Wastewater reuse: modeling chloroform formation.

The chloroform is a substance that presents a significant risk to or via the aquatic environment. Thus, the emissions, discharges and losses of this substance need to be controlled during wastewater disinfection for reclamation and reuse purposes. Due to its carcinogenetic potential, multiple studies have been carried out on drinking and surface/natural waters but less consideration has been directed to the wastewater disinfection. The focus of this work studied the formation of chloroform during chlorination in prepared waters or artificial matrices that intended to simulate wastewaters stored in landscape ponds for green areas irrigation. The relation between reaction time, chlorine dose, and chloroform formation and the variation of the dissolved organic carbon (DOC) content during the reaction was assessed. A two-variant model was proposed to simulate breakpoint chlorination practices (when chlorine dose is equal or lower than chlorine demand) and super chlorination techniques (when chlorine dose tends to surpass chlorine demand). The model was validated by the application of actual data from working conditions of six wastewater treatment plants located in Algarve, Portugal, including other data obtained in previous research studies that were not used in the model development, and by comparing the predicted values with real measured ones.

O processo de supervisão em ensino clínico. Perspectiva dos estudantes e enfermeiros / The Monitoring Process in Clinical Teaching. Perspective from Students and Nurses / El proceso de supervisión en la enseñanza clínica. Perspectiva de los estudiantes y de los enfermeros

Introdução: O grande desafio que se coloca hoje à formação em enfermagem prende-se com o processo de (re) construção de saberes dos estudantes em ensino clínico onde a supervisão assume particular relevância. Objetivo: Conhecer a perceção dos enfermeiros tutores sobre a supervisão de estudantes de enfermagem em ensino clínico e conhecer a perceção dos estudantes de enfermagem sobre a supervisão em ensino clínico realizada pelos enfermeiros tutores, com a finalidade de contribuir com propostas para a praxis da supervisão. Metodo: Paradigma qualitativo, descritivo-exploratório. Participaram quinze estudantes de enfermagem e seis enfermeiros tutores, o instrumento de recolha de dados foi a entrevista semiestruturada, utilizando-se a análise de conteúdo segundo Bardin (1) no tratamento dos dados. Resultados: Os principais resultados revelam que os participantes concebem e percebem supervisão como processo de acompanhamento sistemático e orientação, potenciador do desenvolvimento de competências pessoais e profissionais, recorrendo a estratégias favorecedoras de reflexão. As dificuldades e necessidades dos enfermeiros tutores, relacionam-se com a formação em supervisão e maior disponibilidade para este processo. Os estudantes de enfermagem sugerem que os enfermeiros possuam conhecimento sobre alguns aspetos processuais de formação em ensino clínico e façam uma supervisão efetiva. As estratégias e conceção de supervisão destes participantes são coerentes com a finalidade preconizada para a supervisão de estudantes em ensino clinico, no entanto, emergem constrangimentos ao processo de supervisão. Conclusões: Parece-nos fundamental investir na formação em supervisão tal como numa gestão organizacional que possibilite a disponibilidade necessária para obter maior qualidade e segurança neste processo.

Introduction: The challenge nursing education faces today is related to the process of (re)construction of knowledge by students in clinical training, where supervision is important. Objective: To know the perception of nurses tutors on the supervision of nursing students in clinical teaching and the perception of nursing students on clinical teaching supervision carried out by tutor nurses. Method: Qualitative, descriptive and exploratory paradigm. Fifteen nursing students and six tutor nurses participated. The data collection instrument was a semi - structured interview, with a subsequent content analysis according to Bardin. Results: It was revealed that participants conceive supervision as a process of systematic support and guidance, enhancing the development of personal and professional skills for those who resorted to strategies which favored reflection. The difficulties and needs of tutors nurses are training in supervision and greater availability for this process. Nursing students suggest that nurse tutors are aware of some procedural aspects of training in clinical teaching and make an effective supervision. Strategies and monitoring design of these participants are consistent with the purpose of supervising students in clinical teaching; however, limitations arise in the monitoring process. Conclusions: It seems essential to invest in training as an organizational procedure that allows the availability necessary to achieve a higher quality in the process.

Introducción: El desafío que enfrenta hoy la educación de enfermería se relaciona con el proceso de (re)construcción de conocimientos de los estudiantes en la formación clínica, donde la supervisión es importante. Objetivo: conocer la percepción de los enfermeros tutores sobre la supervisión de estudiantes de enfermería en enseñanza clínica y la percepción de los estudiantes de enfermería sobre la supervisión en enseñanza clínica realizada por los enfermeros tutores. Método: Paradigma cualitativo, descriptivo-exploratorio. Participaron quince estudiantes de enfermería y seis enfermeros tutores. El instrumento de recolección de datos fue la entrevista semiestructurada, con análisis de contenido según Bardin en el tratamiento de los datos. Resultados: Se reveló que los participantes conciben la supervisión como proceso de acompañamiento sistemático y orientación, potenciador del desarrollo de aptitudes personales y profesionales, que recurrieron a estrategias favorecedoras de reflexión. Las dificultades y necesidades de los enfermeros tutores son la formación en supervisión y mayor disponibilidad para este proceso. Los estudiantes de enfermería sugieren que los enfermeros tutores tengan conocimiento de algunos aspectos de procedimiento de la formación en la enseñanza clínica y hacer una supervisión efectiva. Las estrategias y el diseño de la supervisión de estos participantes son consistentes con la finalidad de la supervisión de los estudiantes en la enseñanza clínica; sin embargo, surgen limitaciones en el proceso de supervisión. Conclusiones: Parece esencial invertir en la formación como una gestión organizativa que permite la disponibilidad necesaria para lograr una mayor calidad en el proceso.

A Risk Assessment Model for Water Resources: releases of dangerous and hazardous substances.

Many dangerous and hazardous substances are used, transported and handled daily in diverse situations, from domestic use to industrial processing, and during those operations, spills or other anomalous situations may occur that can lead to contaminant releases followed by contamination of surface water or groundwater through direct or indirect pathways. When dealing with this problem, rapid, technically sound decisions are desirable, and the use of complex methods may not be able to deliver information quickly. This work describes a simple conceptual model established on multi-criteria based analysis involving a strategic appraisal for contamination risk assessment to support local authorities on rapid technical decisions. The model involves a screening for environmental risk sources, focussing on persistent, bioaccumulative and toxic (PBT) substances that may be discharged into water resources. It is a simple tool that can be used to follow-up actual accident scenarios in real time and to support daily activities, such as site-inspections.