How to Write the Outcomes Evaluation Section of a Grant Proposal Essay

How to Write the Outcomes Evaluation Section of a Grant Proposal - Essay Example The grantmaker gives your organization money based on how well your goals and objectives match their own goals and objectives. They are investing money in your organization and programs, much like you would do if you bought a stock or bond. The grantmaker wants to see a â€Å"return on investment† in the form of outcomes. Not just feel-good outcomes, but evidence that something has changed or improved because of their investment with you. By the time you get to write the Outcomes Evaluation section of the proposal, you should already have: Now you are ready to write the Outcomes Evaluation and Dissemination Plan. The outcomes evaluation section of a grant proposal is the most difficult to write and usually ends up being the shortest section. This is too bad, because here is where a non-profit can show itself to be organized and professional. Designing instruments, gathering data, and crunching numbers seems to be a frustrating waste of time for the people on the ground. You or your staff might think: There are so many constituents who could use our help; why do we waste our time proving we are helping? Just look around! It’s not quite that simple, however. Grantmakers are not punishing you by asking for outcomes evaluation. This data, properly gathered and evaluated, and properly applied, strengthens your organization (Foundation Center 2009). It is like a pat on the back you give yourselves, or constructive criticism you create from within your organization. It should go without saying, but a reminder is always nice: read the request for proposal carefully. Some grantmakers want to see actual prototypes of information-gathering instruments; others just want to know what you will develop and who will develop it. Data collection doesn’t happen in isolation; it is part of the process of delivering a service. If your staff is busy working with clients, they don’t have much time to gather 10,000 bits of data. However, data collection

The political philosophy of Hobbes and Locke Essay Example for Free

The political philosophy of Hobbes and Locke Essay In this paper, I will examine the political philosophies of Thomas Hobbes and John Locke. I will investigate both mens ideas individually and offer my own views on their theories. I will conclude the paper by comparing and contrasting the notions introduced in their respective writings. Thomas Hobbes was born in Wiltshire, England in 1588. He lived in one of the most unsettled periods in English history. Following a rebellion against King Charles, there resulted a civil war, which began in 1642. As a consequence of this political instability, Hobbes was forced into exile in November of 1640. He remained abroad living on the continent for approximately eleven years. During this period he worked and conversed with many of the great philosophers of his time. It was while in Paris in 1640 that Hobbes finally matured the plan for his own philosophical work. It was to consist of three treatises, dealing respectively with matter or body, with human nature, and with society. It was his intention, he says, to have dealt with these issues in this order, but his country was in turmoil with concerns regarding the rights of dominion, and the obedience due from the sovereigns subjects. As a result of this, Hobbes began instead with his examination of society. When stable government seemed to have been re-established by the Commonwealth, he had his ideas published in London. The same year, 1651, saw the publication of his greatest work, Leviathan, and his own return to England, which now promised a safer shelter to the philosopher than France, where he feared the clergy and was no longer in favour with the remnant of the exiled English court. The last twenty-eight years of Hobbes long life were spent in England. Hobbes philosophy can be described as materialistic, and mechanicalistic. He believed everything is matter. One cannot differentiate between matter, life and mind. To describe social reality, Hobbes would argue, is like describing physics or biology. It is concerned with matter in motion. He argued that all human life and all human thought are to be understood quite simply as matter in motion. In this regard Galileo heavily influenced his thinking. Hobbes identified two distinguishable types of motion. These he defined as  vital motion and voluntary motion. I will not indulged heavily into these notions, except to say, that Hobbes believed that the ultimate goal in all human motion is toward self-preservation. Basically what he is saying is that all motion is a result of fear of death. Although reason plays a significant role according to Hobbes, it is largely a regulatory instrument to these basic motions (1). Hobbes philosophical ideas are largely portrayed in his text, Leviathan. In this piece, he discloses the fact that he feels the evils of absolute power is still better than living in a society without that ultimate overseer. Perhaps as a result of the turbulent time in which he lived, Hobbes had an almost chronic fear of living within a chaotic society. It was his belief that a society without an absolute leader would be, or eventually become a chaotic one. Hobbes gives us a psychological explanation for why he believes this to be so. In his opinion, all people are by nature selfish and egoistic. As all men are selfish, and wish only to satisfy their own needs, competition for resources inevitably occurs. Resources are not infinite in amount, but are limited in their availability. As a result, Hobbes argues that conflict between men over these resources is unavoidable. Hobbes refers to people living in this state of nature as natural man (Hobbes, Pt 1, Ch 11). In his brief introduction to the Leviathan, Hobbes describes the State as an organism analogous to a large person. He shows how each part of the state parallels the function of the parts of the human body. He notes that the first part of his project is to describe human nature, in so far as humans are the creators of the state. To this end, he advises that we look into ourselves to see the nature of humanity in general. Hobbes argues that, in the absence of social condition, every action we perform, no matter how charitable or benevolent, is done for reasons, which are ultimately self-serving. For example, when I donate to charity, I am actually taking delight in demonstrating my powers, in its most extreme form; this view of human nature has since been termed Psychological Egoism. Hobbes believes that any account of human action, including morality, must be consistent with the fact that we are all self-serving. Hobbes speculates how selfish people would behave in a state of nature, prior to the formation of any government. He begins noting that humans are essentially equal, both mentally and physically, in so far as even the weakest person has the strength to kill the strongest. Given our equal standing, Hobbes continues by noting how situations in nature make us naturally prone to quarrel. There are three natural causes of disagreement among people: competition for limited supplies of material possessions, distrust of one another, and glory in so far as people remain hostile to preserve their powerful reputation. Given the natural causes of conflict, Hobbes concludes that the natural condition of humans is a state of perpetual war of all against all, where no morality exists, and everyone lives in constant fear (Hobbes Pt 1, Ch 13). Under such conditions, there is no place for industry, because the fruit thereof is uncertain; and consequently no culture of the earth, no navigation, nor use of the commodities that may be imported by sea; no commodious building, no instruments of moving and removing such things as require much force; no knowledge of the face of the earth, no account of time, no arts, no letters, no society; and which is worst of all, continual fear and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short. Hobbes continues offering proofs that the state of nature would be as brutal as he describes. We see signs of this in the mistrust we show of others in our daily lives. In countries, which have yet to be civilized, people are barbaric to each other. Finally, in the absence of international law, strong countries prey on the vulnerability of weak countries. Humans have three motivations for ending this state of war: the fear of death, the desire to have an adequate living, and the hope to attain this through ones labour. Nevertheless, until the state of war ends, each person has a right to everything, including another persons life (Ibid). In articulating the peace-securing process, Hobbes draws on the language of the natural law tradition of morality, which was then championed by Dutch philosopher Hugo Grotius (1583-1645). According to Grotius, all particular moral principles derive from immutable principles of reason. Since these  moral mandates are fixed in nature, they are thus called laws of nature. By using the terminology of the natural law theory, Hobbes is suggesting that, from human self-interest and social agreement alone, one can derive the same kinds of laws, which Grotius believes are immutably fixed in nature (2). Throughout his discussion of morality, Hobbes continually re-defines traditional moral terms, such as right, liberty, contract and justice, in ways which reflects his account of self-interest and social agreement (Hobbes Pt 1, Ch 14). For Grotius and other natural law theorists, a law of nature is an unchangeable truth, which establishes proper conduct. Hobbes defines a law of nature as follows: A Law of Nature (lex naturalis) is a precept, or general rule, found out by reason, by which a man is forbidden to do that which is destructive of his life, or takes away the means of preserving the same; and to omit that by which he thinks it may be best preserved. Hobbes continues by listing specific laws of nature all of which aim at preserving a persons life. Hobbess first three Laws of Nature are the most important since they establish the overall framework for putting an end to the state of nature. Given our desire to get out of the state of nature, and thereby preserve our lives, Hobbes concludes that we should seek peace. This becomes his first law of nature (Ibid). That every man ought to endeavour peace as far as he has hope of obtaining it; and when he cannot obtain it, that he may seek and use all helps and advantages of war; the first branch of which rule contains the first fundamental Law of Nature, which is, to seek peace and follow it. The second law of nature advocates the position that man in this state is entitled to defend himself (Ibid). The mutual transferring of these rights is called a covenant and is the basis of the notion of moral obligation and duty. For example, I agree to give up my right to steal from you, if you give up your right to steal from me. We have then transferred these rights to each other and thereby become obligated to not steal from each other. From selfish reasons alone, we are both motivated to mutually transfer these and other rights, since this will end the dreaded state of war between us. Hobbes continues by discussing the  validity of certain contracts. For example, contracts made in the state of nature are not generally binding, for, if I fear that you will violate your part of the bargain, then no true agreement can be reached. No