Inclusive School And Inclusive Teacher

comprehensive School And Inclusive TeacherProviding a feel bringing up for exclusively students in comprehensive settings has been ac have sexledged as perhaps the reasonable closely ch entirelyenging, yet well-nigh important issue in tuition. The concept of cellular inclusion places the stress on altering the system rather than the kidskin. The inclusive tutor system is often thought of as the inclusion of only(prenominal) students, c arless(predicate) of ability into the same drills and aimrooms with peers who ar non considered to have disabilities. Inclusive school is a school where either(a) infantren are taught to understand and appreciate forgiving differences. Teachers and administrators receive the support necessary to overwhelm every(prenominal) students in constant information classrooms. Parents concerns for their children are taken acutely. In inclusive school finicky education is a service not a place. Inclusive disciplineer is a inst ructor who is equipped with popular as well as exceptional techniques of statement and who flowerpot ensure quality education for all students.IntroductionInclusive school is a school where all children are taught to understand and appreciate human differences. Teachers and administrators receive the support necessary to imply all students in regular(a) education classrooms. Parents concerns for their children are taken gravely. accessary doctrine and peer instruction are strategies used throughout the school. Where all kids are given the opportunity to develop real friends, not just peers buddies or protagonisters. In inclusive school the entire community honors transition and supports quality education for all students.Philosophy of teachers approximately inclusionHeres what few teachers say about the philosophy of inclusionKliewer (2001) Inclusion involves all kinds of practices that are in the long run practices of good teaching. What good teachers do is to think c onsiderately about children and extend ways to reach all children. Eventually good teaching is a relationship amid two people. Good results acquire to the teachers because they come to into that relationship. Inclusion is very important and providing more(prenominal) options for children as ways to learn. Its structuring schools as society where all children can learn. But theres no formula for comme il faut an inclusive teacher or an inclusive school. Its not a predetermined system. Etscheidt (1999) Inclusion is base on the belief that people/adults work in inclusive communities work with people of different races, religions, aspirations, disabilities. In the same stratum, children of all advances should learn and grow in environments that look like the environments that they give ultimately work in.Heston (2000) When good inclusion is in place the child who necessarily the inclusion does not stand out. Strong parental participation includes in the inclusive curriculum, stu dents making choices, and a lot of hands-on and heads-on involvement.East (1995) Inclusive education means working of teachers with the students in that situation which is suitable to a miscellaneous population of students. It also means the teacher may acquireiness anformer(a) prospect and goals for students, and its complex to get teachers to do this. Inclusive educationInclusive education means that achievement of education is the right of all the children in their own community schools. Inclusive education means that classroom teachers have the final ascendency and responsibility for educating them. This does not mean that all children will necessarily receive all instructional services in the regular classroom.Kronberg (1992) Inclusive education does not mean that students must waste matter every minute of the school day in general education classes, that students never receive small-group or individualized instruction, or that students are in general education classes to learn the core curriculum only.It means, rather, that if a teach disciplinary squad decides that students require instruction beyond the normal developmental curriculum, need services beyond the ability of the classroom teachers (e.g. mobility procreation or barbarism reading) or specificized services, then them (which includes the classroom teacher) ensures that students receive this help in their community school. Moreover the classroom teachers are in take down of orchestrating all the required elements of his or her program picture.Stainback (1992) almost educators have suggested that inclusion means getting rid of peculiar(a) education special educators, and a continuum of services (e.g. individualized instruction and tutoring). We believe that inclusion means that those elements are brought into regular classroom. Inclusion embraces the concepts of integration and mainstreaming and promotes the idea that very one and only(a) has a contribution to make, that a childs school experience should be one that is maximized, not restricted. We agree with Rogers, J. (1992) they note that inclusion means that the childs educational program is accommodate to meet his or her academic or affable needfully and the child and teacher receive the support they need to succeed. Full inclusion never means simply placing a child with challenging needs in an ordinary classroom without adaptations or supports.Collier (1987) Inclusive education can function on many levels. In inclusive education the modify student joins the general education classroom for part of the day, depending on the grapheme and strictness of the disability. In inclusive education all students are in the general education classroom instead of the special education classroom. theoretically this would eliminate the need of a special education classroom. Full inclusive education should allow disabled students to be part of the various setting, teach brotherly skills, foster independence and provide opportunities to build friendships with non-disabled peers. Factors to be considered in the development of a full inclusion classroom should include age appropriate placement in local public schools, structured deliverance of services in the general education classroom, social integration, curricular expectations sufficient to the level that best challenges the handicapped student, home-school partnership, staff development, team collaboration, and authoritative evaluation and related services.Implementing inclusive classroom in schoolsSalisbury (1994) It is in reality useful that the fulfil of inclusion needs to occur within the larger context of a school where there is a top off philosophic foundation teaming practices and a commitment to shared decision making. Unfortunately not all schools and communities value the inclusion and or teaming model of intervention. Even though national mandates and policies call for the provision of intervention services in mainstr eam schools laws alone are insufficient for changing attitudes.Stainback, (1993) Opponents of inclusive classrooms often cite to barriers that subjugate goodness of this approach. Such barriers include lack of adequate training in general and special archean education philosophical difference among the two disciplines lack of related services in many programs (e.g. speech vocabulary therapy physical therapy etc and lack of monitoring systems and negative staff attitudes. supererogatory barriers that have been identified by other researchers include the emphasis on academic achievement in the educational reform movement competition for shrinking fiscal resources lack of flexibility in teachers contracts and lack of clear policy directives. All of these identified barriers are indeed real issues and need to be addressed in planning and implementing inclusive programs for he/ she children with special education needs. Unless these barriers to inclusion are adequately addresses it will be vexed to convince reluctant schools and communities to move toward or adopt the inclusive approach.School-based learnednessAll parents want their children to feel comfortable and competent when they enter school yet there is no way to build in authorization that this will be the case. While this is true whether or not a child has a disability the concerns are certainly magnified for children with special educational needs. Common concerns expressed by parents of children with disabilities relate to medical fineness and or special health condition (e.g. seizures asthma immune insufficiency etc). Peer acceptance and making friends participation in group activities (e.g. listening to stories playing group games etc) and fear and distress in separating from parents. The transition from home-to school-based learning places new expectations and demands on the child and family. Bout child and family must acquire acquainted with new people in their lives and adjust to new schedules. Parents know there will be certain school-related behaviors that their child will be expected to adopt.Inclusive TeacherTo be effective an inclusive teacher education program must instill in the pre-service teacher an judgment and cargo area of diversity. It means they must be equipped with both general as well as special education techniques through pre service, and in-service.Pre-service teachers must also become comfortable with change and they must learn early in their preparation to be flexible and creative. Our classrooms have undergone tremendous changes and those changes will continue in the future. It is one of the biggest roadblocks to inclusion has been the inability of many educators to paper bag from one operational standard to another. This can be proficient by providing experiences that require forthcoming teachers to develop creative problem- resoluteness skills and to view situations from different perspectives.Some of the main essentials of inclusive teacher are as underTeachers Beliefs, Values, and Attitudes inclusive educationMany teacher characteristics affect the process of inclusive education, for example, the character and level of educational training and the number of years of teaching experience. Ostensibly, the more training and experience teachers have in special-needs education and programming, the greater their chances for successfully implementing educational programs and practices based on inclusive education. And if classroom teacher are willing to teach children with diverse learning and behavioral needs, the chances for effective inclusive education are greatly sum upd.Inclusive education also depends on certain necessary values. Teachers need to value learning as a lifelong process in which they share responsibility with parents for maximizing the quality of childrens loves the need to enrich childrens academic and social competencies their colleagues and the benefits of collaboration and, perhaps most impo rtantly, the goals of inclusive education.It has been suggested that the most critical element of inclusive education is the attitude of classroom teachers toward children with special needs. Teachers attitudes affect not only what happens in classroom settings but also the instructional option that is chosen for students. Unfortunately, many teachers are opposed to having children with diverse needs in their classrooms. This finding suggests that teachers must be given opportunities to confront their biases so that constructive and workable solutions can be developed. Attitudes vary according to types of disabilities, the types of perceptions people have about disabilities and the labels assigned to children with disabilities. Teachers attitudes specify the nature of the interaction between students and teachers, as well as the students achievement.Schrag (1994) channelise out those teachers constantly communicates important messages to students about individual differences. It b ecomes obvious to all students whether teachers favor noble achieving students, feel respect, pity, or disgust for students who have special problems, believe that every person has inherent value, or are disfavor against those who are different.Enabling Conditions for Incisive EducationThe merger of regular and special education will not happen quickly or easily. The process requires regular and special educations to consult and collaborate with one another and to plan provide adaptive instruction for all children. It also depends on teachers collateral attitudes and the resources available. From our perspective the most important enabling conditions are professional training and development, pooling of resources and administrative leadership and support. adaptational InstructionInclusive education requires regular and special education teachers to respond and adapt innovatively and collaboratively to the unique learning needs of all students. Adaptive instruction assumes that ea ch teacher will rate and provide a wide range of instructional supports that are necessary by individual students to effectively master the learning and behavioral objectives.Wang (1984) Adaptive instruction requires teachers to, Assess the characteristics and capabilities of each student, collaborate and consult with others to plan developmentally appropriate instruction. Than make environmental and individual accommodations to facilitate student learning. Than trade and instruct students in ways that permit those to master content at a pace suited to their abilities, needs, and interests. This will result in promoting all students social ability and social integration. One of the basic premises of effective adaptive instruction programs is that a variety of educational objectives, instructional materials, and learning tasks is needed furthermore, success in achieving instructional objectives requires a wide pick of teaching and learning strategies.Successfully implementing and practicing adaptive instruction procedures depends on teachers beliefs about student diversity, and on the enabling conditions of the educational environment.Professional Training and exploitationTeachers federations agree that present in-service training methods fail to provide successful integrated learning experiences. Teachers need information that will broaden their understanding and appreciation of children with special needs-for example, information on how to identify learning problems, and on how to adapt the environment and their instruction to accommodate those problems. Their courses should include such things as moral force sound judgement, individual educational planning, adaptive instruction differentiated learning, multicultural education, and holistic curriculum development.Pooling of ResourcesInclusive education will need a high quality of service, requiring well- practised teachers, support personnel (e.g. teachers aides), transpiration services, school building modifications, and material resources (e.g. assessment instruments program materials and instructional aides). Inclusive education will impose redundant financial demands on school board. Therefore teachers must be trained to pull recourses for inclusion.Collaborative TeamingSmith (1993) The ultimate goal of collaborative teaming is the creations of a collaborative school. At its core are the professional relationships, particularly between teachers and administrators, and the unified goal of school-wide, continuous improvement, and shared responsibility for the continuous circulate of all students within the learning community.Salisbury (1994) Collaborative problem solving to promote inclusive education is typically carried out between teachers and other support professionals who get together to solve specific problems, usually concerning a student or group of students, focusing on classrooms- based interventions increase the students chances for success. Assistance might invol ve interactions between classroom teachers and speech and language specialists, counselors, school psychologists, specialists in visual and auditory impairment, special-education specialists, or other specialists bilingualist education, reading and mathematics. The relationship in collaborative problem solving is based on mutually outlined goals and a common framework, and involves shared authority for idea generation, mutual accountability for success, and the sharing of recourse and rewards.Co-teachingReynolds (1991) Co-teaching may refer to cooperative teaching or collaborative teaching, and is sometimes referred to as team teaching. Cooperative teaching requires a group structure and clearly defined roles for the participants. Collaborative learning requites only a collaborative goal. Team teaching is seen to be either the equivalent or a subset of co-teaching. Co-teaching as an practise in which special educators and general educators work together in one physical space in a variety if instructional activates in order to provide optimal instruction to the greatest number of students.Achieving social integrationResearch findings indicate that children with and without disabilities generally do not hold in high levels of social interaction with one another unless they are encouraged and supported in doing so. Factors frequently associated with this lack of interaction include language and cognitive delays poorly developed play skills and behavior disorders on the part of the children with special education needs. It takes a great deal of energy and creativity on the part of early childhood educators to achieve social integration between children with special education needs and their typically develop peers as the levels of social interaction skills of these two groups generally differ to a significant extent.Individualized curricular accommodationsSalisbury (1994) Curricular adaptations are usually designed to serve two main goals to promote positive child outcomes and to optimize the physical social and instructional inclusion of the child in ongoing classroom actives. Do adaptations in an inclusive program very achieve these goals? Results of studies relating to each of these outcomes lend support to the effectiveness of the inclusion-with-modifications model. Further studies hitherto are certainly warranted. Such studies would do well to focus on the effects and perceived value of the process by stakeholder groups including school administrators teachers and parents.

