Metal nanoparticles have been reported as effective catalysts for the removal of refractory compounds from industrial wastewaters in advanced oxidation processes. Additionally, hundreds of thousands of tons of eggshells are discarded worldwide each year. In this work, this waste has been evaluated as support for the synthesis of nanomaterials by wet impregnation method. Four supported catalysts, with a load of iron or copper of 5% and 15%, were prepared and thoroughly characterized by means of different techniques (elemental analysis, XRF, XRD, FTIR, N2 adsorption-desorption, SEM, TEM and TGA). The catalysts performance was evaluated in wet oxidation tests to degrade humic acids, analyzing the evolution with time of COD, biodegradability index (BOD5/COD), color number and pH. The best results were achieved with 15% Cu and 5% Fe catalysts (COD reduction being 82.3% and 75.1%, respectively), whereas a COD reduction of 58% was obtained employing non-impregnated eggshell. This can be mainly attributed to the metal loading and the good metal distribution on the surface of the support. The BOD5 value of humic acids was initially null and, in all assays, the oxidation treatment enhanced the biodegradability. Therefore, eggshell has proved to be an interesting material to be employed as support in nanoparticles preparation.
<p>Este trabajo muestra los principales resultados de un estudio que, desde la perspectiva de los estudiantes, persigue conocer su grado de satisfacción y la utilidad que les merece el Practicum de la titulación de Educación Social de la Facultad de Ciencias Sociales de Talavera de la Reina (Toledo), con la intención de identificar evidencias que nos ayuden a tomar decisiones para la mejora de estas tareas de formación de gran relevancia para el desarrollo profesional de los estudiantes. </p><p>Para ello, y desde una aproximación descriptiva, se ha elaborado un cuestionario ad hoc, validado mediante juicio de expertos, y entrevistas en profundidad destinadas a recoger información de naturaleza cuantitativa y cualitativa a los estudiantes de tercero de Educación Social en el curso académico 2010/2011.</p><p>En este sentido, los ejes prioritarios de estudio se han centrado en la organización y secuenciación del Practicum , la acción tutorial ejercida tanto por los tutores del centros de prácticas , como por los profesores tutores de la universidad, la utilidad y sentido de las practicas, para finalizar con las propuestas de mejora que nuestros alumnos nos plantean.</p><p>Un avance de los resultados evidencia una serie de necesidades a las cuales hay que dar respuesta, que van desde la mejora de los procesos tutoriales, mediante programas de acogida a los estudiantes en los centros de prácticas, así como la supervisión guiada de los -tutores de la universidad, para finalizar en una nueva reconsideración de modalidades del Practicum, en la línea exigida por los presupuestos teóricos que inspiran el Espacio Europeo de Educación Superior.</p><p> </p><p> </p>
Persons with disabilities have historically been subjected to discrimination and exclusion, placing them in dangerous situations of social vulnerability. The Convention on the Rights of Persons with Disabilities, passed on the 13th of December 2006, was an important legislative landmark for valuing the rights of this population group. This study involved a bibliometric analysis of 1024 research articles published in Scopus on the social, workplace, educational, and financial inclusion of persons with disabilities since the Convention. The results show an increase in scientific production, and there is also a great deal of multi-disciplinarity, which has led to important breakthroughs for the all-encompassing inclusion of this section of the population. The most productive journals, authors, institutions, and countries, as well as the international cooperation networks, are presented here. The review concludes by setting out the main themes and trends in the research.
El presente trabajo se plantea como objetivo mostrar la importancia de las competencias digitales en el proceso de enseñanza y aprendizaje en nuevos espacios virtuales en un momento distinto y forzoso al cambio, originado por la crisis sanitaria mundial del COVID-19. Así, la experiencia es protagonizada por un grupo de alumnos y alumnas con diversidad funcional en el contexto universitario, dentro del “Programa Incluye Inserta para la Inserción Socio-Laboral” que se desarrolla en la Universidad de Castilla-La Mancha. La temática textual sateliza en torno al análisis de tres ejes fundamentales que, a su vez, consolidan el derecho de accesibilidad en condiciones de igualdad en entornos virtuales: políticas activas en defensa del derecho a la educación inclusiva; competencias digitales; abordaje de las experiencias realizadas. En consecuencia, desde una metodología de enfoque cualitativo se expone una revisión documental y un estudio de caso haciendo uso de metodologías activas y estrategias digitales en el proceso educativo. Asimismo se muestran ciertos resultados positivos y relevantes para la comunidad educativa. Por último, se recogen los resultados del estudio que servirán como nuevas propuestas de mejora en el ámbito de la enseñanza superior, para favorecer la inclusión y la atención a la diversidad funcional del alumnado.
Background: Higher education is considered to be one of the phases in the life cycle that produces psychological distress and academic pressure. The aim of the study was to assess to assess the emotional, empathic and coping skills of undergraduate students of Health Sciences and Social Sciences undergraduates using an explorative approach in a cross sectional study. Methods: A sample of 693 first-to-fourth-year students enrolled in different degree courses. We used an “ad hoc” questionnaire, the Trait Meta-Mood Scale (TMMS-24), Trait Meta-Mood Scale (TMMS-24), The Interpersonal Reactivity Index (IRI) and Brief COPE. Results: We found higher scores in capacity for empathy using the IRI, in emotional intelligence by TMMS-24 and a good coping style and adaptive strategies measured on the COPE, however, emotion regulation scores in DERS were medium. We found interesting relationships between female, first-year course, sport, anxiety and degree course in empathy, emotional intelligence, adaptative strategies and emotional regulation. Conclusions: Preventive and train measures in emotional and psychosocial resources are needed in higher education to achieve the highest possible level of psycho- emotional well-being. Keywords: emotional intelligence, empathy, coping skills, subjective well-being, students.
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