water injection, and 10,000 barrels of produced water per day. Oil and gas are processed to trunkline specifications, then exported through steel catenary risers into the sales pipelines. Additional production can be tied into the export pipelines at a subsea tie-in sled located four miles from the platform in 1,200 feet of water. The Morpeth project was completed in 21 months from project sanction to first oil. This was 6 months earlier than first projected during conceptual engineering. Not surprisingly, some budget growth was experienced from the initial budget estimates generated early in the conceptual phase of this "first of a kind" project. While half of the cost increase was a result of signi

In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE.

In today’s 21st century educational era, we have learnt that educational access cannot be assumed to mean educational success for every child. In many classrooms across developing countries, one third of the students are physically present but disengaged from learning. They are in school but achieving no greater academic success than the child who is out of school (Center for Global Development, 2013). The question of who they are, and why they are failing, is an important one that has been drawing the attention of governments, education policy makers, and education development partners in recent years; especially given ever-widening international efforts towards fulfilling conditions to facilitate the right to an education for all children. Being able to early identify students at risk to failure, and to determine the causes of their non-success, are critical to national efforts to both develop and direct appropriate interventions and support to remove the barriers preventing children from learning. This paper utilizes data from a larger mixed method study of Out of School Children (OOSC) in the eastern Caribbean region to examine the most prevalent issues which inhibit student success, in an effort to support advocacy towards strengthening systems of supports in schools to increase the chances of success for all.

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.