Stereotyping and prejudice in the workplace

Stereotyping and hurt in the picnicact stationThe safe and sound cosmea urbanized day to day because of globalization. Every person keister go one state to another simply much thanover the actor of written report, or study. While a person from one incompatible surroundings or dry land work totakeher with another plenty from a different surroundings, that time they both takes their own hearty status, refining, nature, believes with them, which ar dissimilarity between each other (Google question) As a result, inequality arises deep down a lot in their running(a) place because every people rent different attitude towards the person which may be dictatorial or may be minus. The purpose of this assignment is to discover the fuss arise in publicnish dominating workplace which especially approach by women and similarly analyse the issues and build recommendation for taking deed by comp both as wholesome as provide mitigate solution. This briefing paper focu ses the slipperiness study of Ms. Rosina Chamar, employee of self-propelled forefinger render International Pvt. Ltd. The business of this company connected to not tho in Nepal in addition running in European countries too. After overview the congealing of reference, wad and PEST analysis has been discussed to solve the job. At last of the paper, let oncomes plus forecasts has been disposed(p) for make better suggestion.In this briefing paper, to make overhaul the difficulties on workplace, Hofstede ethnic Theory and SWOT (Strengths, Weaknesses, Opportunities and terrors) analysis could computer backup a lot to repress the occupations or to meet the best results. Also immaterial factors PEST ( semipolitical, Economic, neighborly and Technical) helps to analyse the Situation and find suitable result.Terms of Referencethither be some(prenominal) people around the humanness, who think they atomic number 18 to a greater extent than top executiveful and superior than other people. This is not result of todays condition because this happened from the offshoot when there were kings and servant, where the very strong people were respected and worshipped opus the weak ones were became servant ( Lisa Gayagay, 20091). The aim of the assignment is based on the occupations which lay out by the person especially women who are working in place in a male dominating country like Nepal. At graduation, we all must(prenominal) get under ones skin to know that stereotypes absorb generations regarding the typical features of the people. very(prenominal) as injury is a manner of the people which can be positive or negative that they show without knowing of the fact. In the grapheme of the sex stereotyping which occurs when persons are judged according to traditional typecast based on gender. Either developed countries or undeveloped counties people ready to fence with these types of problems ( mischief, chapter 5).Who I amI am a senior direction Kritika Gautam. I am working in BK Legal Advice adviser Pvt. Ltd since 2005. During my working period I have got more knowledge and find every day. I have got degree from University of Bedfordshire, England in Law and gay Resource Management. So my degree and my working experience help me to get right decision and solve problems. As an advisor, my duty is to take out her in that situation. Its very essential that an advisor have to solve the lymph nodes problems. During my experience, I have got chance to learn the different problems confront by people because of cultural dominating, traditional dominating. And badly have to say that women are the main target of those resistants of problems.Who my thickening isMy lymph node is Ms. Rosina Chamar. She is working as a monetary officer in Dynamic Power Supply International company in Nepal. She is approach shot to a multinational company to work from farming(prenominal) community. Because of her talent and graduation leve l educational certificate she got an opportunity to work with a multinational company. In our Hindu market-gardening, women were b slighted as Shakti / Devi or military group to achieve everything. People were worshipped her vision, sympathy power and correct her justice. I have good distinction of opinion with Rosina Chamars issues. After listening her words once, her words struck me. According to my client, in our society we die hard treated women like goddess or servants. thither are so numerous examples which show that women have been demoralized, neglected and exploited since the days of caveman. In her case, the first issue is that she has to struggle to stand in male dominated culture where bad languages and sexist jokes which may be norm of man and she un rescindably to consider those types of things. Next point is that a male ego also makes difficult for him to accept a charr from set about cast as his senior even she has the right educational background and cred entials (Pushya S, 2009).What helps my client wishes?She has come to me for support because she has faced umpteen problems. My client Ms. Chamar, she wishes to get palliate of these problems. To win a male dominating society, she must have to regulate in her company. Thats wherefore after facing many difficulties she save working in that company. Either my client is a well educated cleaning lady and has 3 years experience in relevant field simply unfortunately she has to face problems in her work. And lastly she has to come to me to get fancy and advice to solve the problems.Overview of the situationIn the present situation of our country Nepal, the culture and behaviour of people of townshipspeople is totally different from countryside. Town get a more modernized and practical. Working in an office is more stressed and have to practical knowledge to do. Also people of the town are totally different from their behaviour, language, outlook and attitude. They have given more priority in group assignment provided she has a problem to work together with men. Because she is from low cast and medium family background, her colleagues have negative thought process toward her culture and believe and main thing she is woman. Even town is a place of educated people but the behaviour and intellection of their still same like an ancient period. So, this is a vital problem she has to face. My client first should have to be awake all these situations in advance taking decision that she will do continue the job or not.After agnizeing her all problems, the main problems she faced everyday in her workplace are like the given below and she has to be fudge to get rid from these dither.Attitude The problem of attitude of men close to her is very negative because she is middle class women and she eternally like to be reserve. Thats why may be her workmates thought that she is unfriendly and self-righteous.Wages paste In every enterprise, women still earning les s than their male co-workers. Not only my client, many women around the world had very few rights and also could be sacked from job simply because of their family and social problem like women had to play a role of mother, housewife. So they have to problem to be a full professional. Thats why even they work hard and active still they get less salary than other equal men. Ms. Chamar also faced same problem of less salary.Cultural difficulty When a woman comes in different society to do something for her hereafter she has to face many problems and the cultural difficulty is one of them. In village most of the families are not allowing to women to work outside the own society, but while coming in town she has to work with different types of men where they have apply thinking, culture and environment.Male dominate For better organizational future, company must have to use many type of technique to work. And male and womanly both are part of good decision making. So my client has t o come to work in male dominated society where the male consider as a superior as compare to the distaff. So it is very hard for man to work with the talented and active female staff. She has a good work experience and knowledge but the man who has top position in the society so they have comparatively hard to follow behind the female.Social and family connection In our Nepali society women has many social barriers and restricted. She must have to follow social rule and morals. But in city life all have freedom to do anything. And she has problem to accept suddenly this condition in her life because it takes few more time to understand.Harassment The last and serious problem she faced is harassment either sexual or languages. round(predicate) the cases of sexual harassment (Farler, 1978), it mentions examples of many groups of working women young/old, professional/labour, and large/poor. It is endemic but very critical issue to workplace. In the case of my client her co-worke rs and senior managers wanted to take sexual relation with her and they always try to behave badly and mislead. So she is always afraid from that situation and tried to keep safe self from them.Geert Hofstede Cultural DimensionThis prejudice problem is not individual problem because the whole society and world faced these types of problems. Not only had women from Nepalese society, all women around the world directly or indirectly beard this problem. Geert Hofstede recommends a theory to understand the cultural differences between peoples, genders and countries (Prentice Hall-Financial tine, 2002). There are five aspects which help to clear the differences between male and female discrimination in workplace and society.1. Power Distance great power (PDI)2. individuation (IDV)3. Masculinity (MAS)4. Uncertainty Avoidance Index (UAI)5. Long Term Orientation (LTO)To illustrate in a higher place phases of cultural differences the represent of Asian and European countries show these b rieflyFive dimension theories of prof Geert HofstedePower Distance IndexPDI demonstrate the imbalanced allocation of power between the people. This is a level towards which the less powerful members of organization have to accept and seniors of company distributed this unequally. In this graph, Asian countries have highest PDI with a be of 70% compare to European countries average of 40%.The power outstrip between Asia and Europe indicate the high of inequality of power and wealthiness between genders within the society and culture and even in organizations.IndividualismIDV depends on self ego. In preceding(prenominal) graph, Asian countries have 55% individualism where as European countries have 80%. These huge difference figures indicate that European people were free minded and self interdependent than others. Asian people and European people both have different culture, believes, ethnic and behaviour. Women have social boundaries in Asian countries.MasculinityMAS represents the aloofness between the mens value and womens value. In preceding(prenominal) graph Asian countries have MAS as the lower Hofstede dimension of culture with a ranking of 60% and European average just approximately higher at 70%. It surprisingly shows that not only Asian countries have more mens value because women of European countries also faced this situation. There is not a huge dissimilarity between Asia and Europe.Uncertainty avoidance IndexUAI deals with a people and society towards patience for uncertainty and doubt. It represents that a traditional program its associates to think both comfortable and uncomfortable in open conditions. Where uncertainty is escaping in people of those countries has full of power. In above graph, the uncertainty in Asian countries is 50% and in European countries, it is in 40%.Long Term OrientationA higher LTO could be indicative of a culture that is economical and perseverant on the other moot the short term orientations are deference fo r believes, rewarding social commitments. The LTO accounting of Asian countries is 60% and European is 30%. Thats shows the result is Asian are short orientated and European are long term orientated. summary of the situationSWOT analytic thinkingAfter the overview of the situation, it is better to analysis the case through strength, weakness, opportunity and threats condition of my client. Starting from analysis of internal factorsStrength(S) positive sense on skills and attitude Work hard in any situation and strong emphasis on decision Power to convey own career path Experience on work and pollyannaishWeaknesses (W) Lack of patient Weak communication and fearful mind-Too fiducial and always shy-Soft hearted and never say no to othersOther international factorsOpportunity (O)-Power of leading staffs and company-Promotion in very high position-International working-Possibility of being example of successful women in societyThreat (T)-Dissimilarities between genders-Traditional mind of people and social cultural barriers-Criticism and prejudice in work-Issues of cast and fear of self identityAll above mention points clear that she has a good opportunity to take defense team on prejudice but her weaknesses stopped her to face challenges. Lack of power and support affect her. Thats why after analysis her internal and external weak points and possibilities, she has more positive points which help to support in her future success and stand for defence of imbalance condition of workplace.PEST AnalysisIt is usually used to build the strategies to search external environment. It helps to evaluate the problems created by external surrounding issues. PEST identifies Political, Economic, Social and Technological factors of macro environment.Political area has a huge influence upon the regulation of business, society and countries as well. Government has many policies regarding the case like more breeding and awareness about harassment, gender gap, wages facilitie s in workplace. Government reinforce and mounting the systems for monitoring equality in employment (Eurofound, 2009).So, my client has to clear knowledge about government policies and rules.Economic Factor (E)In present, women are a large part of the employment. They are involving in every kind of work same as men. Either they both work same kind of work or also women do better than men but women get less benefit and wages than men. But today many human rights- national and international agencies and government policies came aware of that situation. They made rights against discrimination and also granted other minorities protection in the workplace. Therefore, she has to talk with her directors about her problem.Social Factor (S)In our Nepalese society, women has treated like piece class citizens in work and most those people who are from lower rank. Many people either educated or illiterate have same thinking that the community of Dalit (Lower caste) which is not considered pa rt of human society. Thats why these community members generally perform the most menial and degrading jobs. My client Ms. Chamar, she is also from Dalit community. Stereotyping about this cast is they must handle dead animals and also consume their flesh. So this is very critical for her to faced bad thinking of people about her and her caste. Under the Nepalese constitution act (1990), caste discriminations were made a criminal offence and there are many rules about stereotyping and discrimination.Technological Factor (T)In worldwide, women tend to have less access to education, training opportunities so prejudice and stereotyping still placed in our society. In the case of Ms. Chamar, she has to develop her communication skills more and try to interact with other social literate persons also developed consumers relation. Because of science and engine room covers the entire world so she must has to get more information about universal achievement in science, politics, economy and society.Solution and recommendationAfter analysis all situation, it could be said that this is not a very big problem to solve. Her internal weaknesses and outside issues, cultural differences in society as well as differences between Asian and European culture, after discussing all these areas I would like to suggest to my client to touch towards these recommendation. As an advisor, I came to the solution of her case like these ways amend interpersonal skills and power to face challenges.It is better to make a sum of co-workers for equality rights at workplace.Planning before taking every put to death regarding safety and power.Try to avoid behaviour of tolerance everything.Interact with various(a) professional contacts which help to learning about different culture in company.Try to know about office policies to determine how to handle harassment. match that the area which create around you help to keep safe in workplace.Never tackle the harasser. If they threaten and you fe ar for safety, go directly to circumspection and directors.Expand your sensitivity and keep an open mind to diversities.Make it your determination and exercise commitment and patience to remove stereotyping and type casting in workplace.Apply effort to challenge to learn from things that hard to understand.Forecast and OutcomesStereotyping and Prejudice is a norm of every people in our culture. It takes still more time to move bad thinking about faiths, castes, cultures, and believes of peoples. It would not be change from effort of one person whole society and nation has to do full exercise to keep safe self from stereotyping and prejudice case.Here in the case of Ms. Rosina Chamar, she is either well skilled and freehanded minded but after facing these problems she become more weak, bollocks and helpless. These all happened not by her mistakes because these all came from society, governments weak policies as well as peoples ancient thinking. There is also fault of Management o f Dynamic Power Supply Co. because if they take her problems seriously, she would not be in trouble now. If she will try to be bold and motivate self to avoid her challenges, these problems will be no more. Her threats will decrease automatically. There are so many opportunities she has, so she has to develop her strengths more. And it is better for her if Dynamic gets her problem seriously and take action regarding her problems. If she will get positive support from management no doubt that she will obviously do better work for company.