contracts can be made with animals since animals cannot understand an agreement. Most significantly, I cannot contract to give up my right to self-defence since self-defence is my sole motive for entering into any contract (Ibid). Hobbes derives his laws of nature deductively, modelled after the type of reasoning used in geometry. That is, from a set of general principles, more specific principles are logically derived. Hobbess general principles are: that people pursue only their own self-interest, the equality of people, the causes of quarrel, the natural condition of war, and the motivations for peace. From these he derives the above two laws, along with at least 13 others. Simply making contracts will not in and of itself secure peace. We also need to keep the contracts we make, and this is Hobbes third law of nature. Hobbes notes a fundamental problem underlying all covenants: as selfish people, each of us will have an incentive to violate a contract when it serves our best interests. For example, it is in the mutual best interest of Murphy and I to agree to not steal from each other. However, it is also in my best interests to break this contract and steal from Murphy if I can get away with it and what complicates matters more, Murphy is also aware of this fact. Thus, it seems that no covenant can ever get off the ground. This difficulty is overcome by giving unlimited power to a political sovereign who will punish us if we violate our covenants. Again, it is from purely selfish reasons that I agree to set up a policing power, which will potentially punish me if I deviate from the agreement (Hobbes, Pt 1, Ch 15). As noted, Hobbes first three Laws of Nature establish the overall framework for putting an end to the state of nature. The remaining laws give content to the earlier ones by describing more precisely the kinds of covenants, which will preserve peace. For example, the fourth law is to show gratitude toward those who comply with covenants. Otherwise people will regret that they complied when someone is ungrateful. Similarly, the fifth law is that we should be accommodating to the interests of society. For, if we quarrel over every minor issue, then this will interrupt the peace process. Briefly,  here are the remaining laws: cautious pardoning of those who commit past offences; the purpose of punishment is to correct the offender not an eye for an eye retribution; avoid direct or indirect signs of hatred or contempt of another; avoid pride; retain only those rights which you would acknowledge in others; be equitable; share in common that which cannot be divided, such as rivers; items which cannot be divided or enjoyed in common should be assigned by lot; mediators of peace should have safe conduct; resolve disputes through an arbitrator. Hobbes explains that there are other possible laws, which are less important such as those against drunkenness, which tends to the destruction of particular people. At the close of Chapter 15, Hobbes states that morality consists entirely of these Laws of Nature, which are arrived at through social contract. Contrary to Aristotles account of virtue ethics, Hobbes adds that moral virtues are relevant to ethical theory only in so far as they promote peace. Outside of this function, virtues have no moral significance. Hobbes continues in Chapter 17 by arguing that in order to ensure covenants and peace, power must be given to one person or one assembly. We do this by saying, implicitly, I authorise and give up my right of governing myself, to this person or to this assembly of people, on this condition, that thou give up thy right to him, and authorise all his actions in like manner. His definition of a commonwealth, then, is this: One person, of whose acts a great multitude, by mutual covenants one with another, have made themselves every one the author, to the end he may use the strength and means of them all, as he shall think expedient, for their peace and common defence This person is called a sovereign. He continues that there are two ways of establishing a commonwealth: through acquisition, or through institution. In Chapter18 Hobbes lists the rights of rights of sovereigns. They are, subjects owe him sole loyalty, subjects cannot be freed from their obligation, dissenters must consent with the majority in declaring a sovereign, sovereign cannot be unjust or injure any subject, the sovereign cannot be put to death, the sovereign has the right to censor doctrines repugnant to peace, legislative power of prescribing rules, judicial power of deciding all controversies, make war and peace with other nations, choose  counsellors, power of reward and punishment, power of all civil appointments, including the militia. In Chapter 19 he discusses the kinds of governments that can be instituted. The three main forms are monarchy, aristocracy and democracy. He argues that monarchy is best for several reasons. Monarchs interests are the same as the peoples. He will receive better counsel since he can select experts and get advice in private. His policies will be more consistent. Finally, there is less chance of a civil war since the monarch cannot disagree with himself. His overriding belief here is that the sovereign, most likely a king, will only have the best interests of his subjects at heart, as he, Hobbes argues, is only as wealthy as his country. Rather inconsistently when you consider his theory overall, Hobbes also grants certain rights, or liberties to the subjects living within his monarchist society. These liberties, as you might expect, are established to ensure the right of the subject to self-preservation. Therefore, if the sovereign unnecessarily places the life of the subject in peril, either directly or indirectly, the covenant has in effect been broken, or the subject is free to disembark from the agreement. The subject is expected to defend his country from attack, should that occur, despite the danger it may entail for his life. However, he is not obliged, for instance to testify against himself in court, as that would quite obviously be counter to his desire for self-preservation. This concept was incorporated in the United States Constitution in the form of the Fifth Amendment, and many upstanding members of society have enjoyed its benefits since, including Al Capone, Jimmy Hoffa, and most recently Junior Soprano! Another idea introduced by Hobbes which was embraced by the United States legal system, as well as our own, was his belief that the subject had the right to sue the sovereign if his needs were not met. Hobbes theory has often been criticised quite severely and I believe rightly so. His individualistic perspective suggests that our self-preservation is the dominant motivation in our lives. Society exists, if we are to believe Hobbes theory, simply as a method of ensuring our self-interest, or at least maximising it. His theory is built on the premise of mutual trust, yet  the society would collapse without the threat of sanctions imposed by the sovereign. So, in fact it is not trust that is the raft that keeps society afloat, rather it is obviously fear. The most disturbing fact in regard to his theory, I believe, is Hobbes notion that society arises largely as a result of our selfish ways. He suggests that we are egoistic, as we as being are driven by our desires. It seems that he does not seriously consider the fact that our desires could incorporate any notions of legitimately, and unselfishly wanting to help others. This in my opinion is rather bizarre. There are other aspects to Hobbes theory that I find difficult to comprehend. His assertion that a monarchy offers us the best option for government is ludicrous to say the least, and his arguments to support this position are feeble at best. I will address just one of them here, to prove my point. In the course of his dialogue, Hobbes makes the claim that the best possible way to ensure that the constantly changing desires and needs of subjects are met, is to have a King or Queen as sovereign. When you consider some of the monarchies of our day, I will draw particular attention to the British monarchy, and how out of touch they are with their subjects, I think that it is fair to say that Hobbes opinions on this issue is almost laughable. Another aspect of Hobbes political philosophy that I find particularly disconcerting is his belief that conflict must never occur between subjects and their sovereign. Often, if not always, change only occurs as a result of conflict. Without conflict, we might never develop and advance significantly as societies. Revolutionary leader Thomas Jefferson said: The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is natural manure (3). I believe that the threat of revolt is always necessary in order to keep leaders firmly in tune with the needs of their citizens. The final comment I will make on Hobbes work on this matter relates to the fact that I believe his theory is extremely defeatist in essence. Basically, Hobbes theory is built on the foundation that we desire peace so much that we should be willing to accept the evils of absolute power, or even dictatorship in order to maintain it. John Locke was born in Somerset, England in 1632. Like Hobbes, he lived in a period of great political instability. He was forced to flee England twice as a result of this situation, however, unlike Hobbes; he was not soared against mankind as a consequence. In his major political works, his Two Treatise on Civil Government, he attempts to justify the revolution of King William of Orange against the legitimate monarch, King James II. In the first of these two treatise, Lockes purpose is to attack the ideas of pro-royalist; Sir Robert Filmer, and specifically his theory put forward in his work; The Patriarch. In the Second Treatise on Civil Government, Locke puts forth his own ideas on the establishment of a democratic government. The focus of this piece shall be in the analysis of this work, as it displays Lockes own thoughts and believes. Locke developed the theoretical argument that became the basis for democracy, as we know it today within the western world. His ideas were to become the building blocks for the development of the constitution in both the United States of America and France. In fact, sections of his writings appear almost word for word in the United States Constitution and Declaration of Independence. The influence of his ideas on todays world cannot be understated. In examining Lockes ideas, I also hope to demonstrate how distinctly different his thoughts often are from Hobbes. There are a few similarities between the two mens work however. For one, Locke, like his predecessor Hobbes, begins his work by giving what he believes is the historical description of how governments came into existence. In the same way as Hobbes, Locke commences by examining the relevance of the social contract to the establishment of government. Also corresponding to Hobbes he discusses the state of nature. However, Locke believes that the fundamental mistake in Hobbes theory is in his ideas introduced on this issue. Lockes state of nature is a largely peaceful one. Men live side-by-side, own property, possessions, and are free to do with these as they please. He rejects Hobbes notion that men are as a rule selfish, but rather thinks of a situation were many times people cooperate with each other, but unfortunately sometimes they are egoistic, but not always. For Locke, the law of nature that governs behaviour within this  