The Influence of a Drinking Water Education Program on the ... · Mickey Fred Pocornie Institute for Graduate Studies and Research, Anton de Kom University of Suriname, Education

Institute for Graduate Studies and Research, Anton de Kom University of Suriname

Master of Science in Education Biology

The Influence of a Drinking Water Education Program

on the Performance, Intention to Act and Responsible

Environmental Behavior of SWM Personnel as it

Relates to Water Quality

Mickey F. Pocornie

2

Master of Science in Education Biology

The Influence of a Drinking Water Education Program

on the Performance, Intention to Act and Responsible

Environmental Behavior of SWM Personnel as it

Relates to Water Quality

Name : Mickey F. Pocornie

Student number : 10 B1 1009

Date of filing : 26 april 2013

Gerald Culen PhD. (Supervisor)

Dirk Wongsopawiro PhD. (co- Supervisor)

3

Table of Contents Preface ......................................................................................................................................................

Paper................................................................................................................................................ 1 - 39

Appendix………………………………………………………………………………………………………………………………………………….i

Appendix A. : Pictures………………………………………………………………………………………………………………….i Appendix B. : Bacteriological statistics, Bacteriologische kwaliteit.................................................ii

ruw- en reinwater 2008-2012 Appendix C. : Chemical statistics, Chemische kwaliteit.................................................................xiv

ruw- en reinwater 2008-2012 Appendix D. : Hygiene inspection report……..…………………………………………………………………………..xxv

Appendix E. : Time schedule………………………………………………………………………………………………….xxviii Appendix F. : Time table........................................................................................................ ......xxix

Appendix G : Module design……………………………………….………………………………………………………….xxxi Appendix H.: Drinking water quality survey…..………………………………………………………………………..xlix

Appendix I. : Drinking water course evaluation format…………………………………………………………..lxiii

4

Preface

This paper is part of the final exam of the Master of Science Education Biology Program. The

paper is the result of a research that was conducted at the Suriname Water Company (SWM)

between August and December 2012. This research subject was chosen because of the

inconsistency in the drinking water quality. I hope the research results will ultimately improve

the drinking water quality and lead to satisfied customers. My sincerest gratitude goes to the

production station workers for their spontaneous participation, the SWM management staff

willing to teach in the program, followed by, Gerald Culen, Ph.D. and Dirk Wongsopawiro,

Ph.D. for their critical comments and support. Last but not least I thank my family for their

support.

5

The influence of a Drinking Water Education Program on the Performance, Intention to act and Responsible Environmental Behavior of SWM Personnel as it relates to water quality

Mickey Fred Pocornie

Institute for Graduate Studies and Research, Anton de Kom University of Suriname, Education

Biology, Paramaribo, Suriname

Abstract

The national water company in Suriname, namely the Surinaamsche Waterleiding

Maatschappij (SWM) founded in 1930, developed throughout the years into a large

company with more than 500 employees, nearly 150 contracting workers and more than

90000 customers to date. In order to ensure the consistent distribution of sufficient

quality and quantity of potable water, this water has to be in line with World Health

Organization (WHO) guidelines and SWM norms. Occasionally the drinking water from

certain production stations differs from these norms and guidelines. In order to enhance

the consistency of the quality and quantity of potable water, a drinking water quality

education program was organized. The purpose of this research was to determine the

relation between the education program and the performance, intention to act and

responsible environmental behavior among the drinking water production station

workers. To determine the relation, the drinking water production station workers

completed a pre survey after which the workers of half of the production stations attended

an education program and finally all the workers completed a post survey. Based on the

Chi square root Statistical analysis of the surveys, hygiene inspection reports,

bacteriological and chemical laboratory results of the production stations it is determined

that the production stations in the education program had a significant improvement in

the turbidity, disinfection, measurement of residual chlorine and coli free drinking water

6

while the production stations in the control group showed no improvement for these

parameters. The conclusion is that there is a positive relation between the drinking water

quality education program and the performance, intention to act and responsible

environmental behavior of production station workers of the Suriname Water Company.