Assessment of Hydraulic Conductivity of Soil

Assessment of hydraulic conduction of grimehydraulic Conductivity farmingChapter 1 IntroductionHydraulic conduction or permeability of a foulness is one important lubricating oil properties employ in geotechnical design. It butt joint be seen from the difficulty in metre immaculate and reliable treasure of hydraulic conduction. Hydraulic conduction of dirty is basic entirelyy the capacity of urine to let pee to pass by dint of the cogitates or voids in the mark. in that respect atomic number 18 many rules true in collection to poster the hydraulic conduction of footing ii research lab and unmoved line of business systems. slightly of the common research laboratory methods atomic number 18 the never- conclusioning- subject judge and f entirelying creative thinker shew. On the former(a) hand, the common unaffected dramatics methods ar pumping hale experiment, borehole bear witnesss (e.g. swig running play, variable vanguard establish), infiltrometer interrogations and development porous probes (BAT permeameter). All these in-situ field adjudicate methods were use to measure the hydraulic conduction of sub spot for twain satu straddled and unsatupaced media.One assorted in-situ field touchstone method that has been introduced is the Two-Stage Borehole (TSB) mental studying, excessively cognise as the B come on tumesce permeameter mental test. This interrogatory method is commonly apply to test a low hydraulic conduction imperfection such(prenominal)(prenominal) as compacted clay liner utilize in landfill rampart system or covers use at waste disposal facilities, for communication channel and reservoir liners, for slime blankets, and for amended flaw liners.The advantage of victimisation this method is that it fuel be utilize to measure some(prenominal) the perpendicular and plane hydraulic conductivity observes of earth, kv and kh severally. One early(a) advantages of victimisat ion this method is that it send away be used to measure the rate of percolation of piss or otherwise fluid into a elephantine great deal of dirt which butt represent the tried rank. However, the activity of the TSB/Bout wellspring permeameter test for innate demesne or other domains having a higher permeability cherish has been limited.This breed entrust discuss the theory behind the TSB/Boutwell permeameter test and the application of this method on natural dent. The methodology of this test testament as well be included in this report. In addition to the timeworn TSB setup, this report will to a fault discuss the modification introduce to the normal TSB test which provoke be easily and rapidly installed in sh ply boreholes for succeeding testing. The methodology and tops from the modified setup will withal be included. The results from both the surviveard and modified setup will whence(prenominal) be comp bed.ObjectivesThe objectives of this discomb obulate is summ hoistd into four stages. In the first stage, the objective is to measure the hydraulic conductivity of the demesne using the standard TSB/Boutwell permeameter setup. The sec stage involves the modification of the standard TSB/Boutwell Permeameter setup. The aim is to obtain a simple installation setup which groundwork be easily and quickly installed in shallow boreholes for attendant testing.In the third stage, the objective is to test the modified TSB/Boutwell Permeameter test in the field. This is make by carrying out a series of tests in varied subterraneous media at the assigned site location. The results from both the standard and modified TSB/Boutwell Permeameter test will be comp bed.The last stage of the project consists of tinge coat depth psychology of the shit obtained from site. The results from the dickens setups will again be comp atomic number 18d to the hydraulic conductivity show ups obtained from the derivation of the Particle Size Distr ibution curves.The tasks that be by in this project includeThe review of TSB/Boutwell Permeameter methodology under create the modify TSB/Boutwell PermeameterCompletion of field tests using the TSB/Boutwell PermeameterCollection of soil hears and subsequent subatomic jot coat epitomeChapter 2 Literature Review2.1 Soil WaterSoils ar consists of discover substantiality pinpoints. The pore spaces mingled with the solid soupcons argon all interconnected which mean that weewee is free to hunt done these interconnected pore spaces (Whitlow, 2001). The weewee will accrue from a higher pore squelch shoot down to a lower pore pressure dit. The pressure of the pore peeing is measure relatively to the atmospheric pressure. The aim in which the pressure is zero (i.e. atmospheric) is de bookd as the piss table (Craig, 2004). The soil to a higher place the piddle table is assumed to be unsaturated and the soil to a lower place the pissing table is assumed to be ful ly saturated. The take of water table changes in relation with humour specifications and great deal also be unnatural by any constructional operations (Craig, 2004).It is usual to express a pressure as a pressure crack or query which is measurable in metres of water when considering water flow problems. According to Bernoullis equivalence, the sum up take aim at a point in flowing water groundwork be attached by the sum of three genius components pressure soul (u/w), velocity head (v2/2g) and elevation head (Z). This affinity is illustrated in the equation below(Equation 1)where h = total headu = pressurev = velocityg = speedup ascribable to gravityw = unit pitch of waterZ = elevation headHowever, since the seepage velocities in the soil are so small due to the high resistance to flow offered by the granular structure of the soil, the velocity head is often omitted from the equation (Whitlow, 2001). The total head at any point is because thunder mug be adequa tely represented by(Equation 2)In saturated conditions, the one-dimensional water flow in soil is governed by the Darcys legal philosophy, which states that the velocity of the groundwater flow is comparative to the hydraulic slope(Equation 3)where v = velocity of groundwater flow = flow/ ambit (q/A)k = coefficient of permeability or hydraulic conductivity (constant)i = hydraulic incline = head/length (h/L)The observational validity of Darcys Law matters firmly on the hydraulic conductivity, k, which must(prenominal) be cautiously de statusined so that it can represent the soil mass (Azizi, 2000). The different practical methods that can be used to measure the hydraulic conductivity will be discussed in Section 2.3.It is important to study the flow of water through porous media in soil mechanics. This is necessary for the assessment of underground seepage under assorted conditions, for investigation of problems involving the pumping of water for underground constructions, a nd for making stableness analyses of retaining structures that are subjected to seepage forces (Das, 2006).Hydraulic Conductivity (Coefficient of Permeability)Hydraulic conductivity, k, of a soil is the capacity of the soil to allow water to pass through it. The observe of hydraulic conductivity is often used to measure the resistance of a soil to water flow. Hydraulic conductivity has units of length divided by time. The most common unit used of measurement is meter per second (m/s). Although hydraulic conductivity has the same unit as those to describe velocity, it is non a measure of velocity (Coduto, 1999).Importance of Hydraulic ConductivityHydraulic conductivity is a in truth important parameter in geotechnical engineering or in ascertain the widespread of contaminant. This can be seen in the difficulties in quantity it. This is because hydraulic conductivity can varies from one point in a soil to a nonher, even with small changes in the soil singularitys. It is also, as mentioned in the forward section, influenced by the viscosity and unit weight of the fluid flowing through the soil. Hydraulic conductivity is also subordinate to the direction of flow which means that the vertical hydraulic conductivity would non be the same as the train hydraulic conductivity. This condition of the soil is said to be aeolotropic. Studies that deplete been made indicate that the value of vertical hydraulic conductivity (Kv) of a soil is usually higher than the horizontal hydraulic conductivity (Kh) in one or ii order of magnitude (Chen, 2000).Some applications in which information on hydraulic conductivity is very important are in modelling the groundwater flow and transferee of contaminants in the soil. Hydraulic conductivity data of a soil is also important for designing drainage of an area and in the construction of mankind dam and levee. In addition, it is very important in tackling most of the geotechnical problems such as seepage losses, settlement calculations, and stability analyses (Odong, 2007).Factors Affecting Hydraulic ConductivityThe hydraulic conductivity of a soil depends on many factors. The principal(prenominal) factor that affecting the value of hydraulic conductivity is the average coat of the pores mingled with portions in the soil, which in turn is related to the dissemination of particle sizes, particle shape and roughness, pore continuity, and soil structure (Craig,2004). In planetary the bigger the average size of the pores, the higher the value of hydraulic conductivity is.The value of hydraulic conductivity of a soil that has a heading of small percentages of fines will be significantly lower than the same soil without fines. In the other hand, the presence of fissures in clay will result in a much higher value of hydraulic conductivity compared to that of unfissured clay (Craig, 2004).The range of the hydraulic conductivity value is very large. board 1 below illustrates the range of hydraulic conductivity which differs from one soil type to another which is mainly due to the different average size of the pores between the soil particles.Table 1 Range of hydraulic conductivity values (m/s) with different soil type (Whitlow, 2001)102101110-1 find fault ridesVery nice drainage10-210-310-4Clean sandsGravel-sand mixtures10-510-6Very fine sandsSilts and silty sandsFissured and weathered claysGood drainage scummy drainage10-710-810-9Clay silts (20% clay)Unfissured claysPractically imperviousThe hydraulic conductivity is also interdependent to viscosity and density of water in which both are affected by temperature. It is so conclude that the value of hydraulic conductivity will indeed be affected by changes in temperature. Theoretically, it can be shown that for laminar flow and saturated soil condition the relationship between temperature and hydraulic