state, is quite simple. People should not harm others in his life, health, liberty or possessions (Locke, Ch 2). Life within the state of nature for Locke is a life of perfect freedom. Its moral order is overseen by the law of nature, which is God-given, and exists independent of any constitution or society. Essential to this moral well being, are the natural rights of the people living within this state. These entitlements include that of life, liberty, property and also the authority to reprimand those who violate the natural law. It is difficult for individuals to do this alone, and so it is as a result of this factor, according to Locke that we were forced to vacate the state of nature, and establish societies. When a person breaks the law of nature, it is essential, he believes, to have the institutions in place to be able to punish the person, or persons in a fair and just manner. It is due to this fact that man originally voluntarily agreed to create society in order to have these institutions established (Ibid). These institutions that had to be erected had a number of goals, or objectives, which it needed to fulfill. Firstly, laws had to be created that reflected the needs of the population. In addition, these laws must become relatively fixed within the framework of that society, to the extent that those who would come under their influence would know them. Locke also felt that it was imperative to have at the core of these legal institutions impartial judges, who would have both knowledge of the law and authority to adjudicate in legal disputes. Finally, Locke rightly believed that all of this would be pointless unless the society had in place the resources to enforce these laws. If it did not, then quite simply the laws would not be followed (Ibid). Locke also discusses what he calls his state of war, which is very similar to Hobbes state of nature. In this state, there are no common judges or established institutions of law. Locke describes an environment where the fittest survive. This state of war can exist both inside a society and outside the bounds of it. It occurs when somebody, or some group, attempts to acquire resources solely as a result of their power. Opposition to such  tyrants, according to Locke, is not only justified, but he would even argue that at times it is completely necessary for the maintenance of the society. If an issue such as this is not addressed, life will simply revert back to the conditions experienced within the state of nature (Locke, Ch 3). The accounts I have already given of the consensual agreement among citizens to establish legal institutions to oversee the upholding of the law are the basic rudiments of democracy. Laws within such a democracy are created only after long deliberation, and are not invented on the spur of the moment. This is often the case under the rule of monarchies, according to Locke, were laws are created and destroyed at will to simply fulfil the wishes of the sovereign. Furthermore, laws within a democracy will be created by representatives of the people and so, Locke argues, should clearly reflect the wishes of the society with whom they represent. An interesting fact built into Lockes theory, is his belief that certain aspects of human behaviour should not come under the influence of governmental control. He referred to these as rights. This particular notion of Lockes was another aspect of his theory incorporated in many national constitutions. The most notable of these, is The Bill of Rights of the United States Constitution. The bill of rights grants those living in the United States certain undeniable rights, such as the right to free speech, the right to choose where one worships, and also the right to bare arms to mention a few. Also included within The Bill of Rights is the right to own private property. Again, this is another aspect of Lockes theory that he gave particular emphasis to within his work (Locke, Ch 5). Locke considered property to be much more than just material substance. He believed property to actually be part of oneself, as it is clearly the fruit of your own labour. Throughout his writings, property is used in a much broader sense than the dictionary definition of the word. It is usually referred to as meaning such things as life and liberty. Therefore, Locke argues that to attempt to take an individuals property from them, it is much more than simply theft. Instead, he maintains that it is an assault on you as a person. This particular opinion on property is very different from the  beliefs expressed by Hobbes. For him, property is a creation of society. Furthermore, he insists that no person can claim anything as his own within the state of nature. What you own is only yours for as long as you are strong enough to hold onto it. Lockes ideas were obviously in marked contrast to those put forward by Hobbes regarding property. Locke believed that we were all created equal in nature; therefore, society had no right to take from us what nature had given to us initially. This conception was advanced further and indeed incorporated into law. It is of course the NOTION that we are all equal in the eyes of the law. I deliberately highlighted the word NOTION, because I believe that is all it is, and the truth in reality is actually far from this (Ibid). The most democratic aspect of Lockes theory is incorporated in his ideas that when we departed from the state of nature, we voluntarily gave up some of our personnel rights to the government. Specifically, the right to punish those who transgress the law. This right is given to the executive who is appointed by the people and is therefore responsible to them. Lockes government is almost like a secretary for the mass population. Acting like a secretary, the government should simply do the jobs required by, or requested by the people. If the government does not fulfil the wishes of the population, Locke maintained, they should be removed from office. For Locke, power lies with the people. Revolution by the people is not to be ruled out if the government has to be removed for not fulfilling the wishes of its citizens (Locke, Ch 8). In order to prevent abuse of power by the government, or indeed any one area of it, Locke introduced the idea of dividing the government into three branches. Each branch has the capability to influence, and if necessary, restrain the other branch or branches of government. The different strands of government he established were the executive, legislature and federative. Again, these branches of government are remarkably similar to those used in the United States. The executive and legislature proposed by Locke are very similar to those used in the U.S. government. Lockes federative branch was intended to deal with foreign negotiations, and does not in fact exists in the U. S. government framework. The third element of government there is  called the judicial and deals with the legal applications of government. The overall goal of using three branches of government is nonetheless very similar in purpose; in that its aims are restrict power from becoming to great within any one branch (Locke, Ch 12). Locke was particularly concerned with the executive gaining too much power. As a result, it is the legislature who is granted the greatest power and influence within government. The legislature makes the laws and the executive is only charged with enforcing these laws. Therefore, the ability of the executive is severely restricted by the limitations of the laws sent down from the legislature. Another interesting aspect of Lockes desire to restrict the executive is his belief that they could be removed from their office by the legislature should they defy the rules of that office. Again, an idea very similar to this is found within the scheme of the United States government. Impeachment proceeding can be taking against any member of the civil government, if they are believed to have broken any rules of their office. In the history of the country, impeachment proceeding has been introduced against three presidents. These affairs, overseen by the House of Representatives determine whether there is sufficient evidence against the accused to warrant a trial before the Senate. None of the three presidents were ever convicted of the charges against them. President Andrew Jackson was taken to trial before the Senate, but failed to be convicted by one vote. President Richard Nixon resigned from his office before proceeding could really get under way, following the fallout from the Watergate Scandal. Most recently, President Bill Clinton survived a vote in the House of Representatives and so was not forced to undergo a legal trial before the Senate. I believe Lockes theory is a substantial improvement on that proposed by Hobbes. Locke correctly identifies the two major weaknesses I see in Hobbes theory. They are centred on his believes that man is innately selfish, or egoistic, and so is motivated solely by self-interest, and also his believe that man can live stably and securely under the sovereign leadership of a monarch. He fails to convince me on either of these points. Despite the fact that I see much to be praised about Lockes theory, I feel that there are  certain frailties that should be addressed, and I will conclude this essay by those that I feel are most significant. Essential too much of Lockes theory is his belief that living within the state of nature, we have certain rights, which he insists should be transferred to the societal or governmental level. Locke provides little evidence to offer support for the significance he places on these rights, and the evidence he does provide is certainly not totally convincing. Concerning opinion on social contract, Locke fails to identify his position on the double contract, and seems to tactfully dodge this difficult issue. Although certainly not nearly as individualist as Hobbes, Lockes theory does seem to lean in favour of the individual, rather than towards the genuine concerns of the group as a whole. One notion within his theory in particular seems to suggest this standpoint most clearly. His belief that we consent to joining society, definitely suggest to me that one is doing so for ones own good, and any thoughts of common good, are secondary at best. Finally, Lockes belief that government and society should be built on the premise that the majority rule, at first glimpse appears fair. This idea certainly was an enormous step forward from the ideas of those who came before him, going all the back to the ancients. However, often within democracies this notion is taking too literally and the majority rule only while considering their own interests and not those of the society as a whole. Minorities are treated like second-class citizens. Evidence of such behaviour can easily be found even within our own borders in Northern Ireland. Endnotes: 1. Gauthier, D. Hobbes, A Companion to the Philosophers. (Oxford: Blackwell Publishers, 2001), 305. 2. Blackburn, S. Dictionary of Philosophy. (Oxford: Oxford University Press, 1996), 163. 3. Darwin, B. (Ed.) The Oxford Library of Words Phrases. (Oxford: Oxford University Press, 1981), 130. Note: All other quotations cited throughout this essay are taken from: 4. Hobbes, T. Leviathan, Classics of Moral Political Theory. (Indiana: Hackett Publishing Company Inc., 1996, 2nd Ed.). 5. Locke, J. Two Treatises of Civil Government, Classics of Moral Political Theory. (Indiana: Hackett Publishing Company Inc., 1996, 2nd Ed.).

