Evaluation of the Spanish hot dip galvanising sector as a source of polychlorinated dibenzo-p-dioxins and polychlorinated dibenzofurans.

A survey to estimate the polychlorinated dibenzo-p-dioxins (PCDDs) and polychlorinated dibenzofurans (PCDFs) emissions of Spanish hot dip galvanising sector was carried out during 2002. This investigation is the first presenting Spanish experimental data related to this industrial sector. Three different matrices: flue gas, ash and filter dust were tested to quantify the PCDD/Fs generated during the galvanising process. The organic source of PCDD/F formation could be from the insufficient degreasing o from inhibitors or additives used in the pickling steps such as quinoline, isoquinoline, 8-methylquinoline or polyether phosphoric acid. Low levels PCDD/Fs were achieved in air emissions when air control devices are used. On the contrary, filter dusts are highly contaminated; indicating that the absence of air control devices would increase the risk of fugitive emissions. Homologue profiles and Principal Component Analysis demonstrate there are differences in the formation mechanisms in the bath zone (ashes) compared to the stack location (filter dusts and air emissions), related to the de novo synthesis and reaction time. The annual PCDD/F emission to the atmosphere for this sector during 2002 has been estimated in 0.023g I-TEQ. The emission factor of plants with air control devices has been calculated at 0.030microg I-TEQ/ton of galvanised steel.

El efecto de los copagos sobre la adherencia a los medicamentos prescritos / Effect of co-payments on the adherence to prescribed medications

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Aulas como contextos de aceptación y apoyo para integrar a los alumnos rechazados / Classrooms as contexts of acceptance and support for integrating rejected students

El GREI (Grupo interuniversitario de investigación del Rechazo Entre Iguales en contextos escolares) lleva varios años tratando de formular una respuesta global con el objetivo de favorecer la integración social y escolar del alumnado en situación de rechazo, desarrollando en las aulas un clima de convivencia, aceptación y apoyo a todos los niños y niñas. En el presente artículo se presenta la fundamentación, objetivos, características, componentes y resultados iniciales de este modelo de intervención que se caracteriza por ser multinivel, multicomponente y multiagente, y por combinar una intervención de carácter general, esto es, dirigida a todo el alumnado participante, y una intervención específica, centrada en niños y niñas objeto de rechazo por parte de sus compañeros. Participan alumnos, compañeros, profesores y padres. Los componentes esenciales son la formación y acompañamiento del profesorado y de las familias, y los programas: gestión social del aula, aprendizaje cooperativo, desarrollo socioemocional, aprendizaje de la amistad, los padres como facilitadores de las amistades de los hijos y cooperación familia-escuela. Aunque los resultados son aún preliminares, parecen apuntar con claridad hacia la mejora en los procesos relacionales del aula y, específicamente, a la prevención del rechazo entre iguales (AU)

The GREI Team (Grupo interuniversitario de investigación del Rechazo Entre Iguales en contextos escolares) has been working for several years to formulate a comprehensive response to the objective of promoting social and academic integration of rejected students, by providing a harmonious classroom atmosphere , acceptance and support for all children. This paper describes the basis, objectives, features, components, and first results of this intervention model, characterized by being multi-level, multi-component and multi-agent, and combining a general intervention addressed to all participating students, with a specific intervention focusing on peer rejected children. Participants are the students, peers, teachers, and parents. The essential components are the training and support of teachers and families, and the programs are: social management of the classroom, cooperative learning, emotional development, friendship learning, parents as facilitators of their children’s friendships, and home-school cooperation. Although results are still preliminary, they seem to point clearly to improving the classroom relational processes, and specifically, to preventing peer rejection (AU)