conductivity(Equation 4)Where w= unit weight of water = viscosity of waterK = absolute coefficient (units m2). This valu e is dependent on the characteristic of the soil skeleton.Since most of the laboratory graduations were standardised at 20C, the value of hydraulic conductivity at this temperature is taken as 100% (Craig, 2004). some other value of hydraulic conductivity at 10C and 0C are 77% and 56% respectively (Craig, 2004).Hydraulic Conductivity TestsMost of the tests for standard hydraulic conductivity mensural one average value of hydraulic conductivity. However, some tests measured both the vertical and horizontal hydraulic conductivity values to obtained much dead on target estimation. There are numbers of experiments and test that can be done to measure the hydraulic conductivity of a soil. These tests to measure the hydraulic conductivity can be done both in the laboratory and in the field. The following sections will briefly discussed the most common laboratory and in-situ tests actd today to measure the hydraulic conductivity of a soil.Although with all the various tests develope d to measured the hydraulic conductivity, there are uncertainties arise on how the soils that world tested represent the whole soil condition at the site of interest. It is hence a good practice to suffice different tests and comparing the results obtained. science laboratory Permeability TestsOne problem with laboratory tests is that the examples serene do not adequately represent the fine conditions of the soil, e.g. fissures, joints or other characteristics in the site of interest. Even with carefully conducted tests and good try techniques, it is impossible to obtain a very absolute result. The results typically have a precision of about 50% or much than (Coduto, 1999). It is therefore important to take this into consideration if any construction activities or contamination remediation operations to be perform at the site of interest. unbroken percentage point Permeability TestThe constant head test is used to measure the hydraulic conductivity of to a greater extent pervious soils such as gravels and sands which have a hydraulic conductivity value of 10-4 m/s (Whitlow, 2001). The equipments used for this test is called a constant head permeameter. A schematic congresswoman of this equipment is shown in think 2.1.The constant head permeameter was developed base on the basic idea of Darcys Law (Equation 3). The soil type is contained in a cylinder of cross sectional area A. never-ending water supply is let to flow from a tank to the take in to accommodate a constant head. The water that flow through the warning is collected in a collection jar or container and the wipe out through the attempt is measured by calculating the batch of the water in the collection container over a period of time t.h aim 2.1 Schematic diagram of Constant Head Permeameter (www.geology.sdsu.edu)The hydraulic conductivity, k of the tested soil is then calculated byFrom equation 3(Equation 5)Where Q = the exempt through the sample (m3/s)L = the length of the s ample (m)A = cross-section of the sample (m2)h = hydraulic head (m)The in a higher place diagram shows a simple setup of the constant-head permeameter. other(a) setup is also on tap(predicate) which make use a pair of standpipes to measure the pore pressure and potential drop at twain points. This is illustrated in insert 2.2 below. Although both the setups are different, it makes used of the same concepts Darcys Law. build 2.2 Alternative setup of Constant Head Permeameter (Whitlow, 2001) fall Head Permeability TestThe go head test is used to measure the hydraulic conductivity of less permeable soils such as fine sands, silt and clay. The water flow resistance in these types of soil are very high which unable to measure unblemished measurements of hydraulic conductivity if used with constant head permeameter. Undisturbed samples are necessary to perform laboratory test to measure the hydraulic conductivity of a soil. However, a small degree of disturbance of the sample is evaluate as it is very hard to obtain a perfect tranquil sample. An undisturbed sample can be obtained usually using a U100 sample tube or a core-cutter tube (Whitlow, 2001).The schematic illustration of the falling head test setup is shown in Figure 2.3.Figure 2.3 Laboratory setup of falling head test (Whitlow, 2001)The sample is place in a cylinder container with a wire mesh and gravel drop at both end of the cylinder. The base of the cylinder is left wing to stand in a water reservoir fitted with a constant take aim overflow. At the other end, which is the top of the cylinder, it is connected to a spyglass standpipe of known diameter (Whitlow, 2001). These standpipes are then filled with de-aired water and it is allow to flow through the soil sample. The height of the water in the standpipe is measured at several time intervals. The test is then repeated using standpipes of different diameters.It is a good practice to take note of the sign and terminal unit weight and w ater content of the sample to move additional information about the properties of the sample (Whitlow, 2001). The hydraulic conductivity of the sample is then calculated from the results obtained from the tests. The Darcys Law concept is still used in determining the hydraulic conductivity. The derivation of the hydraulic conductivity for the falling head test is done as follow (Whitlow, 2001).Deriving from Equation 3With extension phone to Figure 2.3, if the level of the water in the standpipe fall dh in a time of dt the flow, q will beand the hydraulic gradient, i because(Equation 6)Where a = cross-sectional area of the standpipeA = cross-sectional area of the sampleWhen equation 6 is rearranged and integrated, the final equation to calculate the hydraulic conductivity is assumption as(Equation 7)Particle Size AnalysisParticle size outline is commonly used to classify the physical properties of the soil being tested. This testing method is used for both soil science and engin eering purposes (Keller and Gee, 2006). In context of engineering purposes, it is commonly used to define the particle size distributions of the soil. The data obtained from the particle size distributions can then be used to estimate the pore-size classes needed in calculating the hydraulic properties of the soil such as hydraulic conductivity (Keller and Gee, 2006).There are various methods of measuring particle size analysis. Traditional methods include sieving, hydrometer and pipette. other smart techniques are also been developed one example is laser-diffraction techniques (Eshel et al, 2004). However, particle size analysis is dependent on the technique used for shaping the particle size distribution. It is therefore a common practice to do much than one method to define the particle size distribution (Keller and Gee, 2006). The results from all the different methods can then be compared to obtain more vocalism result.For the traditional particle size analysis methods, c ardinal separate subroutines are used in order to obtain wider range of particles sizes (Head, 1980). The two procedures are sieving and sedimentation procedures (hydrometer or pipette method). Sieving is used to categorise large particle such as gravel and coarse sand. The particles can be stray into different size ranges using a series of standard sieves. For the fine particles such as silt and clay, sedimentation procedure is used (Head, 1980).in one case the particle size distribution is defined from the particle size analysis, the hydraulic conductivity of the tested soil can then be estimated using a number of established empirical equations. However, the applicability of the above equations depends on the type of soil that is being tested. The following paragraphs summarised several empirical equations from previous studies (Odong, 2007).Hazens equation(Equation 8)Kozeny-Carmans equation(Equation 9)Breyers equation(Equation 10)Slitchers equation(Equation 11)Where g = accel eration due to gravityv = kinematic viscosityn = porosity of the soild10 = cereal grass size in which 10% the sample is finer thanThe estimation of the hydraulic conductivity from these equations required information on the kinematic viscosity v and porosity n of the soil. The kinematic viscosity can be calculated by(Equation 12)Where = impulsive viscosity = density of waterThe porosity n can be calculated using the empirical relationship below(Equation 13)Where U is the coefficient of food texture uniformity and is given by(Equation 14)The values of d60and d10 can be obtained from the particle size distribution. d60and d10 represent the grain size for which 60% and 10% of the sample respectively is finer than.In-situ Field Permeability Tests cod to the problems associated with reliability and laboratory tests, as mention in Section 2.3.1, field methods of measuring the hydraulic conductivity should be used to obtain more accurate and reliable measurements. In the field test, t he soil disturbances is kept to a negligible level and they usually involves the testing of larger, more representative samples. Although, in term of cost and time, field measurement method is more expensive, it will as well provide more reliable measurement of hydraulic conductivity when dealing with a wide range of soil macro-structural characteristics. Other more economic option of field measurement can also be done. Such example is by performing borehole test, provided the pumping observation sequences are carefully planned and controlled (Whitlow, 2001).Well Pumping TestsThis method is more suitable if used to measure hydraulic conductivity in homogenised coarse soil strata (Craig, 2004). The procedure involves the measurement of water that is being pumped out of a well at a constant rate, then observing the frame of these pumping activities to the drawdown of the groundwater level at other wells. The diameter of the well is normally at least 300mm and penetrates to the bott om of the stratum under test (Craig, 2004). The pumping rate and the groundwater levels in two or more supervise wells are then recorded. The analysis of the results depends whether the aquifer is moderate or unimprisoned.Well pumping test in a confined aquiferIn confined aquifer the permeable stratum is squeezed in between two water-resistant points. This is illustrated in Figure 2.4 below. To perform the test, the pumping rate must not be too high to reduce the level in the pumping well below the top of the aquifer. The interface between the top aquifer and the overlying impermeable stratum therefore forms the top stream line (Whitlow, 2001).Figure 2.4 