Teaching Experiences And Observations From School Placements Education Essay

Teaching Experiences And Observations From School Placements Education Essay Part 1 As described by Learning Teaching Scotland (LTS), the Assessment is for Learning programme is made up of three forms of assessment; Assessment as Learning, which involves learning about how to learn Assessment for Learning which involves continuously using assessment to support classroom learning and teaching in order for pupils to progress effectively and is a formative approach, and Assessment of Learning (AoL) which involves assessing pupils at the end of a topic or course to find out what learning has or has not taken place. It is a summative approach which ultimately uses grading to provide data and make judgements about the learner and the school. LTS represent these forms of assessment as a triangle which also shows the relationship between the curriculum, learning and teaching and assessment. AfL represents a change in the traditional model of school assessment, which previously has been the idea that the only desirable outcome form education was the achievement of top grades (summative assessment). Modern approaches such as AfL aims to encourage pupils to learn in a deep, constructivist manner (Cohen et al., 2004, p300) and not merely surface learning which occurs when teaching to the test (Bryce, 2009 Lecture ). The Assessment is for Learning programme is essentially trying to get teachers to do less AoL and more AfL (Bryce, 2011 Lecture). LTS have based this idea upon the work of Paul Black and Dylan Wiliam. They documented their research on formative assessment in Inside the Black Box (London: Kings College, 1998). In this paper, the authors describe formative assessment as: activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (Pe 8) From this it can be understood that formative assessment involves the teacher and the pupil interpreting their teaching and learning and providing feedback to one another. This feedback is then used as an indication as to how to proceed with the lesson or how to improve on previous work and learning. Therefore, assessment is not just about how well the pupils DID, it is about how they ARE doing and how to improve further. I will now discuss examples from my own teaching experiences and observations from my placement school where AfL and successful teaching approaches were very much embedded into the lessons of all year groups. During both placements, I observed several teachers sharing the learning objectives with the class using the We Are Learning To method. I observed that this method was commonly used with S1 and S2 classes and less frequently S3 upwards. I implemented this method into all my classes, from 1st to 4th year, and although this method does not appear to be an effective assessment tool as the outcomes are being introduced before any teaching has taken place, by referring to the outcomes during and at the end of the lesson ensures that both teacher and pupil are clear that the learning journey is on the right track (Simpson, 2006, p64). Therefore, teachers are challenged to constantly assess whether the pupils have learnt the intended objectives. By referring to the objectives at the end and asking pupils to what they felt they had achieved or learnt helped me to assess whether the objectives I had written up were in fact achievable, whether the lesson activities helped to meet the objective s or were too numerous, as I had been over optimistic in what I aimed to achieve in a lesson. Reflection and evaluating my teaching is vital to ensure that appropriate and effective learning is taking place at all times. Kerry (2004) supports this idea: Master teachers share learning outcomes to assess whether the learning journey is on the right track and whether it is on target to reach its destination (p100) By referring to the objectives at the end of the lesson, also helped me to gauge the learning of my pupils and check for areas of difficulty because in my experience pupils who understood the lesson could relate this to the learning objective and likewise, pupils who did not understand key areas could relate this to the outcome they could not meet. Asking for pupil feedback not only allowed me to assess their learning but helped me with planning for the next lesson and its starter, because in some cases I had to go over certain key points again. An example of this was where pupils fed back to me that they did not understand what the term niche meant. This was a learning objective, thus next lesson, I went over the term again, and provided further examples but also asked them to carry out a matching exercise requiring to match the niche with the organism. When I got feedback from the class again they were all able to successfully state the definition of niche. I would revisit the LOs at the end of the lesson, followed by a question and answer session involving all pupils, however, I didnt always have as much time as I needed for the QA, so I used a method I observed other teachers use, which was request feedback from the class by asking them to write down anything they were unsure about or did not understand as well as what they had learnt, on a post-it-note and stick it on the board before leaving. Other forms of effective feedback I observed included the thumbs method in which thumbs were raised if pupils were happy with the work; thumbs were halfway showing slight concern and thumbs were fully down if the pupil was struggling. By asking the entire class to do this the teacher was able to evaluate the progress of the whole class and if there were problems they were dealt with then, during that lesson. I also observed the use of and used myself mini whiteboards as a method of whole class evaluation. I found it invaluable, not just for a change in pupil activity but as a useful assessment tool and also an effective method of getting the whole class to answer as opposed to a dominate few. During this placement, I carried out formative marking of homework with all my classes, using comments only. Ian smith (2003) states: Marks with comments do not enable students to improve, yet comments on their own do This suggests that when pupils are presented with both marks and comments pupils will focus solely on the marks regardless of whether the mark was good or poor, thus ignoring the information that will help them improve. Black and Harrison (2004) suggest that the type of feedback provided must be beneficial to pupils and enable them to move forward thus the 2 stars and a wish method was used to highlight areas that where the pupils had done (positive reinforcement) and any area that could be improved upon and how this could be improved upon (next steps and targets). Although I told the classes to read their feedback or answer any questions I had left, when I took the jotters in to mark the next piece of homework, not all the pupils had completed the previous works questions or found the answers to questions they had missed out. I think one of the reasons for this is that when I handed back the jotters, most pupils put them away, I should have given the pupils time in class to read the comments and if they had any questions they had the opportunity to ask. Part 2 In this section, I will first discuss the conflict between formative assessment (AfL) and summative assessment (AoL). I will then discuss how grades can be used constructively within schools based upon observations and school experience. Summative assessment and the giving of grades have always had a dominant role in the education system, particularly in the upper school. In fact, such assessment has been derogatively termed Assessment is for Grades (Bryce, 2008, pg 581) indicating as mentioned in section one, that there is a common view that the only worthwhile outcome of school is good grades. This contrasts greatly with the view of Black and Wiliam who wish to move away from grades and use the formative approach of comments only feedback. The authors state in Inside the Black Box (London: Kings College, 1998) that the giving of marks and the grading functions are over emphasised, while the giving of useful advice and the learning function are under-emphasised. The educational research and literature have shown the benefits of formative assessment, such as promoting deeper learning for all pupils through good quality interactions and feedback on how best to improve. This is not the case however, when grades and summative assessment is used. Wiliam (2008) argues that when pupils do a piece of work, the teacher marks it and if that piece of work gets an A, the pupil gets to keep that grade A even if they subsequently forget everything they ever knew about that topic. The effect of this attitude and teachers only teaching to the test encourages a very shallow approach to the curriculum where teachers and students skate across the surface and everyone feels good because of the grade achieved, however, the pupil does not accumulate any knowledge. This type of pupil attitude was seen frequently on placement from 1st years having sat their end of topic to tests, to 3rd years having sat their Unit 1 NAB. There were some pupils in each of these classes and the first thing they did was look at their mark and sighed with relief because they had passed. This was particularly evident in the 2 3rd year classes who had just sat their NABs. I found some pupils were happy with the pass and did not care about where they went wrong because they passed. It is this mentality of the grade is what is important that must be changed. Using a formative approach gets pupils to take responsibility for their learning and to want to better their knowledge as opposed to just scrape by. Wiliam (1998) has defended the use of comments marking and interestingly though, pupils who just sat a test, NAB or their 4th year prelim, because only grades were given back to pupils, most enquired as to why certain marks were not given, or what exactly was wrong with the answer they wrote down. This highlighted to me, the importance of comments, because there will be some pupils who rely on the feedback to improve, but the challenge is to get all pupils to want to learn how to improve. Additionally, I also observed grades and final marks de-motivate pupils. Once pupils got their results, they immediately compared marks with each other. For those pupils who had failed their NAB or test, instant disappointment and this is another problem with summative assessment. Low ability pupils and pupils who frequently receive low marks expect and face constant disappointment when they get their results back. Pupils, who have often experienced failure, will not expose themselves to any further failure. Therefore, they do not possess the will to succeed and do well, consequently affecting their progress in school (Kyriacou, 2001). Furthermore, summative assessments are not wholly reliable as I believe them to be a snapshot of how students performed on the day in an exam or test and does not fully reflect overall student progress and performance. The grades achieved are over-interpreted by parents too who, from observations made whilst sitting in on parents evening, solely focus on the grade as opposed to pupil development. Parents of S2 pupils were consistently asking what level their child would be sitting in 3rd and 4th year and in some cases argued that Intermediate 1 was not appropriate and they wanted their child to sit intermediate 2, even though the pupils in question were happy to be sitting Int 1 because they struggled with science. Schools are constantly being compared with each other in league tables, and the media and the government can easily make their comparisons and produce literature based on summative assessment forms. This is more difficult to do with other forms of assessment. Summative assessments can produce data which is relied upon by employers and other educational institutes to see what skills pupils have developed; thus showing that grades and results will be an integral part of the school system. Although I think that there are problems with grading, mainly the effect on pupil attitude and motivation, I do not believe summative assessments should be abolished. AfL promotes the development of learning I think after the hard work in classes where pupils have recognised their strengths and weaknesses and tried to improve, they should have the right to gain a recognised qualification. Despite the negative views on grading and summative assessment I believe it can be used constructively and in a formative role to promote wider and deeper learning. Whilst on placement I observed an innovative approach to going through prelims with senior classes. The teacher I observed used an approach which I imitated with one of my own classes. The teacher asked the pupils to work in pairs and on the mini whiteboards create a marking scheme for section A (multiple choice). Effectively, the pupils were re-doing the prelim, but they had the opportunity to discuss and learn from one another before marking their efforts using the marking scheme. The next lesson the teacher split the class