Monitoring chemical compositional changes of simulated spilled Brazilian oils under tropical climate conditions by multiple analytical techniques.

To comprehensively understand the chemical changes over time of spilled oils subject to tropical climate conditions and the active weathering processes, a spill simulation experiment was conducted along 210 days with two distinct Brazilian oils (19 and 24 API) under irradiation and non-irradiation of sunlight. Isoprenoids and n-alkanes showed a great loss after 40 days for both oils under the two conditions due to evaporation. Diagnostic ratios of saturated biomarkers showed no changes, whereas the polycyclic aromatic hydrocarbons had a decreasing concentration under both conditions mainly due to evaporation. Furthermore, oxygenated polar compounds produced by photooxidation were investigated by ESI(-) FT-ICR MS and showed changes only for the oils exposed to sunlight irradiation. Based on the observed polar compositional changes, new parameters are suggested using heteroatom classes to estimate oil spill time under tropical conditions: NO3/NO2; NO3/(NO + NO2); ∑NOx/N1; (O4 + O3)/(O2 + O1); O4/(O2 + O1); and O3/O2.

Efficacy of parasitological methods for the diagnosis of Strongyloides stercoralis and hookworm in faecal specimens.

To compare the efficacy of stool examination for the detection of Strongyloides stercoralis and hookworm, a total of 634 stool samples from the routine laboratory service of the Pharmacia Faculty, Federal University of Bahia, Brazil, were examined by agar plate culture (APC), Baermann-Moraes and spontaneous sedimentation. The sensitivity of agar plate culture, calculated by combining results of all 3 methods, was 95% for S. stercoralis and 77.6% for hookwoorm. Moreover, APC had superior accuracy than Baermann-Moraes and spontaneous sedimentation for S. stercoralis and hookworm diagnosis, respectively. The S. stercoralis and hookworm positive samples from the laboratory routine, obtained after the previous analysis, along with those initially selected, were used to evaluate the concordance between microscopic examination and both the type of furrows left by larvae and the time for culture positivity using the APC method. Of 115 stool samples positive for S. stercoralis and 92 positive for hookworm, 110 (95.7%) and 89 (96.7%), respectively, had concordant results for furrows and morphological characteristics. The cumulative percentage of positivity increased to 94% by the third day of observation; at this time, only 19.6% of hookworm-positive samples had positive culture plates. Analyses of 74 S. stercoralis-positive stool samples stored at 4°C for 24, 48 and 72h showed the presence of larvae in 48.6%, 28.4% and 23% of samples, respectively when re-examined by the APC. As a definitive diagnosis of strongyloidiasis depends on the microscopic demonstration of parasites, increasing the sensitivity of the detection requires the use of different parasitological methods, including APC.

Formação de formadores: uma intervenção multiprofissional e interinstitucional na educação de profissionais de saúde pública / Teacher training: a multi-professional and inter-institutional intervention in the education of public health professionals

O texto descreve em linhas gerais a concepção e o desenvolvimento de um curso de pós-graduação lato sensu (especialização) para formação de formadores em educação e saúde, direcionado aos profissionais de saúde que pertencem à Rede SUS-BA, contextualizando sua concepção e desenvolvimento. Discute também os desafios do grupo de acompanhamento, constituído como espaço de reflexão e monitoramento necessário em face do projeto pedagógico.

This text describes, in general terms, the conception and development of a postgraduate course for teacher training in education and health. The course is aimed at health professionals from the SUS-BA network, contextualizing their conception and development, besides discussing the challenges of the support group, constituted within a space of reflection and monitoring necessary in face of the pedagogic project.

Uma ferramenta multirreferncial construída no trabalho com grupos em um contexto de mudanças na cultura institucional e na dinâmica dos seus micropoderes / A multi-referential tool constructed in workgroups in a context of change within the institutional culture and dynamics of their micro powers

O texto discute o processo de construção coletiva de um projeto de Escola do SUS, os seus limites e possibilidades, em um momento institucional específico. Optou-se pelo enfoque estratégico-situacional do Planejamento em Saúde, pela Psicologia Social pichoniana e pela abordagem multirreferencial de currículo e espaços de aprendizagem, na sua composição metodológica. Os resultados deste processo aparecem no Projeto Político-Pedagógico (PPP), no Primeiro Plano Operativo e na Proposta de Regimento da escola. Para o alcance destes resultados, o referncial teórico-metodológico propiciou um instrumental diferenciado, capaz de sustentar o trabalho e aprendizagens grupais e lidar com mudanças na cultura institucional e na dinâmica dos seus micropoderes, considerando que o processo foi vivenciado como crise de identidade pela maioria dos técnicos. Os limites identificados evidenciaram a necessidade de aprofundar as dimensões político-pedagógica, ética e estética do palnejamento em saúde, considerando a gestão de mudança como uma tarefa a ser mantida, que articula Planejamento e PPP. Visto como uma experiência de educação permanente, esse processo constituiu-se em um aprendizado singular e válido na formação da equipe da Escola, cuja atuação na implantação de ações de educação permanente no SUS-Bahia pretende ser expressiva.

This study discusses the process of collective construction in a National Health System (SUS) School project, its limits and possibilities, during a specific institutional period. The study’s methodology follows the Health Planning strategic-situational approach, the Pichonian Social Psychology Theory, and the Multi-referential View of Curriculums and Learning Spaces. The results of this process appear in the Pedagogic Political Project (PPP), in the first Operational Plan and in the Regiment Proposal of the School. To reach these results, the theoretical-methodological referential offered a differentiated instrument capable of sustaining group work and learning, as well as dealing with changes in the institutional culture and dynamics of its micro powers, considering that the process had an identity-crisis effect on most of its technicians. The limits identified illustrated the need to deepen the pedagogic-political dimensions, and the ethics and esthetics of the health planning, considering change management as a task to be maintained to articulate Planning and PPP. Seen as an experience of permanent education, this process constituted a singular and valid education in the formation of the School team, whose performance in the implementation of permanent education activities for SUS Bahia intends to be expressive.