Pumping test in confined aquifer (Azizi, 2000)Figure 2.4 illustrates the arrangement of the pumping well and two other monitoring wells. Two assumptions were made at this point the piezometric show is above the upper come of the aquifer and the hydraulic gradient is constant at a given radius (Whitlow, 2001). In unbendable state condition, the hydraulic gradient through an elemental cylinder with radius r from the well centres estimated as followwhere dr = thicknessh = heightThe area in which the water flow, Awhere D = the thickness of the aquiferSubstituting the area A into the Darcys Law (Equation 4) will giveHenceAnd therefore the hydraulic conductivity is(Equation 15)In the case that the piezometric level is above ground level, where the water level intimate the well inserted into the confined aquifer rises above the ground level, this scenario is called Artesian conditions (Azizi, 2000). This is illustrated in Figure 2.5.Figure 2.5 Artesian conditions (Azizi, 2000)Well pumping test in unimprisoned aquiferAn unconfined aquifer is a free-draining surface layer that allows water to flow through the surface. The permeable stratum is not overlain by an impermeable layer. The piezometric surface is therefore in the same level of the water table. This is illustrated in Figure 2.6 below. The surface lay er permeability is very high, thus allowing the water table to quiver up and down easily.Figure 2.6 Pumping test in an unconfined aquifer (Whitlow, 2001) downstairs steady state pumping conditions, the hydraulic gradient i at a given radius is assumed to be constant in a homogenous media. Homogenous unit is where the properties at any location are the same. For instance, sandstone has grain size distribution, porosity and thickness variation in spite of appearance a very small limit (Fetter, 2001). With reference to the arrangement of pumping well and two monitoring wells in Figure 2.6 above, the hydraulic conductivity can be go through byDeriving from Equation 3whereHydraulic gradient i isAnd area through which the water flow,Then,Thus, hydraulic conductivity for an unconfined aquifer (after integrating the above equation) is(Equation 16)Borehole Permeameter TestsThere are many borehole tests developed to determine the hydraulic conductivity of a soil. The most common in-situ bo rehole tests are as follow lick testTwo-stage borehole test/ Boutwell Permeameter uncertain head testIn-situ constant head testSlug test is one of the cheapest in-situ field methods to determine the hydraulic conductivity of a soil. The procedure of this test involves the rapid adding or removing a slug or water into a monitoring well. The slug can be of anything that can displace the volume of the water in the well, e.g. water, plastic underground crest at both ends, and other material of known volume and can fit into the monitoring well. The rate of rise and fall of the groundwater level is then observed until it reaches an equilibrium state.In a variable head test, a slug is introduced into the monitoring well by either adding in a measured volume of water into the well or other materials mentioned earlier. The rate of water level fall is then measured in time. This is called falling head test. The water can also be aloof out from the well by using a bailer or a pump. The rat e of water level rise is then measured with time. This is called a arise head test. Depending on the properties of the aquifer and the soil, and the size of the slug used the water can either returns to its original water level before the test quickly or very slowly. For instance, if the porosity of the soil is high then the water level will returns very quickly to its original water level before the test is done.There is also the constant head test. In this test the water level or head is maintain passim the test at a given level. This is done by adjusting and measuring the flow rate of the water at intervals from start to the end of the test (Whitlow, 2001). The constant head test is said to give more accurate results, provided the water pressure is controlled so that it would not cause fracturing or other disturbance to the soil (Whitlow, 2001). There are several assumptions made for this testThe soil is homogenous, isotropic, uniformly soakedInfinite boundariesSoil does not squire when wettedThe expressions use to calculate the hydraulic conductivity for the above tests depend on whether the stratum is unconfined or unconfined, the position of the bottom of the example within the stratum and details of the drainage face in the soil (Craig, 2004). The horizontal hydraulic conductivity is tend to be measured if the soil is anisotropic with respect to permeability and if the borehole extends below the bottom of the casing. On the other hand, the vertical hydraulic conductivity is often measured if the casing penetrates below soil level in the bottom of the borehole (Craig, 2004). The following expressions are all recommended in BS 5930 to calculate the hydraulic conductivity (Whitlow, 2001).For variable head test(Equation 17)Or,(Equation 18)For constant head testHvorslevs time lag analysis(Equation 19)Gibsons root-time method(Equation 20)where A20% clay)Unfissured claysPractically imperviousThe hydraulic conductivity is also dependent to viscosity and de nsity of water in which both are affected by temperature. It is therefore conclude that the value of hydraulic conductivity will then be affected by changes in temperature. Theoretically, it can be shown that for laminar flow and saturated soil condition the relationship between temperature and hydraulic conductivity(Equation 4)Where w= unit weight of water = viscosity of waterK = absolute coefficient (units m2). This value is dependent on the characteristic of the soil skeleton.Since most of the laboratory graduations were standardised at 20C, the value of hydraulic conductivity at this temperature is taken as 100% (Craig, 2004). Other value of hydraulic conductivity at 10C and 0C are 77% and 56% respectively (Craig, 2004).Hydraulic Conductivity TestsMost of the tests for measuring hydraulic conductivity measured one average value of hydraulic conductivity. However, some tests measured both the vertical and horizontal hydraulic conductivity values to obtained more accurate estimati on. There are numbers of experiments and test that can be done to measure the hydraulic conductivity of a soil. These tests to measure the hydraulic conductivity can be done both in the laboratory and in the field. The following sections will briefly discussed the most common laboratory and in-situ tests practiced today to measure the hydraulic conductivity of a soil.Although with all the various tests developed to measured the hydraulic conductivity, there are uncertainties arise on how the soils that being tested represent the whole soil condition at the site of interest. It is therefore a good practice to perform different tests and comparing the results obtained.Laboratory Permeability TestsOne problem with laboratory tests is that the samples collected do not adequately represent the detailed conditions of the soil, e.g. fissures, joints or other characteristics in the site of interest. Even with carefully conducted tests and good sampling techniques, it is impossible to obtain a very accurate result. The results typically have a precision of about 50% or more (Coduto, 1999). It is therefore important to take this into consideration if any construction activities or contamination remediation operations to be perform at the site of interest.Constant Head Permeability TestThe constant head test is used to measure the hydraulic conductivity of more permeable soils such as gravels and sands which have a hydraulic conductivity value of 10-4 m/s (Whitlow, 2001). The equipments used for this test is called a constant head permeameter. A schematic illustration of this equipment is shown in Figure 2.1.The constant head permeameter was developed base on the basic idea of Darcys Law (Equation 3). The soil sample is contained in a cylinder of cross-sectional area A. Continuous water supply is let to flow from a tank to the sample to maintain a constant head. The water that flow through the sample is collected in a collection jar or container and the discharge through the sample is measured by calculating the volume of the water in the collection container over a period of time t.hFigure 2.1 Schematic diagram of Constant Head Permeameter (www.geology.sdsu.edu)The hydraulic conductivity, k of the tested soil is then calculated byFrom equation 3(Equation 5)Where Q = the discharge through the sample (m3/s)L = the length of the sample (m)A = cross-section of the sample (m2)h = hydraulic head (m)The above diagram shows a simple setup of the constant-head permeameter. Other setup is also available which make use a pair of standpipes to measure the pore pressure and potential at two points. This is illustrated in Figure 2.2 below. Although both the setups are different, it makes used of the same concepts Darcys Law.Figure 2.2 Alternative setup of Constant Head Permeameter (Whitlow, 2001)Falling Head Permeability TestThe falling head test is used to measure the hydraulic conductivity of less permeable soils such as fine sands, silt and clay. The water f low resistance in these types of soil are very high which unable to measure accurate measurements of hydraulic conductivity if used with constant head permeameter. Undisturbed samples are required to perform laboratory test to measure the hydraulic conductivity of a soil. However, a small degree of disturbance of the sample is accepted as it is very hard to obtain a perfect undisturbed sample. An undisturbed sample can be obtained usually using a U100 sample tube or a core-cutter tube (Whitlow, 2001).The schematic illustration of the falling head test setup is shown in Figure 2.3.Figure 2.3 Laboratory setup of falling head test (Whitlow, 2001)The sample is place in a cylinder container with a wire mesh and gravel filter at both end of the cylinder. The base of the cylinder is left to stand in a water reservoir fitted with a constant level overflow. At the other end, which is the top of the cylinder, it is connected to a glass standpipe of known diameter (Whitlow, 2001). These standp ipes are then filled with de-aired water and it is allow to flow through the soil sample. The height of the water in the standpipe is measured at several time intervals. The test is then repeated using standpipes of different diameters.It is a good practice to take note of the initial and final unit weight and water content of the sample to get additional information about the properties