into groups. Each table had a set of questions from section B of the prelim and they had to work together to create another marking scheme for the specific questions, before rotating round to the next table and working through those questions. Once pupils had completed all the questions, the teacher went through the answers, and groups marked their efforts. When I questioned the class, they all told me they knew where they had gone wrong in the prelim and they knew what mistakes not to make again. The peer support helped them feel more confident as they discussed how they interpreted the questions as well as compared methods and answers. Typically with a test or prelim, the teacher would go through each question and give the answers, but this simply bores and de-motivates the pupils. However, this class teacher had turned a summative assessment into a real active learning opportunity for the pupils. There is clearly some overlap between the 2 forms of assessment as it is AfL which will, in effect, help pupils to achieve better grades when AoL takes place. Thus, finding a balance between the approaches, mainly using summative assessment formatively, can be an effective tool for developing successful learners. Part 3a Within section 3a I shall identify some of the positive features of the Standard Grade and Intermediate courses, as well as indicate the differences in assessment structure between the 2 courses. Standard Grades (SG) replaced Ordinary Grades in the 1980s after the school leaving age was raised to 16. It was felt that Ordinary grades were only suitable for 30% of the school population, thus SGs were proposed to help meet the needs of those pupils now required to stay in school (Bryce, 2008). Simpson (2006) states: The introduction of Standard Grades led to a much bigger proportion of the cohort than previously, gaining qualifications and in a wider range of subjects. This shows that SGs fulfilled their intended purpose, providing a course that was achievable for all. One reason for this is the advantage of having three SG levels, thus accommodating all levels of ability. More able pupils can be pushed, whilst less able pupils have material they can cope with but also have an opportunity to achieve the higher of the two levels, since SG candidates are represented at two levels, Credit/General or General/Foundation, thus providing a good motivator. This aspect contrasts greatly with Intermediate courses, since pupils doing Intermediate 1/2 are all the same level, and this can lead to classes with a wide range of abilities. This was evident in my placement school, where S3 and S4 pupils sat Intermediate courses. The mixed level of ability was diverse and also caused concern since any pupil who was not coping could not simply be placed down a level because the Intermediate 1 and Intermediate 2 courses were very different in Biology. Thus, teachers had to determine what was best for the pupil whether it was a case of maturity, or risk pupils being put in Intermediate 1, and them having to catch up a years worth of work. Furthermore, SGs are always taught over 2 years. Thus providing both teachers and pupils enough time to fully comprehend the topic and focus more on learning rather than assessment. Schools which run SG courses mean that the Intermediate courses are taught over one year and as seen in my first placement school, there is added pressure for the teacher to get through the required material, thus learning and teaching opportunities may missed due to time constraints. Additionally, there is more chance of teachers teaching to the test. In my second placement however, as the Intermediate 2 courses ran the same length as SG courses, I observed that the extra time was highly beneficial and likewise, allowed for more creative and active lessons, as well as AfL approaches. The assessment of the 2 courses is very different also. SGs are externally assessed, although some subjects like English require a portfolio which contributes to the grade. Intermediate courses however, are both internally and externally assessed, and are very similar in structure to Higher Still, thus enabling continuity when pupils move on. Pupils are required to sit National Assessment Banks (NAB) at the end of every section in the course. This can be stressful for pupils as they are sitting several Intermediates, so will have to sit several NABs and can have the feeling of being NABd to death (Bryce, 2011). Teachers also have an increased workload and paperwork with quality marking of the NABs. The increase in assessment in Intermediates can also de-motivate pupils should they fail, but also because NABs are pitched at level C so depending on their mark they may feel apprehensive about the exams. However, there is an opportunity to re-assess pupils, since NABs can be re-sat. In additional to differences in internal assessment, the external assessment of both courses are very different and distinct advantages. As mentioned, the SG candidates have the opportunity to sit two levels, thus aim for the higher of the two, however, this means that SG pupils will be sitting at least 16 exams. This can cause a lot of pressure for pupils. Whereas, for Intermediate courses there is only 1 exam per subject, thus this can encourage pupils to do the best that they can as it is one opportunity. With SG, pupils have a safety net with the lower level; however, Intermediate pupils dont have that. Instead if pupils do fail, they will have their NABs recognised by the SQA. The last difference in terms of assessment is the grading of each course. Intermediate grading system of A-C has no limit for pupils, where as SG grading system is 1-7 and pupils sitting General/Foundation are limited in their possible grade, as the highest they can achieve is a 3. Part 3b At the moment pupils taking 8 SGs currently sit more than 20 hours of examinations, which exceed most universities Honours diet of examinations (Souter, 2008, pg 445). Thus, the argument that current school pupils are being over-assessed is well understood. A CfE aims to address this issue with the proposed National 4 and National 5 qualifications. The focus on these assessments is to promote greater breadth and depth of learning, including a greater focus on the secure development of skills and knowledge (LTS, 2011) Although CfE has been implemented officially in schools this year, with the current S1; these new qualifications will not be sat until session 2013/14. National 4 is based at SCQF level 4 and will replace Intermediate 1 and general level SG, whilst National 5 is based at SCQF level 5 and will replace Intermediate 2 and credit level SG. However, the main development of these new qualifications is that national 4 will be internally assessed by schools Teachers will continually assess pupils through coursework and at the end of the course, pupils will be awarded either a pass or a fail. National 5 on the other hand will be both internally assessed by the school, but also externally assessed by the SQA at the end of the course. For pupils, the National 4 strategy will ease the pressure and stress which accumulates with exams. However, for teachers and schools alike, there will be a definite increase in the workload for both all qualifications, not only in marking but by creating assessments. All internal assessments must be valid in that the tests must assess what is supposed to be tested and is a fair representation of pupils knowledge, skills and abilities. Assessments must also be reliable in that they must be consistent in marking and of standards. (Cohen et al., 2004, pg 331335). Currently, 13,500 of the 58,500 (23%) total school population leave school with qualifications at the time pupils will have sat their National 4 level assessment. Therefore, although by no means a majority, this number of pupils will leave school at this time without ever having sat an externally assessed exam. As well as this, the government will have to provide sufficient and adequate information on the new qualifications for both employers and parents. With just a pass or fail, employers may not rely on the National 4 and will need further evidence to show how well pupils actually did. School reports or portfolios of coursework and assessments for pupils may need to be provided; again this will add to the ever-increasing workload of teachers. Furthermore, parents will need to be both fully onboard with the new qualifications and understand their purpose. Intermediates have been in place in school for several years, yet during parents evening I observed many parents still seeking clarification as to what these qualifications actually are and asking for comparisons compared to O Grades and GCSEs. Thus information for parents is vital, not only so that they are aware of the changes that their children will face but also so that they too can support them at home. Regular feedback and reports of pupil progress will have to be given to parents, throughout National 4 and 5 courses. Although the new proposals will reduce the assessment burdens for pupils considerably and provide opportunities for deeper more meaningful learning, I believe that teachers will need to be properly supported throughout the introduction of these qualifications. Thus, they can then focus on creating effective learning and teaching experiences which will develop the skills and abilities of all their pupils, so that they can leave school as effective contributors, successful learners, confident individuals and responsible citizens. Word Count: 3,873

Tragedy In Genesis Essay -- Genesis Tragedies Tragedy Essays

Tragedy In Genesis People tend to view tragedy in cataclysmic and catastrophic terms. Every night on the news we hear murders, assassinations and bombings referred to as Atragedies.@ Tragedy need not be an event which affects the community at large. Rather, any event which teaches an important lesson to a specific person or a group of people can be viewed as a type of tragedy. While the Greek tragedies focused upon the catastrophic nature of tragedy, The Biblical Book of Genesis provides the reader with another tragic paradigm. Genesis describes tragic events which are neither catastrophic nor transforming. In fact, according to the Genesetic paradigm, tragedy need not end in death. Before entering into a detailed discussion of Genesis, we must attempt to define the term tragedy itself. Walter Kaufmann defines tragedy in an almost scientific kind of way. To him, every tragedy must fit into exactly the same mold in precisely the same fashion. He writes: tragedy is (1) a form of a literature that (2) presents a symbolic action as performed by actors and (3) moves into the center immense human suffering (4) in such a way that it brings to our minds our own forgotten and repressed sorrows as well as those of our kin and humanity (5) releasing us with some sense (a) that suffering is universal- not a mere accident in our experience, (b) that courage and endurance in suffering or nobility in despair are admirable- not ridiculous- and usually also ( c) that fates worse than our own can be experienced as exhilarating Kaufmann=s definition precludes seeing the notion of tragedy through a wider lens. His definition is all encompassing and requires many factors in order to be considered a tragedy. To him, very few writings are true tragedies. A tragedy must end in death (Aimmense human suffering@) for it to be included within the canon of tragedy. Seemingly, tragedy could not occur within the mundane as Kaufmann emphasizes that it must be a form of literature and performed by actors. Without suffering, a work of literature cannot be considered tragedy. Kaufmann=s definition was shaped by the works of Sophocles and Euripides. Although there were three primary tragedy writers in antiquity, Kaufmann does not seem to be able to cope with alternative modes of tragedy as expressed by Aeschylus. Instead of accepting the concept of dual definitions or para... ...c thing that could have happened to Jacob. Jacob responds to the news by Atearing his clothing, placing a sack across his loins and mourning for his son many days. All of the siblings attempted to comfort their father, but he would not be comforted. He said: I will go to my grave a mourner.@ It would seem that catastrophic tragedy has befallen the house of Jacob. However, the Aaudience@ is aware of certain factors which are not apparent to Jacob. Jacob really believes that his son is dead. At the same time that Jacob feels immense loss, Joseph is blessed with wealth and power in Egypt. As in all other Genesetic plays, positive experiences stem out of negative actions. The brothers had intended Joseph to be sold into slavery and he rises to become the Viceroy of the land. In fact, the Bible states that: AGod was with Joseph and he became a successful person in the house of the Egyptian.@ Act three opens with the meeting of Joseph and his brothers. They are accused of smuggling goods out of the country and are brought in front of the Viceroy. Since several years had passed and Joseph had matured, they did not recognize him. He asked them if they had any other brothers at home.

