Thermal models, lithosphere thickness and heat flow in South Portugal. Some comments about the subject

Reinterpretation of old heat flow data or use of new data and new techniques of detection of the temperature under the surface have conducted to new heat flow density values in some regions of the globe. The problem of ice melting in Greenland and Antarctica caught the public's attention to the importance of knowledge on heat flow values and thermal structure of the globe. In the last years, several models were presented trying to obtain lithosphere and Moho thickness of the Iberia Peninsula. The work we intend to present is related with the SW part of the Iberia Peninsula ( south of the Ossa Morena zone, South Portuguese Zone and Algarve). The results obtained show a decrease in the thickness of the crust and the lithosphere in this region. Density anomalies in the crust are also referred. I intend to make the connection between the results of these models and the heat flow thermal conductivity, heat production and geological data available for the region, trying to explain the results of heat flow density data obtained.

the health and well-being of nursing students in clinical practice . what prevents it? what promotes it?

Introduction: The training of nursing students in the context of clinical practice, is characterized by educational experiences, subject to various emotional stress (stress, ambivalence, frustration, conflict), sometimes making it very vulnerable student.However not all students use the same strategies minimizing their meanings and negative effects on the level of your health and well-being Objetiv:To analyze the perception that nursing students have about the determinants of their health status and well-being in clinical practice Methods: Exploratory research Results:The results reveal the complexity of the teaching / learning process in clinical practice, identified determinants that limit and / or promote health and well-being of students, or not contributing to their motivation, self-confidence and learning. All students value the presence of the following dimensions: affective-emotional (humanization in learning experiences); relational dynamics (interactions developed with all stakeholders); methods used (professional competence of the clinical supervisor and teacher); school curriculum (adaptation of learning in theory); socialization to the profession (become nurse).Conclusions: The results indicate, that although all students evidencing the dimensions described as fundamental to learning in clinical practice, the study results are dichotomous and ambivalent. Students 2nd and 3ºanos refer a low perception in clinical practice, the indicated dimensions, and for these source of concern and uncertainty in learning, such as limiting their health condition and well-being. For students of the 4th year, these dimensions are percecionadas as gifts, and sources of motivation, learning and catalysts such as promoting their health and well-being.