of the sample (Whitlow, 2001). The hydraulic conductivity of the sample is then calculated from the results obtained from the tests. The Darcys Law concept is still used in determining the hydraulic conductivity. The derivation of the hydraulic conductivity for the falling head test is done as follow (Whitlow, 2001).Deriving from Equation 3With reference to Figure 2.3, if the level of the water in the standpipe fall dh in a time of dt the flow, q will beand the hydraulic gradient, iTherefore(Equation 6)Where a = cross-sectional area of the standpipeA = cross-sectional area of the sampleWhen equation 6 is rearranged and integrated, the final equation to calculate the hydraulic conductivity is given as(Equation 7)Particle Size AnalysisParticle size analysis is commonly used to classify the physical properties of the soil being tested. This testing method is used for both soil science and engineering purposes (Keller and Gee, 2006). In context of engineering purposes, it is commonly used to define the particle size distributions of the soil. The data obtained from the particle size distributions can then be used to estimate the pore-size classes needed in calculating the hydraulic properties of the soil such as hydraulic conductivity (Keller and Gee, 2006).There are various methods of measuring particle size analysis. Traditional methods include sieving, hydrometer and pipette. Other new techniques are also been developed one example is laser-diffraction techniques (Eshel et al, 2004). However, particle size analysis is dependent on the technique used for defining the particle si ze distribution. It is therefore a common practice to do more than one method to define the particle size distribution (Keller and Gee, 2006). The results from all the different methods can then be compared to obtain more representative result.For the traditional particle size analysis methods, two separate procedures are used in order to obtain wider range of particles sizes (Head, 1980). The two procedures are sieving and sedimentation procedures (hydrometer or pipette method). Sieving is used to categorise large particle such as gravel and coarse sand. The particles can be separated into different size ranges using a series of standard sieves. For the finer particles such as silt and clay, sedimentation procedure is used (Head, 1980).Once the particle size distribution is defined from the particle size analysis, the hydraulic conductivity of the tested soil can then be estimated using a number of established empirical equations. However, the applicability of the above equations d epends on the type of soil that is being tested. The following paragraphs summarised several empirical equations from previous studies (Odong, 2007).Hazens equation(Equation 8)Kozeny-Carmans equation(Equation 9)Breyers equation(Equation 10)Slitchers equation(Equation 11)Where g = acceleration due to gravityv = kinematic viscosityn = porosity of the soild10 = grain size in which 10% the sample is finer thanThe estimation of the hydraulic conductivity from these equations required information on the kinematic viscosity v and porosity n of the soil. The kinematic viscosity can be calculated by(Equation 12)Where = dynamic viscosity = density of waterThe porosity n can be calculated using the empirical relationship below(Equation 13)Where U is the coefficient of grain uniformity and is given by(Equation 14)The values of d60and d10 can be obtained from the particle size distribution. d60and d10 represent the grain size for which 60% and 10% of the sample respectively is finer than.In-situ Field Permeability TestsDue to the problems associated with reliability and laboratory tests, as mention in Section 2.3.1, field methods of measuring the hydraulic conductivity should be used to obtain more accurate and reliable measurements. In the field test, the soil disturbances is kept to a minimum level and they usually involves the testing of larger, more representative samples. Although, in term of cost and time, field measurement method is more expensive, it will as well provide more reliable measurement of hydraulic conductivity when dealing with a wide range of soil macro-structural characteristics. Other more economic option of field measurement can also be done. Such example is by performing borehole test, provided the pumping observation sequences are carefully planned and controlled (Whitlow, 2001).Well Pumping TestsThis method is more suitable if used to measure hydraulic conductivity in homogenous coarse soil strata (Craig, 2004). The procedure involves the measure ment of water that is being pumped out of a well at a constant rate, then observing the effect of these pumping activities to the drawdown of the groundwater level at other wells. The diameter of the well is normally at least 300mm and penetrates to the bottom of the stratum under test (Craig, 2004). The pumping rate and the groundwater levels in two or more monitoring wells are then recorded. The analysis of the results depends whether the aquifer is confined or unconfined.Well pumping test in a confined aquiferIn confined aquifer the permeable stratum is squeezed in between two impermeable layers. This is illustrated in Figure 2.4 below. To perform the test, the pumping rate must not be too high to reduce the level in the pumping well below the top of the aquifer. The interface between the top aquifer and the overlying impermeable stratum therefore forms the top stream line (Whitlow, 2001).Figure 2.4 Pumping test in confined aquifer (Azizi, 2000)Figure 2.4 illustrates the arrangem ent of the pumping well and two other monitoring wells. Two assumptions were made at this point the piezometric surface is above the upper surface of the aquifer and the hydraulic gradient is constant at a given radius (Whitlow, 2001). In steady state condition, the hydraulic gradient through an elemental cylinder with radius r from the well centres estimated as followwhere dr = thicknessh = heightThe area in which the water flow, Awhere D = the thickness of the aquiferSubstituting the area A into the Darcys Law (Equation 4) will giveHenceAnd therefore the hydraulic conductivity is(Equation 15)In the case that the piezometric level is above ground level, where the water level inside the well inserted into the confined aquifer rises above the ground level, this scenario is called Artesian conditions (Azizi, 2000). This is illustrated in Figure 2.5.Figure 2.5 Artesian conditions (Azizi, 2000)Well pumping test in unconfined aquiferAn unconfined aquifer is a free-draining surface layer that allows water to flow through the surface. The permeable stratum is not overlain by an impermeable layer. The piezometric surface is therefore in the same level of the water table. This is illustrated in Figure 2.6 below. The surface layer permeability is very high, thus allowing the water table to fluctuate up and down easily.Figure 2.6 Pumping test in an unconfined aquifer (Whitlow, 2001)Under steady state pumping conditions, the hydraulic gradient i at a given radius is assumed to be constant in a homogenous media. Homogenous unit is where the properties at any location are the same. For instance, sandstone has grain size distribution, porosity and thickness variation within a very small limit (Fetter, 2001). With reference to the arrangement of pumping well and two monitoring wells in Figure 2.6 above, the hydraulic conductivity can be determine byDeriving from Equation 3whereHydraulic gradient i isAnd area through which the water flow,Then,Thus, hydraulic conductivity for a n unconfined aquifer (after integrating the above equation) is(Equation 16)Borehole Permeameter TestsThere are many borehole tests developed to determine the hydraulic conductivity of a soil. The most common in-situ borehole tests are as followSlug testTwo-stage borehole test/ Boutwell PermeameterVariable head testIn-situ constant head testSlug test is one of the cheapest in-situ field methods to determine the hydraulic conductivity of a soil. The procedure of this test involves the rapid adding or removing a slug or water into a monitoring well. The slug can be of anything that can displace the volume of the water in the well, e.g. water, plastic tubing capped at both ends, and other material of known volume and can fit into the monitoring well. The rate of rise and fall of the groundwater level is then observed until it reaches an equilibrium state.In a variable head test, a slug is introduced into the monitoring well by either adding in a measured volume of water into the well or other materials mentioned earlier. The rate of water level fall is then measured in time. This is called falling head test. The water can also be removed out from the well by using a bailer or a pump. The rate of water level rise is then measured with time. This is called a rising head test. Depending on the properties of the aquifer and the soil, and the size of the slug used the water can either returns to its original water level before the test quickly or very slowly. For instance, if the porosity of the soil is high then the water level will returns very quickly to its original water level before the test is done.There is also the constant head test. In this test the water level or head is maintained throughout the test at a given level. This is done by adjusting and measuring the flow rate of the water at intervals from start to the end of the test (Whitlow, 2001). The constant head test is said to give more accurate results, provided the water pressure is controlled so that it would not cause fracturing or other disturbance to the soil (Whitlow, 2001). There are several assumptions made for this testThe soil is homogenous, isotropic, uniformly soakedInfinite boundariesSoil does not swell when wettedThe expressions use to calculate the hydraulic conductivity for the above tests depend on whether the stratum is unconfined or unconfined, the position of the bottom of the casing within the stratum and details of the drainage face in the soil (Craig, 2004). The horizontal hydraulic conductivity is tend to be measured if the soil is anisotropic with respect to permeability and if the borehole extends below the bottom of the casing. On the other hand, the vertical hydraulic conductivity is often measured if the casing penetrates below soil level in the bottom of the borehole (Craig, 2004). The following expressions are all recommended in BS 5930 to calculate the hydraulic conductivity (Whitlow, 2001).For variable head test(Equation 17)Or,(Equation 18)For cons tant head testHvorslevs time lag analysis(Equation 19)Gibsons root-time method(Equation 20)where A

