SUMMARYOne of the major difficulties of modelling fluid flow processes in hard-rock geologies is the complex nature of the porosity systems. Hydraulic behaviour in these rock masses is characterized by both porous and fractured interflow zones. Traditionally, fractured-porous rocks have been modelled as an equivalent porous medium or as a system of fractures separated by impermeable blocks. A new method is proposed that unifies these two approaches for modelling fluid flow processes in fractured-porous media. The basic idea is to use a combination of isdparametric elements for the porous zones and line elements for the fractures. The coupling between the governing equations for each element type is achieved using the superposition principle. The effectiveness of the new approach is demonstrated by comparing numerical solutions with known solutions for problems of flow and solute transport in fractured-porous media.
This article frames Paulo Freire's literacy project within the metaphors of story and narrative. The metaphors manifest philosophical and practical significance for understanding his literacy project. Freire frames a story of pedagogy that saves face for the learner, inviting us into an educational narrative situated in historicity and concern for the Other.Paulo Freire, a Brazilian educator, connected literacy education with political life. Poverty, imprisonment, and exile never diminished his concern for the Other. Literacy education opened the path from poverty to political voice. He dedicated his life to education as liberation.Freire died at the age of 75 on May 2, 1997, leaving us with a critical pedagogy that revolutionized education, a story worth telling and retelling. He stated that his love of dialogue began with his parents, who as middle-class persons met the Great Depression with dignity. This experience propelled a lifelong commitment against hunger that Freire fought through literacy campaigns.Freire entered the Faculty of Law at the University of Recife where he encountered Marx's ideas and the importance of language. He married in 1944. The couple had three daughters and two sons. His love of education and concern for children took him from law into education. He became the director of education and culture of the Social Service, which put him in direct contact with poverty and urban life. His commitment to adult education was rooted in this experience. He earned his doctorate in 1959, which continued to open doors for teaching and writing about the interplay of poverty, literacy, and liberation.Freire learned to teach illiterates to read and write in a very short timeframe, some say as little as 30 hours. His dialogic method emerged from this literacy work, as did his deep concern for saving face of the learner. The Other, invited into learning, not ridiculed for the unknown, learned from Freire. He offered support and respect for what people already knew. He understood the importance of additive change; education for Freire permit-489
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