Introduction

Over the years many researchers believed that environmental education was linked to

environmental behavior (Borden, 1984-1985; Bowers, 1993; Cortese, 1992.). Other researchers

embroidered on this statement which led to the supposition that education leads to an increase in

awareness as well as attitude change, which ultimately improves environmental behavior

(Bruvold, 1973; O’Riordan, 1976), when the students are actively involved in environmental

issues (Volk, Hungerford, & Tomera, 1984). According to the literature (Hungerford, H. R. &

Volk, T. L., (1990)) an individual who must show a particular intention to act on particular

environmental problems has to be cognizant of that issue. This means that knowledge of an issue

that leads to the environmental problem is a prerequisite in the intention to act (Hungerford, H.

R. & Volk, T. L., (1990). Changing learner behavior through environmental education). The

intention to act will lead ultimately to a responsible environmental behavior (the action).

This study focuses on the environmental behavior of personnel of the drink water production

stations in Suriname. In order to achieve a responsible environmental behavior by the production

station personnel of the national water company in Suriname (SWM), a drinking water education

program (environmental education program) was organized with in depth knowledge about water

quality issues and knowledge of action strategies to solve quality problems.

7

Drinking water

The untreated water that is pumped out of the wells of the drinking water production stations has

some minerals in it that can affect both, the filtration process and the health of the consumers

(Moel de, P.J, Verberk, J. Q. J. C, Dijk van, J.C., 2004). Drinking water must refrain from any

chemicals, contaminants or residual products in such concentrations that can cause any harm to

the national health. This particularly applies for consumers with a low health resistance such as

babies, patients and elderly persons (Moel de, P.J, Verberk, J. Q. J. C, Dijk van, J.C., 2004). The

harmful minerals have different routes of intake, such as via the digestive organs, the respiratory

organs and the skin. All the harmful minerals have a threshold concentration (Moel de, P. J.,

Verberk, J. Q. J. C., Dijk van, J. C., 2004).

ISO Certification

The SWM is in the process of an ISO quality certification, which is already completed for the

western and eastern divisions. The central division, which is the biggest division, still has to

successfully achieve the certification. The motto of the certification is: do what you say, say what

you do and prove it (Pampus van, B., “Kwaliteitsmanagement; een praktische handleiding voor

de invoering van kwaliteitszorg”,. Amsterdam, 2010). This implies that the water quality has to

be consistent. In order to produce high quality drinking water, it is required that the production

station personnel has technical knowledge and skills on drinking water, must be pro-active, has a

high performance and must show responsible behavior. The main problem is to focus on the fact

that the untreated well - and drinking (potable) water of the 14 production stations are not

consistent in the chemical and bacteriological quality as shown by the two weekly laboratory

reports. Every phase in the treatment of well (spring) water is liable to a contamination risk,

8

which is why once every two weeks water from different phases of all the 14 treatment plants of

the 14 production stations in the central division is sampled. The bacteria with the highest

occurrence in drinking water are coli form bacteria, which are also excellent feces contamination

indicators ( Indicator bacteria- total and fecal coliforms, E. Coli, Techniques in Environmental

Health science, 2008). The samples from the 14 production stations are tested in the laboratory

of the SWM utilizing a determined coli free target of 90 % for the central division as mentioned

in the WHO bacteriological guide lines for drinking water (WHO, Guidelines for Drinking water

quality, volume 1 Recommendations, 2010). Based on the testing results, it can be determined

whether a specific production station is functioning adequately and producing high quality

drinking water. The SWM also uses chemical targets as mentioned in the WHO guide lines for

drinking water. The drinking water from some of the production stations of the SWM are not

consistent in their chemical concentrations and “sometimes” differ from the WHO guide lines

and the SWM targets (which are stricter then the WHO guide lines). The most important

conditions required to produce and distribute coli free high quality water are:

Awareness that environmental contamination can lead to a decrease in the drinking water

quality (They have to remove every contaminant that can be a possible threat to the

national health).

The production station personnel have to be pro-active and show responsible behavior by

sealing all openings in wells, treatment facilities components and clean water storage

facilities.

The production station personnel have to work securely using work instruction

procedures in order to control the water treatment processes. These work instruction

9

procedures are a basic condition for removing the excess and harmful chemicals in the

spring water.

The personnel need to be aware that all obstacles like, bottles, dirt, refuse bags, animal

feces, in the surroundings of the water wells need to be removed.

The production station personnel need to use the lavatory correctly in order to avoid

taking micro-organism on their shoes or hands to the drinking water treatment and

storage facilities.

The personnel have to be pro-active on the shortcomings and advices mentioned in the

two weekly hygienic inspection reports from the laboratory.