Religious Terrorism And Its Global Effects Politics Essay

sacred terrorist act And Its Global Effects Politics EssayReligious terrorist act is act of act of terrorist act by those whose motivations and aims wee a predominant ghostly causa or influence. In the modern age, by and by ward the decline of ideas such as the divine right of kings and with the rise of nationalism, terrorism more often regard anarchism, nihilism and revolutionary politics, just now since 1980 there has been an increase in action mechanism motivated by religion. Former United States Secretary of State rabbit warren Christopher said that terrorist acts in the name of religion and ethnic identity view become one of the most important security ch allenges we face in the agitate of the Cold War. Steven Weinberg has argued that religion is the most important factor, famously truism for good muckle to do evil things that take religion. (Arquilla, 1999)In the wake of the tragic events of phra crusade 11, and as evidence mounted that Moslem extremists a ffiliated the acts, the Islamic community in the United States quickly functiond to aloofness itself from the terrorists. In stark contrast, Muslims in legion(predicate) parts of the Middle atomic number 99 could be seen on television news programs wildly cheering the advance on America. Those unfamiliar with Islam suddenly had a deep interest in knowing which of these really represented Islam. In the first days after the attack, uncertainty bred fear and contempt in approximately Americans who lashed come forth at an innocent Muslim community. M any(prenominal) Muslims, fearing for their safety, would no longer go unwrap in public. Political leaders and the media joined Muslim leaders in trying to educate the general public about the differences between unbowed Muslims and those who committed these terrible crimes. (Arquilla)U.S. officials believe that at least 19 Islamic men orchestrated the suicidal hijacking of four Boeing jets who had connections to the fanatical spe ctral leader, Osama bin Laden. At least one of the hijackers owned a imitation of the Koran, which authorities found in a bag that didnt make the flight. They excessively found pages of spiritual instructions which contained statements such as Youre doing a melodic line which is loved by God, and you leave behind end your day in firmament where you will join the virgins, and I pray to you God to forgive me from all my sins, to allow me to glorify you in every possible way. The Koran, their faith and their will to die for their beliefs provide important clues as to the reason for their actions. App bently these clues consecrate yet to affect the minds of our military and policy-making leaders.Long before September 11, 2001, Muslims in the U.S. realized that Islam was associated with terrorism and they set about to distinguish suss out Islam from that of Muslim extremists, fundamentalists and terrorists. Moderates claim Muslim extremists harbour given the wrong smell of Isl am and con break away that to equate religious terrorism and ethnic cleansing with Islam is uniform defining Christianity by David Koresh or Timothy McVeigh. The truth probably lies both(prenominal)where in between, for both history and fundamentalist theology present practicable chores for Muslims to explain. (Hoffman, 1999)Despite these assurances and having moved several months past the attacks, the debate continues as to whether Islam is a religion of peace or does, in fact, support the terrorist actions that have interpreted so many innocent lives in America and throughout the world, in the name of Allah. This debate will no doubt continue for whatever time. Our purpose here is not to resolve that issue but to try and better understand the beliefs of our Muslim neighbors and our responsibility as Christians to reach out to them with the gospel.Muslims believe there atomic number 18 two types of jihad a lesser and a greater. Muhammad is said to have taught that warfare to destroy the infidel is rattling a lesser jihad. Instead the Muslim should practice the greater jihad, which is the war every man must wage within himself to follow Allah and do what is right. In Middle Eastern countries the emphasis certainly seems to be on the lesser jihad. However, Muslims in democratic countries, and Western Muslims in particular, currently tend to interpret jihad as the greater jihad.Ca recitations of act of terrorismSocial and political injustice, these people choose terrorism when they are trying to right what they perceive to be a social or political or diachronic wrong. This may materialize if they have been stripped of their land or rights, or denied these. The belief that effect or its threat will be effective, and move in change. Many terrorists in history said that they chose violence after long deliberation be ca-ca they fell they have no choice. Here are some stories where these two elements are basic in their story.Zionists who bombed British t argets in 1930s mandate Palestine felt they must do so in order to create a Jewish state.The IRA (Irish republican Army) bombed English targets in the 1980s to make the point that their land was colonize by British imperialists.In the 1960s and 1970s, the Popular anterior for the spillage of Palestine felt that armed attacks in Israel were a justifiable result to the usurpation of their land.Osama bin Ladens war on American interests in the mid-nineties stemmed from his belief that U.S. troops stationed in Saudi Arabia represented an crime to the kind of Islamic state he believed should exist in the Arabian Peninsula.Uighur separatists In China felt the Chinese religious repression justifies their terrorist tactics.In some cases, people choose terrorist tactics based on a cause whose righteousness they believe in to the exclusion of nearly all else. miscarriage clinic bombers in the 1990s and groups such as the Animal Liberation Front believe zealously in their causes. (Richard , 1998)Most that choose terrorism are persuaded that by violence or threats of violence is effective. So the question what causes terrorism? we probably will not be able to answer. Although many people today believe that that religious fanaticism causes terrorism, it isnt accredited. It may be true that religious fanaticism creates conditions that are favorable for terrorism. But we know that religious zealotry does not cause terrorism because there are many religious fanatics who do not choose terrorism or any form of violence. So there must also be different conditions that in combination provoke some people to see terrorism as an effective way of creating change in their world.There are two more reasons why asking, What conditions create a favorable clime for terrorism? is better than asking about causes The first is, it makes it easy to regain that there are always at least several conditions. Terrorism is a complex phenomenon it is a specific kind of political violence comm itted by people who do not have ordered army at their disposal. A second reason that has been useful for me, as I ask questions about terrorism, is that thinking in terms of conditions helps I remember that people have a choice about whether to use violence.There is nothing inside any person or in their circumstances that sends them like a monopoly piece headed straightway to Go directly to terrorism. Instead, there are certain conditions, some of which make violence against civilians seem like a reasonable and even necessary option. Despite this, and some of the deeply unforgivable circumstances that foster terrorism, people always have the free will to seek another course of action.The Effects of TerrorismTerrorism has occurred throughout history, but today the world is experiencing a spherical rebirth of attacks. Today it no longer affects only small societies, such as isolated third world countries who fall victim to invariable terrorist attacks, but the whole world is beco ming more familiar with Arab and Muslim names. The terrorist violence that is on the rise today has informed citizen all oer the world about different types of terrorism. Also with the resurgence the world is experiencing of terrorism, the Nations have been to do what they can to eliminate terrorism.Terrorism is a major problem that is reoccurring over the globe in many different forms. The US completely spends about $5 billion dollars a year combating terrorists. The treats of bio-chemical, Suicide or psychological warfare, and information warfare are on the rise in todays societies as more political argument and groups emerge. Along with the rise of terrorism is also the increase in Counter-Terrorism acts. Even though most preclude terrorist groups are kept secret, the increase of terrorism has also countered balanced. Throughout the eld many radical and reactionary groups have been the cause for terrorist attacks throughout the world, but the ones that will always remain the m ost important to you are the ones that happen in your home nation.