Investigatory Project “ Kaymito Leaves Decoction as Antiseptic Mouthwash ” Essay

Introduction 1.1 Problem Statement Fractures are prevalent in natural and synthetic structural media, even in the best engineered materials. We find fractures in bedrock, in sandstone aquifers and oil reservoirs, in clay layers and even in unconsolidated materials (Figures 1.1 to 1.4). Fractures are also common in concrete, used either as a structural material or as a liner for storage tanks (Figure 1.5). Clay liners used in landfills, sludge and brine disposal pits or for underground storage tanks can fracture, releasing their liquid contents to the subsurface (Figure 1.6). Even â€Å"flexible† materials such as asphalt fracture with time (Figure 1.7). The fact that fractures are inevitable has led to spending billions of research dollars to construct â€Å"safe† long-term (10,000 years or more) storage for high-level nuclear waste (Savage, 1995; IAEA, 1995), both to determine which construction techniques are least likely to result in failure and what are the implications of a failure, in terms of release to the environment and potential contamination of ground water sources or exposure of humans to high levels of radioactivity. Why do materials fail? In most cases, the material is flawed from its genesis. In crystalline materials, it may be the inclusion of one different atom or molecule in the structure of the growing crystal, or simply the juncture of two crystal planes. In depositional materials, different grain types and sizes may be laid down, resulting in layering which then becomes the initiation plane for the fracture. Most materials fail because of mechanical stresses, for example the weight of the overburden, or heaving (Atkinson, 1989; Heard et al., 1972). Some mechanical stresses are applied constantly2 until the material fails, others are delivered in a sudden event. Other causes of failure are thermal stresses, drying and wetting cycles and chemical dissolution. After a material fractures, the two faces of the fracture may be subject to additional stresses which either close or open the fracture, or may subject it to shear. Other materials may temporarily or permanently deposit in the fracture, partially or totally blocking it for subsequent fluid flow. The fracture may be almost shut for millions of years, but if the material becomes exposed to the surface or near surface environment, the resulting loss of overburden or weathering may allow the fractures to open. In some cases, we are actually interested in introducing fractures in the subsurface, via hydraulic (Warpinski, 1991) or pneumatic fracturing (Schuring et al., 1995), or more powerful means, to increase fluid flow in oil reservoirs or at contaminated sites. Our particular focus in this study is the role that fractures play in the movement of contaminants in the subsurface. Water supply from fractured bedrock aquifers is common in the United States (Mutch and Scott, 1994). With increasing frequency contaminated fractured aquifers are detected (NRC, 1990). In many cases, the source of the contamination is a Non-Aqueous Phase Liquid (NAPL) which is either in pools or as residual ganglia in the fractures of the porous matrix. Dissolution of the NAPL may occur over several decades, resulting in a growing plume of dissolved contaminants which is transported through the fractured aquifer due to natural or imposed hydraulic gradients. Fractures in aquitards may allow the seepage of contaminants, either dissolved or in their own phase, into water sources. Fluid flow in the fractured porous media is of significance not only in the context of contaminant transport, but also in the production of oil from reservoirs, the generation of steam for power from geothermal reservoirs, and the prediction of structural integrity or failure of large geotechnical structures, such as dams or foundations. Thus, the results of this study have a wide range of applications. The conceptual model of a typical contaminant spill into porous media has been put forward by Abriola (1989), Mercer and Cohen (1990), Kueper and McWhorter (1991) and Parker et al. (1994). In some cases, the contaminant is dissolved in water and thus3 travels in a fractured aquifer or aquitard as a solute. Fractures provide a fast channel for widely distributing the contaminant throughout the aquifer and also result in contaminant transport in somewhat unpredictable directions, depending on the fracture planes that are intersected (Hsieh et al., 1985). More typically a contaminant enters the subsurface as a liquid phase separate from the gaseous or aqueous phases present (Figure 1.8). The NAPL may be leaking from a damaged or decaying storage vessel (e.g. in a gasoline station or a refinery) or a disposal pond, or may be spilt during transport and use in a manufacturing process (e.g. during degreasing of metal parts, in the electronics industry to clean semiconductors, or in an airfield for cleaning jet engines). The NAPL travels first through the unsaturated zone, under three-phase flow conditions, displacing air and water. The variations in matrix permeability, due to the heterogeneity of the porous medium, result in additional deviations from vertical flow. If the NAPL encounters layers of slightly less permeable materials (e.g. silt or clay lenses, or even tightly packed sand), or materials with smaller pores and thus a higher capillary entry pressure (e.g. NAPL entering a tight, water-filled porous medium), it will tend to flow mostly in the horizontal direction until it encounters a path of less resistance, either more permeable or with larger pores. Microfractures in the matrix are also important in allowing the NAPL to flow through these lowpermeability lenses. When the NAPL reaches the capillary fringe, two scenarios may arise. First, if the NAPL is less dense than water (LNAPL, e.g. gasoline, most hydrocarbons), then buoyancy forces will allow it to â€Å"float† on top of the water table. The NAPL first forms a small mound, which quickly spreads horizontally over the water table (Figure 1.9). When the water table rises due to recharge of the aquifer, it displaces the NAPL pool upward, but by that time the saturation of NAPL may be so low that it becomes disconnected. Disconnected NAPL will usually not flow under two-phase (water and NAPL) conditions. Connected NAPL will move up and down with the movements of the water table, being smeared until becomes disconnected. If the water table goes above the disconnected NAPL, it will begin to slowly dissolve. NAPL in the unsaturated zone will4 slowly volatilize. The rates of dissolution and volatilization are controlled by the flow of water or air, respectively (Powers et al., 1991; Miller et al., 1990; Wilkins et al., 1995; Gierke et al, 1990). A plume of dissolved NAPL will form in the ground water, as well as a plume of volatilized NAPL in the unsaturated zone. If the NAPL is denser than water (DNAPL, e.g. chlorinated organic solvents, polychlorinated biphenyls, tars and creosotes), then once it reaches the water table it begins to form a mound and spread horizontally until either there is enough mass to overcome the capillary entry pressure (DNAPL into a water saturated matrix) or it finds a path of less resistance into the water-saturated matrix, either a fracture or a more porous/permeable region. Once in the saturated zone, the DNAPL travels downward until either it reaches a low enough saturation to become disconnected (forming drops or â€Å"ganglia†) and immobile, or it finds a low-permeability layer. If the layer does not extend very far, the DNAPL will flow horizontally around it. In many cases, the DNAPL reaches bedrock (Figure 1.10). The rock usually contains fractures into which the DNAPL flows readily, displacing water. The capillary entry pressure into most fractures is quite low, on the order of a few centimeters of DNAPL head (Kueper and McWhorter, 1991). Flow into the fractures continues until either the fracture becomes highly DNAPL saturated, or the fracture is filled or closed below, or the DNAPL spreads thin enough to become disconnected. The DNAPL may flow into horizontal fractures within the fracture network. In terms of remediation strategies, DNAPLs in fractured bedrock are probably one of the most intractable problems (National Research Council, 1994). They are a continuous source of dissolved contaminants for years or decades, making any pumping or active bioremediation alternative a very long term and costly proposition. Excavation down to the fractured bedrock is very expensive in most cases, and removal of the contaminated bedrock even more so. Potential remediation alternatives for consideration, include dewatering the contaminated zone via high-rate pumping and then applying Soil Vapor Extraction to remove volatile DNAPLs, or applying steam to mobilize and volatilize the DNAPL towards a collection well. An additional option is to use5 surfactants, either to increase the dissolution of DNAPL or to reduce its interfacial tension and thus remobilize it (Abdul et al., 1992). An issue with remobilizing via surfactants is the potential to drive the DNAPLs further down in the aquifer or bedrock, complicating the removal. If an effective remediation scheme is to be engineered, such as Soil Vapor Extraction, steam injection or surfactant-enhanced dissolution or mobilization, we need to understand how DNAPLs flow through fractures. Flow may be either as a solute in the aqueous phase, as two separate phases (DNAPL-water) or as three phases (DNAPL, water and gas, either air or steam). Another complication in any remediation scheme, not addressed in this study, is how to characterize the fracture network. Which are the fractures that carry most of the flow? What is their aperture and direction? What is the density of fracturing in a particular medium? Are the fractures connected to other fractures, probably in other planes? How does one sample enough of the subsurface to generate a good idea of the complexity involved? Some techniques are beginning to emerge to determine some of the most important parameters. For example, pumping and tracer tests (McKay et al., 1993; Hsieh et al., 1983) may provide enough information to determine the mean mechanical and hydraulic aperture of a fracture, as well as its main