All the drinking water production stations of the SWM have treatment facilities in order to

remove all excess minerals in the raw water. This removal process requires significant

monitoring in order to produce high quality drinking water that is within the ISO- and SWM

norms. The monitoring and operating process of the production and pumping station is executed

by the SWM production station personnel. The SWM personnel on each production station

consist of:

the station manager

a technician

Five operation personnel

One or two Supporting production personnel depending on the complexity of the

treatment facility

10

The actions and behaviors of each of these workers has a certain impact on the drinking water

quality and quantity. Certain production stations have a semi-automatic production process (the

production process is partly controlled remotely by the production station personnel from a

personal computer linked to a programmable logical controller), while others are fully manual

(all the treatment phases have to be controlled and monitored manual). In order to deliver a

constant quality and quantity of good drinking water, some of the process elements have to be

monitored closely. Hence, the personnel are expected to conduct daily inspection, measurements

and hygiene.

Based on the fact that water is one of the basic needs of the human body, it has to be distributed

in accordance to certain health norms. The different steps in the filtration process of every

production- and pumping station are all vulnerable to contamination. In case of a contamination

with coli form bacteria during certain stages in the filtration process, this contamination can be

disinfected using sodium hypochlorite. The disinfectant can also be used for preventive purposes

(when new filtration medium is filled into the filter). After the disinfection process the residual

water flows into the snaffle, ditch or gutter near every production station. Furthermore, personnel

must be aware of sanitary conditions in order to produce, distribute and transport qualitative

drinking water.

The filters have to be back-washed once or twice a day, depending on the clogging of the filter

bed. The back-washing of the filters is needed in order to reinstall them for the filtration process.

The Back-flush water is released in nearby ditches, snaffles and canals. These snaffles and canals

are or can be used by the local community for fishing, harvesting vegetables or recreational

purposes. Back-flush water contains a high iron, manganese and chlorite concentration, which is

higher than the water in the snaffle. An increase in the concentration of these parameters can

11

affect the fish population, through stress; decrease in the fertility and even mortality (Direct and

indirect effects of Iron on river ecosystems, Vuori, K (1995), department of Biology, University

of Joensum, Joensum, Finland). Internationally there are norms for drinking water (WHO norms)

Conditions

The conditions mentioned above are poorly developed in the different production stations. These

problems are mainly based on an insufficient and inadequate responsible behavior or deficient

intention to act. Despite all the guidelines given in the hygienic reports the personnel did not

accomplish to solve the problems mentioned in these reports. This is amplified by factors such as

the difference in maintenance of process equipment, the difference in measurement of process

indicators and the difference in notion that a possible contamination during any process phase is

dangerous for the national health care.

Literature Review

Different studies have been conducted regarding the impact of education programs on

responsible behavior and the parameters that can influence behavior and/or attitude change. No

specific scientific reports were found based on the impact of education programs on behavior,

attitude or performance of workers in the drinking water branch. Some paper studied the effects

of an education program of stress reduction on supervisor knowledge, attitudes, and behavior in

the workplace (Nishiuchi, K., Tsutsumi, A., Takao, S., Mineyama, S., & Kawakami, N. (2007))

and another paper studied modeling the theory of planned behavior for intention to improve oral

health behaviors: the impact of attitudes, knowledge, and current behavior. The first paper

revealed that a half-day education session resulted in knowledge gain, favorable behavior change

but no significant improvement in supervisor attitudes in the treatment group compared to the

12

control group. The control group received a brochure while the treatment group had a lecture

which explains the difference in results. The second paper revealed that attitude, perceived

behavior control, and oral health knowledge are predictors of intention to improve health

behavior (Dumitrescu, A. L., Wagle, M., Dogaru, B. C., & Manolescu, B. (2011)). Particularly

the results and design methods in the two studies mentioned above were compared with the ones

used in this study, which resulted in gaining more confidence with the results.

Goal

An improvement in the intention to act and also in a responsible (environmental) behavior can be

achieved by personality factors, action skill factors and knowledge. In this research the impact of

the knowledge factor on a positive intention to act and positive responsible (environmental)

behavior will be studied. This study is based on the proposed model of responsible

environmental behavior by Hines, Hungerford and Tomera (2001).

The Education model

As mentioned in the introduction the production station workers had to be cognizant in order to

show a particular intention to act on particular drinking water quality problems. By educating

drinking water production station personnel their intention to act on certain drinking water

quality production problems can result in responsible behavior towards solving those problems.

