Emotional Education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences

Emotional education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.peer-reviewe

Measurement of Two-And Three-Phase Relative Permeability and Dispersion for Micellar Fluids in Unconsolidated Sand

Experiments in sandpacks and Berea sandstone were performed to measure dispersion and steady-state relative permeabilities. Phase behavior, interfacial tension, and viscosity determinations were made using DS-10 and TRS 10-410 surfactants to formulate a suitable three-phase micellar mixture. Relative permeability measurements were made at steady-state on both high tension brine-oil pairs and a low tension three-phase brine-oil-surfactant-alcohol mixture followed by injection of radioactive and chemical tracer(s) to investigate dispersion. The classical solution to the convection-diffusion equation for single-phase flow is generalized to multiphase flow, allowing interpretation of the multiphase flow experiments. Dispersivity was a strong function of phase, phase saturation, porous medium, and inter-facial tension. Dispersivity values varied over two orders of magnitude. Extremely early breakthrough of carbon-14 tracer in the high tension oil phases was an unexpected result. Tritium tracer breakthrough curves, however, were similar to 100% saturation breakthrough curves (except for a shift due to the oil saturation). Unlike the aqueous and oleic phases, the microemulsion phase dispersivity was not a function of saturation. Three-phase experiments indicated that the aqueous or oleic phase relative permeability is a function of its own saturation only. During three-phase flow, a change in wettability from the original water-wet state occurred.Petroleum and Geosystems Engineerin