Search

The pulp and paper industry is increasingly seeking a sustainable and conscientious development, minimizing the environmental impacts caused by it. Therefore, reducing efficiently the number of stages used in the bleaching process can mean less consumption of water and chemical reagents, contributing to the reduction of harmful waste to the environment. Thus, this study sought to evaluate the pulp quality and some physical-mechanical properties (smoothness, tear and tensile indexes) of two new bleaching sequences A*DP and A*E*DP and compare them with the reference D0(E+P)D1P. To do so, industrial eucalyptus Kraft pulp pre-delignified with oxygen was used. The bleached pulp was refined to 1200, 1800 and 2400, in PFI mill and tested according to TAPPI standards to determine smoothness, tear and tensile indexes. Based on the results obtained, it was verified that the sequences studied are viable for using in bleaching plants, which allowed a reduction in the chlorine dioxide consumption and presented satisfactory smoothness, tear and tensile indexes for paper. [ABSTRACT FROM AUTHOR]

In conservation, the practical ability to implement treatment on objects of cultural heritage requires skills as an essential part of conservation expertise and constitutes an fundamental part of learning in conservation education. The acquisition of practical skills, which include cognitive and practical elements, is governed by laws that are primarily explained by means of organizational psychology and medicine where they have evolved in the form of step models. Stages of explicit and implicit knowledge are distinguished as well as factual-theoretical and practical-performative knowledge. Forms of learning are, in addition to guided learning, the experiment, the emergency, case studies and implicit forms of problem solving. The development of the expert can also be traced by the development of practical skills in five stages from beginner to expert. The stages of skills acquisition can be explained by reference to the European Qualifications Framework for Lifelong Learning (EQF) and the skill levels defined by the European Confederation of Conservator-Restorers' Organizations (E.C.C.O.). [ABSTRACT FROM AUTHOR]

In conservation, the practical ability to implement treatment on objects of cultural heritage requires skills as an essential part of conservation expertise and constitutes an fundamental part of learning in conservation education. The acquisition of practical skills, which include cognitive and practical elements, is governed by laws that are primarily explained by means of organizational psychology and medicine where they have evolved in the form of step models. Stages of explicit and implicit knowledge are distinguished as well as factual-theoretical and practical-performative knowledge. Forms of learning are, in addition to guided learning, the experiment, the emergency, case studies and implicit forms of problem solving. The development of the expert can also be traced by the development of practical skills in five stages from beginner to expert. The stages of skills acquisition can be explained by reference to the European Qualifications Framework for Lifelong Learning (EQF) and the skill levels defined by the European Confederation of Conservator-Restorers' Organizations (E.C.C.O.). [ABSTRACT FROM AUTHOR]