In order to achieve a responsible environmental behavior by the production station personnel of

the SWM a drinking water education program (environmental education program) was organized

with in detailed information on issues and environmental action strategies.

13

The education model that was used was the Hines model of Responsible Environmental

Behavior (Hungerford, H. R. & Volk, T. L., 2005) which is based on Ajzen and Madden’s model

of planned behavior. In this thesis the influence of an education program (knowledge program)

on the intention to act and responsible environmental behavior of production station personnel

are studied. In the figure below the intended part of the model that was under research is

visualized by the blue boxes.

The Hines model of Responsible Environmental Behavior

14

Justification

In the past there were education programs for Production station managers, but recently no

education program has been developed nor executed for the regular Production station personnel

of the SWM. The justification for executing such an educational program is based on the

following:

1. According to the ISO certification, which is in process for the SWM, it is important that

drinking water companies maintain a consistent drinking water quality. This can be

achieved by highly trained personnel that will always perform on the same level and

with the same intensity and responsible behavior.

2. To ensure bacteria free water the hygiene on the production station is required to be

excellent. The required hygiene level can be achieved through implementation of special

education programs, that will upgrade the environmental and hygiene awareness of the

production station personnel. Bacteria free drinking water enhances cost reduction since

there is no need for disinfectants (chemicals).

3. Additional research on methodologies to reduce environmental impacts through

optimizing the drinking water filtration processes. This can result in a decrease of

chlorate in the surrounding snaffle or ditch.

It is very important to implement the above mentioned facts into the normal operation of the

production- and pumping station in order to sustain or improve the drinking water quality and

increase the drinking water quantity, which are the basic aspects of the certification.

15

Purpose statement

The purpose for this study was to investigate whether there is a relationship between a drinking

water educational program and the change in the intention to act, performance and responsible

behavior of SWM production station personnel.

The central question:

What is the relation between a Drinking water quality education program and the performance,

intention to act and responsible (environmental) behavior of SWM production station personnel?

Research (sub) questions

1. To what degree does a drinking water educational program influence the intention to act

and responsible behavior of SWM production station personnel towards ensuring good

quality distributed water as measured by a drinking water quality attitude survey and

laboratory analysis?

2. To what degree does a drinking water quality educational program influence the

performance of production station personnel as measured by drinking water quality

standards including Iron, pH and turbidity?

Research Design

1. The production stations being studied were identified by using random sampling.

2. The surveys for the production station personnel were developed and given to them to

execute.

3. Hygiene inspections were done and the water analyzed on the following parameters:

Iron concentration

16

Manganese concentration

pH

Oxygen concentration

Chlorite concentration

4. The collected data from both the pre-behavior surveys and samples from the laboratory

tests and hygiene inspections were registered in a matrix.

5 After this phase the drinking water quality education program was introduced and

eventually changed due to the remarks made by the personnel during the different

evaluation sessions and pre-survey results. The selected production station personnel

were trained and educated in hygiene, in environmental, in customer and in technical

related topics also in drinking water treatment aspects and behavior subjects.

6 SWM production station personnel from the selected Production stations had to take a

post survey after the drinking water quality educational program. Also laboratory samples

were taken from certain points in the treatment plant.

7 The results of the post surveys and laboratory test were recorded in tables.

8 Based on the results and statistical analyses conclusions were drawn.

Instrumentation and reliability

The different types of instruments utilized were dependent on the two aspects of the research.

The drinking water survey was carried out to measure the responsible behavior of the SWM

production station personnel. Internationally, these types of surveys have been successfully

conducted during past studies (Martin, J. H. & Elmore, A. C. (2007), “Water drinking attitudes

and behaviours in Guatemala: an assessment and intervention”). The difference with the

surveys used in this instance is the fact that the surveys used abroad are for customers using the

17

drinking water of a certain company or region (The U.S. Environmental Protection Agency

Office of Groundwater and Drinking Water, 2003., “Analysis and Findings of The Gallup

Organization’s Drinking Water Customer Satisfaction Survey”, Washington D.C). The surveys

proposed for this case were used for personnel of the drinking water company.

The instruments that were used for the water quality analyses are:

Spectrofotometric; a genesys 10 vis. This is used to measure the Iron and manganese

concentration.

Atomaric spectrofotometric; to measure the manganese concentration.

pH meter; titroline easy schott, to measure the pH of the drinking water.