orientation. Geophysical techniques like seismic imaging, ground-penetrating radar and electrical conductivity tests are being improved to assist in the determination of fracture zones (National Research Council, 1996). However, there is room for significant improvement in our current ability to characterize fractures in the subsurface. Even if we come to understand how single and multiphase flow occurs in a fracture, and the interactions between the fracture and the porous matrix surrounding it, how do we describe all these phenomena in a modeling framework? Clearly, we cannot describe every fracture in a model that may consider scales of tens, hundreds or thousands of meters in one or more directions. One approach is to consider the medium as an â€Å"equivalent continuum† (Long, 1985), where the small-scale properties are somehow averaged in the macroscopic scale. Probably the best solution for averaging properties is to use a stochastic description of properties such as permeability (or6 hydraulic conductivity) including the effect of fractures on overall permeability, diffusivity, sorption capacity, grain size, wettability, etc. Another approach, first developed in the petroleum industry, is to consider a â€Å"dual porosity/dual permeability† medium (Bai et al., 1993; Zimmerman et al., 1993; Johns and Roberts, 1991; Warren and Root, 1963), referring to the porosity and permeability of the matrix and the fracture. Diffusive or capillary forces drive the contaminants, or the oil and its components, into or out of the matrix, and most advective flow occurs in the fractures. None of these models has yet been validated through controlled experiments. 1.2 Research Objectives The objectives of this research are:  · To characterize the fracture aperture distribution of several fractured porous media at high resolution;  · To study the transport of a contaminant dissolved in water through fractured media, via experimental observation;  · To study the physical processes involved in two- and three-phase displacements at the pore scale;  · To observe two- and three-phase displacements in real fractured porous media;  · To bring the experimental observations into a modeling framework for predictive purposes. 1.3 Approach7 To understand single and multiphase flow and transport processes in fractures, I first decided to characterize at a high level of resolution the fracture aperture distribution of a number of fractured rock cores using CAT-scanning. With this information, I determined the geometry and permeability of the fractures, which I then use to construct a numerical flow model. I also use this information to test the validity of predictive models that are based on the assumed statistics of the aperture distribution. For example, stochastic models (Gelhar, 1986) use the geometric mean of the aperture distribution to predict the transmissivity of a fracture, and show that the aperture variance and correlation length can be used to predict the dispersivity of a solute through a fracture. These models have not been, to my knowledge, been tested experimentally prior to this study. I compare these theoretical predictions of fracture transmissivity and dispersivity of a contaminant, with experimental results, both from the interpretation of the breakthrough curve of a non-sorbing tracer and from CAT-scans of the tracer movement through the fractured cores. To study multiphase displacements at the pore scale, we use a physical â€Å"micromodel†, which is a simile of a real pore space in two dimensions, etched onto a silicon substrate. The advantage of having a realistic pore space, which for the first time has the correct pore body and pore throat dimensions in a micromodel, is that we can observe multiphase displacements under realistic conditions in terms of the balance between capillary and viscous forces. I conduct two- and three-phase displacements to observe the role that water and NAPL layers play in the mobilization of the various phases. The micromodels are also used to study the possible combinations of double displacements, where one phase displaces another which displaces a third phase. The pore scale observations have been captured by Fenwick and Blunt (1996) in a threedimensional, three-phase network model which considers flow in layers and allows for double displacements. This network model then can produce three-phase relative permeabilities as a function of phase saturation(s) and the displacement path (drainage, imbibition or a series of drainage and imbibition steps).8 In addition, I use the fracture aperture information to construct capillary pressuresaturation curves for two phase (Pruess and Tsang, 1990) and three phases (Parker and Lenhard, 1987), as well as three-phase relative permeabilities (Parker and Lenhard, 1990). The fracture aperture distribution is also an input to a fracture network model which I use to study two-phase displacements (drainage and imbibition) under the assumption of capillary-dominated flow. To observe two- and three-phase displacements at a larger scale, in real fractured cores, I use the CAT-scanner. I can observe the displacements at various time steps, in permeable (e.g. sandstones) and impermeable (e.g. granites) fractured media, determining the paths that the different phases follow. These observations are then compared with the results of the network model as well as with more conventional numerical simulation. 1.4 Dissertation Overview The work is presented in self-contained chapters. Chapter 2 deals with the high resolution measurement and subsequent statistical characterization of fracture aperture. Chapter 3 uses the fracture aperture geostatistics to predict transmissivity and diffusivity of a solute in single-phase flow through a fracture, which is then tested experimentally. We also observe the flow of a tracer inside the fracture using the CAT-scanner, and relate the observations to numerical modeling results. Chapter 4 presents the theory behind the flow characteristics at the pore scale as well as the micromodel observations of two- and three-phase flow. In Chapter 5, twophase flow in fractured and unfractured porous media is presented, comparing CATscanned observations of various two-phase flow combinations (imbibition, drainage and water flooding) against numerical modeling results. Chapter 6 presents three-phase flow9 in fractures, comparing numerical results against CAT-scanner observations. Finally, Chapter 7 considers the engineering relevance of these studies. 1.5 References Atkinson, B. K., 1989: Fracture Mechanics of Rock, Academic Press, New York, pp. 548 Abdul, A. S., T. L. Gibson, C. C. Ang, J. C. Smith and R. E. Sobczynski, 1992: Pilot test of in situ surfactant washing of polychlorinated biphenyls and oils from a contaminated site, Ground Water, 30:2, 219-231 Abriola, L.,: 1989: Modeling multiphase migration of organic chemicals in groundwater systems – A review and assessment, Environmental Health Perspectives, 83, 117-143 Bai, M., D. Elsworth, J-C. Roegiers, 1993: Multiporosity/multipermeability approach to the simulation of naturally fractured reservoirs, Water Resources Research, 29:6, 1621-1633 Fenwick, D. H. and M. J. Blunt: 1996, Three Dimensional Modeling of Three Phase Imbibition and Drainage, Advances in Water Resources, (in press) Gelhar, L. W., 1986: Stochastic subsurface hydrology: From theory to applications., Water Resources Res., 22(9), 1355-1455. Gierke, J. S., N. J. Hutzler and J. C. Crittenden, Modeling the movement of volatile organic chemicals in columns of unsaturated soil, Water Resources Research, 26:7, 1529-1547 Heard, H. C., I. Y. Borg, N. L. Carter and C. B. Raleigh, 1972: Flow and fracture of rocks, Geophysical Monograph 16, American Geophysical Union, Washington, D. C. Hsieh, P. A., S. P. Neuman, G. K. Stiles and E. S. Simpson, 1985: Field determination of the threedimensional hydraulic conductivity of anisotropic media: 2. Methodology and application to fracture rocks, Water Resources Research, 21:11, 1667-1676 Hsieh, P. A., S. P. Neuman and E. S. Simpson, 1983: Pressure testing of fractured rocks- A methodology employing three-dimensional cross-hole tests, Report NUREG/CR-3213 RW, Dept. of Hydrology and Water Resources, University of Arizona, Tucson, AZ 85721 IAEA, 1995: The principles of radioactive waste management, International Atomic Energy Agency, Vienna Johns, R. A. and P. V. Roberts, 1991: A solute transport model for channelized flow in a fracture. Water Resources Res. 27(8): 1797-1808. Kueper, B. H. and D. B. McWhorter, 1991: The behavior of dense, nonaqueous phase liquids in fractured clay and rock, Ground Water, 29:5, 716-728 Long, J. C. S., 1985: Verification and characterization of continuum behavior of fractured rock at AECL Underground Research Laboratory, Report BMI/OCRD-17, LBL-14975, Batelle Memorial Institute, Ohio McKay, L. D., J. A. Cherry and R. W. Gillham, 1993: Field experiments in a fractured clay till, 1. Hydraulic conductivity and fracture aperture, Water Resources Research, 29:4, 1149-1162 Mercer, J. W. and R. M. Cohen, 1990: A review of immiscible fluids in the subsurface: properties, models, characterization and remediation, J. of Contaminant Hydrology, 6, 107-163 Miller, C. T., M. M. Poirier-McNeill and A. S. Mayer, 1990: Dissolution of trapped nonaqueous phase liquids: mass transfer characteristics, Water Resources Research, 26:11, 2783-2796 Mutch, R. D. and J. I. Scott, 1994: Problems with the Remediation of Diffusion-Limited Fractured Rock Systems. Hazardous Waste Site Soil Remediation: Theory and Application of Innovative Technologies. New York, Marcel Dekker, Inc. National Research Council, 1994: Alternatives for ground water cleanup, National Academy Press, Washington, D. C. National Research Council, 1996: Rock Fracture and Fracture Flow: Contemporary Understanding and Applications, Committee on Fracture Characterization and Fluid Flow, National Academy Press, Washington, D. C. (in press). Parker, J. C. and R. J. Lenhard, 1987: A model for hysteretic constitutive relations governing multiphase flow: 1. Saturation-pressure relations, Water Resources Research, 23:12, 2187-219610 Parker, J. C. and R. J. Lenhard, 1990: Determining three-phase permeability-saturation-pressure relations from two-phase system measurements, J. Pet. Sci. and Eng., 4, 