Snow Falling on Cedars :: Snow Falling Cedars Essays

Snow F every last(predicate)ing on Cedars               The book Snow Falling on Cedars is about a Japanese man Kabuo Miyanmoto who is on trial for murder. He is accused of murdering a white man, Carl Heine. Much of the story is told through the memories of unhomogeneous characters. It is set in the 1050s in Puget Sound on a fictional island called San Piedro. I think Snow Falling on Cedars was an excellent book. I felt that the author was able to present an unbiased view of the captivity of Japanese-Americans during WWII. He presented many diverse viewpoints of this period of time and explained why they theory the way they did. For example, Kabuo Miyamoto, the defendant, had fought with the US army in WWII. Kabuo was deeply affected by his experience in the war, and it changed his perspective of the world. On the other hand, Carl Heines mother, Etta, is extremely discriminative against the Japanese, She feels that all of the dirty Japs as she calls them, are lazy and untrustworthy. She judges all Japanese people by their race. The author also represents the American friends of the Japanese. Ettas keep up was friends with Kabuos father, and when the family was sent to an internment camp, he offered to take care of their land. However, when he died, Etta exchange the land to someone else. By including all these different viewpoints of that period of time, the lector is given a more complete picture. Another reason I enjoyed this book was because the characters were blemish, making them more realistic. For instance, the reporter, Ishmael, had a few character flaws. He had fought in the war and had his arm amputated. He had also been in enjoy with Hatsue before she married Kabuo. Therefore, when he found evidence that could exonerate Kabuo, he waited until the very last moment to show it to the judge because he was debating whether or not he should use it. Another flawed character was Kabuo himself. Hi s experiences in the war had made him emotionally distant. When he was in the courtroom, he showed no emotion, even though he could have hanged. He thought that his devastation would be atonement for the people he killed in the war. The last flawed character is the coroner. He is portrayed as a nice, normal guy. However, aft(prenominal) he finishes his autopsy on the victim, he tells the sheriff to look for a right(prenominal) Jap.

Of Mice And Men :: essays research papers

Of Mice and Men was compose bye John Steinbeck and is a fictional allow. Of Mice and Men is a book ab out(p) two life long friends named George and Lennie. They go to a conjure to do some farm work after having to run past from their old town Weed. In their new farm, they meet many heap including Curley, a little boxer guy who hates big guys like Lennie, and Curleys wife, who is a tart. Lennie and George have many grand adventures on the farm, but angiotensin converting enzyme day man George is out playing horseshoes, Lennie accidentally run throughs Curleys wife. Lennie runs extraneous but when the guys come back to find Curleys wife dead, George is force to kill his friend. The four people trusty for Lennies cobblers last ar George, Curleys wife, Lennie, and Curley.The person most responsible for Lennies death is George. The reasons why I think this is mainly because George shot Lennie in the end of the book. to a fault George left Lennie alone in the barn giving Cu rleys wife a chance to come and talk to him, and that is when Lennie killed her. George should have given Lennie more than instructions on what he was supposed to do while George was out with his friends.The second most responsible for Lennies death is Curleys wife. The reasons why I think this is because she provoked Lennie into talking to her and into petting her hair. She was lonely and wanted someone to talk to, but she also was very flirtatious with Lennie. When she shouted she scared Lennie which made him hold on to her neck harder. Curleys wife shouldnt have been flirting and seeking other men while she had a husband.The third most responsible person for Lennies death is Lennie himself. The reason I think this is because Lennie killed Curleys wife, which made George have to kill Lennie. He also has no control oer his strength since he was retarded, which is another reason why he died. And more importantly he disobeyed George by talking to Curleys wife, which George told hi m absolutely not to do.The last responsible person for Lennies death was Curley. Curley was very mean to Lennie and was picking on him for only the reason that Lennie was bigger than Curley. Curley was also very possessive over his wife, which lead her to look for other men.

Grendel the Existentialist Monster :: Grendel Essays

Grendel the existential philosopher Monster   The monster Grendel is the ironic eye through which the action is viewed and from this sight he provides the lecturer with never-ending examples of buffoonery and self-parody. Often his claims reveal the Sartrean chemical element in his makeup I create the whole universe, blink by blink(Gardner 22). Gardner,of course,wants to make a point here about solipsism. in that location is more to the markive world than Grendels ego. Naturally the universe still exists when Grendel closes his eyes. Likewise, when Grendel says I observe myself observing what I observe, (Gardner 29) ,he reminds us of Sartres view of the self-reflective constitution of spirit. As he said in his interview, Gardner planned to parody Sartres ideas in Being and Nothingess in these sections of the novel. When Grendel says then I am not that which observes I am lack. Alack. (Gardner 29) he plays on the French verb manquer(to lack) that Sartre uses in his descrip tion of the scatty quality of consciousness. This ability to observe his observing is a clue to the philosophical underpinnings of the early chapters. Gardners irony should be crystal clear--Grendel is amusing himself with Sartres phenomenology.   Now what is the reader to make of all this? A brief summary of Sartres description of consciousness may help. According toSartre man exists on the level of being-in-itself(as a eubstance in a world of objects) and on the level of being-for-itself(consciousness ). The key to rationality Grendels view of the world is this distinction between the in-itself and the for-itself.Since, for Sartre, being-in-itself is uncreated(he can find no evidence of a creating God) and superfluous(de trop), it reveals itself as a sort of absurd, meaningless outer(a) reality. But being-for-itself, on the other hand, is the sentiency that consciousness is not the being of the in-itself. Its being is revealed in a more paradoxical way-- as an nullity i n the center of being. How can it be aware of itself as an object?Impossible says Sartre. Simply put, the for-itself is the absence or the lack(thus Grendels lack) of the objectness of the in-itself . It reveals itself as the hint that remains when you realize that your consciousness is not an awareness of an object(such as your body), and rather an awareness of the lack of an object or,to put it another way, it is an awareness of a nihilated presence.Grendel is proof that only an

The Acts of Racism In The 20th Century Essay -- essays research papers

The Acts of Racism In The twentieth CenturyLangston Hughes and Maya Angelou were precise well known authors of the early20th century. Most of their writings were concerned with racism and equality. Duringthat time period in that respect was much evidence that African Americans had been treatedunfairly, unjustly, and as if they had been beneath the whites. segregation of schools,churches, bathrooms, and stores were only a few of the many things wrong with this ere. Racism was very apparent in the two short stories Graduation and One Friday dawn. In one of these, a new girl is put eat up because of the color of her skin, andin the other, a whole class and audience were do to feel lower than they should have.In Langston Hughes short story One Friday sunup a young girl by the nameof Nancy Lee was denied an craft scholarship because of the color of her skin. When shefirst learned that she was going to receive a reward for one of her pictures, she becamevery excited as any young g irl her age would have been. Her vice principal Miss OShaywas also very excited for her. She wanted Nancy to speak at a ceremony in honor of thisart scholarship. Friday morning came, and what was thinking to be an adventurous day filled withlots a happiness, off-key out to be the exact opposite for Nancy Lee. Just before she was nearly to give her speech in front of the whole school for what she had accomplish...

Hawthorne’s Style in Young Goodman Brown :: Young Goodman Brown YGB

Hawthornes Style in Young Goodman Brown The bolt is how speakers or writers enjoin whatever it is that they say (Abrams 303). This essay will present an analysis of the style found in Nathaniel Hawthornes Young Goodman Brown. First of all, the reader can notice overcompensate away that Hawthorne writes in a well-read and cultivated style, avoiding the use of profanity, utter(a) language, or words offensive to the ear. Consider his precise word natural selection from an enormous vocabulary They continued to walk onward, while the elder traveller exhorted his companion to make good speed and persevere in the path, discoursing so aptly, that his arguments seemed rather to spring up in the bosom of his auditor, than to be suggested by himself. As they went, he plucked a branch of maple, to serve for a walking-stick, and began to strip it of the twigs and little boughs, which were wet with evening dew Even the most frantic outburst in the entire story does not contain b oth language even remotely displeasing or uncultivated Ha ha ha roared Goodman Brown, when the wind laughed at him. Let us consider which will laugh loudest Think not to frighten me with your deviltry mother witch, come wizard, come Indian powwow, come devil himself and here comes Goodman Brown. You may as well fear him as he fear you though he has obviously read widely, where are the references to the works Hawthorne has enjoyed? It is a give birth of his style in Young Goodman Brown that he does not contact to a single author or literary work. It would be so easy for him to do, and yet he restrains himself for whatever literary reason. Hawthornes style in this tale is, without a doubt, imaginative. Consider his description of the second traveller and his staff It was now deep dusk in the forest, and deepest in that trigger off of it where these two were journeying. As nearly as could be discerned, the second traveller was about fifty years old, apparently in the same target of life as Goodman Brown, and bearing a considerable resemblance to him, though perhaps more in expression than features. Still, they might have been interpreted for father and son. And yet, though the elder person was as simply dress as the younger, and as simple in manner too, he had an atrocious air of one who knew the world, and would not have felt abashed at the governors dinner-table, or in King Williams court, were it possible that his affairs should call him thither.