57-65 Parker, B. L., R. W. Gillham and J. A. Cherry, 1994: Diffusive disappearance of immiscible-phase organic liquids in fractured geologic media, Ground Water, 32:5, 805-820 Powers, S. E., C. O. Loureiro, L. M. Abriola and W. J. Weber, Jr., 1991: Theoretical study of the significance of nonequilibrium dissolution of nonaqueous phase liquids in subsurface systems, Water Resources Research, 27:4, 463-477 Pruess, K. and Y. W. Tsang, 1990: On two-phase relative permeability and capillary pressure of roughwalled rock fractures, Water Resources Research, 26:9, 1915-1926 Reitsma, S. and B. H. Kueper, 1994: Laboratory measurement of capillary pressure-saturation relationships in a rock fracture, Water Resources Research, 30:4, 865-878 Savage, D., 1995: The scientific and regulatory basis for the geological disposal of radioactive waste, John Wiley, New York Schuring, J. R., P. C. Chan and T. M. Boland, 1995: Using pneumatic fracturing for in-situ remediation of contaminated sites, Remediation, 5:2, 77-90 Norman R. Warpinski, 1991: Hydraulic fracturing in tight, fissured media, SPE 20154, J. Petroleum Technology, 43:2, 146-209 Warren , J. E. and P. J. Root, 1963: The behavior of naturally fractured reservoirs, Soc. Pet. Eng. J., 3, 245-255 Wilkins, M. D., L. M. Abriola and K. D. Pennell, 1995: An experimental investigation of rate-limited nonaqueous phase liquid volatilization in unsaturated porous media: Steady state mass transfer, Water Resources Research, 31:9, 2159-2172 Zimmerman, R. W., G. Chen, T. Hadgu and G S. Bodvarsson, 1993: A numerical dual-porosity model with semianalytical treatment of fracture/matrix flow, Water Resources Research, 29:7, 2127-2137

Quejarse Conjugation in Spanish, Translation, Examples

Quejarse Conjugation in Spanish, Translation, Examples The Spanish verb  quejarse  means to complain. Quejarse is conjugated as a regular  -ar  verb, like casarse  or  ducharse.  This article includes the conjugations for  quejarse  in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms. How to Use Quejarse Although  quejarse  includes the reflexive pronoun  se, it is not a reflexive verb. Instead, it is a pronominal verb. These verbs are always used with the reflexive pronouns (me, te, se, nos os, se), but the reflexive pronoun has no function except to accompany the verb. This means that pronominal verbs like quejarse cannot be used without the reflexive pronouns. For example, to say He complains to his boss, you need to say  Ãƒâ€°l se queja con su jefe,  you would never say  Ãƒ ©l queja, without the pronoun  se. Quejarse Present Indicative For the verb quejarse, remember to always include the reflexive pronoun before the conjugated verb. Yo me quejo I complain Yo me quejo del calor. T te quejas You complain T te quejas del fro. Usted/l/ella se queja You/he/she complains Ella se queja por el mal servicio. Nosotros nos quejamos We complain Nosotros nos quejamos cuando estamos enfermos. Vosotros os quejis You complain Vosotros os quejis con el gerente del restaurante. Ustedes/ellos/ellas se quejan You/they complain Ellos se quejan por cualquier cosa. Quejarse Preterite  Indicative The preterite is one of the two past tenses in Spanish. It is used to talk about completed actions in the past. Yo me quej I complained Yo me quej del calor. T te quejaste You complained T te quejaste del fro. Usted/l/ella se quej You/he/she complained Ella se quej por el mal servicio. Nosotros nos quejamos We complained Nosotros nos quejamos cuando estuvimos enfermos. Vosotros os quejasteis You complained Vosotros os quejasteis con el gerente del restaurante. Ustedes/ellos/ellas se quejaron You/they complained Ellos se quejaron por cualquier cosa. Quejarse  Imperfect  Indicative The other past tense in Spanish is the  imperfect tense, which can be translated as was complaining or used to complain.  The imperfect is used to talk about repeated or ongoing actions in the past. Yo me quejaba I was complaining Yo me quejaba del calor. T te quejabas You were complaining T te quejabas del fro. Usted/l/ella se quejaba You/he/she was complaining Ella se quejaba por el mal servicio. Nosotros nos quejbamos We were complaining Nosotros nos quejbamos cuando estbamos enfermos. Vosotros os quejabais You were complaining Vosotros os quejabais con el gerente del restaurante. Ustedes/ellos/ellas se quejaban You/they were complaining Ellos se quejaban por cualquier cosa. Quejarse Future  Indicative To conjugate the future tense, start with the infinitive of the verb, and add the future tense endings (à ©, s, , emos, à ©is, n). Yo me quejar I will complain Yo me quejar del calor. T te quejars You will complain T te quejars del fro. Usted/l/ella se quejar You/he/she will complain Ella se quejar por el mal servicio. Nosotros nos quejaremos We will complain Nosotros nos quejaremos cuando estemos enfermos. Vosotros os quejaris You will complain Vosotros os quejaris con el gerente del restaurante. Ustedes/ellos/ellas se quejarn You/they will complain Ellos se quejarn por cualquier cosa. Quejarse Periphrastic Future  Indicative In a  periphrastic construction, there are several words that make up a verb form. The periphrastic future is formed with the present tense conjugation of the verb ir (to go), the preposition a,  and the infinitive of the verb. Yo me voy a quejar I am going to complain Yo me voy a quejar del calor. T te vas a quejar You are going to complain T te vas a quejar del fro. Usted/l/ella se va a quejar You/he/she is going to complain Ella se va a quejar por el mal servicio. Nosotros nos vamos a quejar We are going to complain Nosotros nos vamos a quejar cuando estemos enfermos. Vosotros os vais a quejar You are going to complain Vosotros os vais a quejar con el gerente del restaurante. Ustedes/ellos/ellas se van a quejar You/they are going to complain Ellos se van a quejar por cualquier cosa. Quejarse Conditional  Indicative Yo me quejara I would complain Yo me quejara del calor. T te quejaras You would complain T te quejaras del fro. Usted/l/ella se quejara You/he/she would complain Ella se quejara por el mal servicio. Nosotros nos quejaramos We would complain Nosotros nos quejaramos si estuviramos enfermos. Vosotros os quejarais You would complain Vosotros os quejarais con el gerente del restaurante. Ustedes/ellos/ellas se quejaran You/they would complain Ellos se quejaran por cualquier cosa. Quejarse Present Progressive/Gerund Form To form the present participe or gerund  for -ar  verbs, you need the ending -ando.  The present participle can be  used to form progressive verb forms such as the present progressive.   Present Progressive of Quejarse se est quejando She is complaining Ella se est quejando por el mal servicio. Quejarse  Past Participle To form the past participle for -ar  verbs, you need the ending -iendo.  The past participle can be used to form compound tenses, such as the present perfect.   Past Participle of Quejarse se ha quejado  She has complained Ella se ha quejado por el mal servicio. Quejarse Present Subjunctive The  subjunctive mood  is used when a sentence contains  a main clause and a secondary clause with a different subject in each clause, and it communicates doubt, desire, emotion, probabilities, or other subjective situations. Que yo me queje That I complain Julia pide que yo me queje del calor. Que t te quejes That you complain Orlando pide que t te quejes del fro. Que usted/l/ella se queje That you/he/she complain Mayra quiere que ella se queje por el mal servicio. Que nosotros nos quejemos That we complain La enfermera espera que nosotros nos quejemos cuando estemos enfermos. Que vosotros os quejis That you complain Briana pide que vosotros os quejis con el gerente del restaurante. Que ustedes/ellos/ellas se quejen That you/they complain Esteban espera que ellos se quejen por cualquier cosa. Quejarse Imperfect  Subjunctive The imperfect subjunctive  has two different conjugations, which are equally acceptable. Option 1 Que yo me quejara That I complained Julia peda que yo me quejara del calor. Que t te quejaras That you complained Orlando peda que t te quejaras del fro. Que usted/l/ella se quejara That you/he/she complained Mayra quera que ella se quejara por el mal servicio. Que nosotros nos quejramos That we complained La enfermera esperaba que nosotros nos quejramos cuando estbamos enfermos. Que vosotros os quejarais That you complained Briana peda que vosotros os quejarais con el gerente del restaurante. Que ustedes/ellos/ellas se quejaran That you/they complained Esteban esperaba que ellos se quejaran por cualquier cosa. Option 2 Que yo me quejase That I complained Julia peda que yo me quejase del calor. Que t te quejases That you complained Orlando peda que t te quejases del fro. Que usted/l/ella se quejase That you/he/she complained Mayra quera que ella se quejase por el mal servicio. Que nosotros nos quejsemos That we complained La enfermera esperaba que nosotros nos quejsemos cuando estbamos enfermos. Que vosotros os quejaseis That you complained Briana peda que vosotros os quejaseis con el gerente del restaurante. Que ustedes/ellos/ellas se quejasen That you/they complained Esteban esperaba que ellos se quejasen por cualquier cosa. Quejarse Imperative   The imperative mood  is for giving commands or orders. You will notice that the positive and negative commands  are slightly different in the  tà ºÃ‚  and vosotros conjugations. Also, you will notice that the placement of the reflexive pronoun is different in the positive and negative commands. The reflexive pronoun is placed between the  adverb  no  and the verb in negative commands, but it is attached at the end of the verb in positive commands.   Positive Commands T qujate Complain! Qujate del fro! Usted qujese Complain! Qujese por el mal servicio! Nosotros quejmonos Lets complain! Quejmonos cuando estemos enfermos! Vosotros quejaos Complain! Quejaos con el gerente del restaurante! Ustedes qujense Complain! Qujense por cualquier cosa! Negative Commands T no te quejes Dont complain! No te quejes del fro! Usted no se queje Dont complain! No se queje por el mal servicio! Nosotros no nos quejemos Lets not complain! No nos quejemos cuando estemos enfermos! Vosotros no os quejis Dont complain! No os quejis con el gerente del restaurante! Ustedes no se quejen Dont complain! No se quejen por cualquier cosa!