Precission Thermo electron corporation; this is used for the incubation of the thermo

tolerant coli bacteria.

The laboratory sampling was conducted and the samples analyses by educated laboratory

personnel, which is a guaranty for good laboratory results.

Sampling

There were two types of sampling used in this study:

Ad random sampling in order to choose seven production stations for the educational

program

Laboratory sampling; this was needed to analyze the chemical and bacteriological

parameters followed by drawing the conclusions.

18

The central division of the SWM has 14 production- and pumping stations partitioned over the

districts Paramaribo, Wanica and Para. This study is based on a possible relationship between an

drinking water quality education program and the performance/behavior of the personnel of the

central division. The education program was provided to the personnel of half of the production-

and pumping stations in the central division. The sampling strategy used is random sampling.

First the names of the 14 different production stations were written on 14 identical pieces of

paper. These papers were folded in a similar way and then placed in a bowl. From this bowl one

piece of paper was picked, the station name was noted and the paper was then put back in the

bowl. Then a second piece was picked, again, the production station name was noted and

replaced in the bowl. This action was repeated until 7 different pieces of paper or 7 different

production – and pumping stations were noted. These 7 stations received the educational

program.

Every production- and pumping station has taps on different parts of the treatment installation,

where the laboratory samples are taken:

Bacteriological; before taking these samples the tap is heated by a burner, in order to

eliminate the occurrence of bacteria inside the tap which might affect the results of the

research. After the heating process the tap is left opened for nearly 1-2 minutes, after

which the sample bottle is filled and sealed.

Chemical; samples are collected in special sealed bottles and depending on the chemical

parameter to be analyzed the samples have to be kept on ice in an ice box in order to

avoid reaction of some of the chemicals such as carbon dioxide. It is also important in the

chemical sampling to open the tap for nearly 1- 2 minutes in order to flow out chemicals

as Iron or Manganese that builds up in the tap.

19

The samples are brought into the laboratory where the analysis are conducted within certain time

ranges. The analysis of the bacteriological sample needs 72 hours while the chemical sample

analysis takes up 1 to 3 hours.

Design Methods

After the production – and pumping stations were randomly selected for the education program a

survey used as a pre-test was required for the personnel of all the 14 production stations. This

survey was meant as a base line study for the chi square root statistical analysis of the post

survey for the personnel of the selected production stations. Here after conclusions can be drawn

on the responsible behavior of these personnel.

Design validity

To enable a possible impact of an environmental education program on performance and

responsible behavior (responsible environmental behavior) of SWM production station personnel

visible, a quasi experimental design will be used. Due to the fact that random sampling will be

used this type of experimental design is considered a not true (quasi) experimental design

(Shadish, Cook & Campbell, 2002, p.5). This research is:

The relationship between an environmental education program and responsible behavior

of the production station personnel towards ensuring quality drinking water.

The relationship between an environmental education program and performance of the

SWM production station personnel.

20

This means that the validity design is for both research parts. The validity design that will be

used is the pretest – posttest control group design (Research methods for environmental

education; Threats to validity of research design. adapted from Chong-ho Yu & Barbara Ohlund

(2010). This design is the best one because it compares two groups with each other after one of

them received an intervention program.

Figure 2 – pretest – posttest control group design for responsible environmental behavior

Responsible (environmental) behavior

Test Group

randomization

Pre test Treatment Post test

A

Treatment

group

R O1

Pre-survey

X

Education

program

O2

Post-survey

B

Control group

R O3 O4

In order to test a possible behavior change a baseline pre-test (survey) was executed, after the 7

randomly chosen production stations received a drinking water education program (treatment).

After this treatment all the production stations participated once more in an almost same post-test

(survey) in order to determine possible changes.

21

Figure 3 – pretest – posttest control group design for performance

Performance

Test Group

randomization

Pre test Treatment Post test

A

Treatment

group

R O1(drinking

water quality

base line pre-lab

analysis)

X

Education

program

O2 (drinking

water quality

post-lab

analysis)

B

Control group

R O3 O4

The method described for the responsible (environmental) behavior was also used for the

performance. In this case the performance and responsible (environmental) behavior were tested

using:

Laboratory chemical and bacteriological analysis. This was done by taking samples from

certain points in the water treatment installation and analyzing these samples on chemical

parameters (Iron, pH, Chlorite, dissolved oxygen, total dissolved substances, FTU and

Manganese) and bacteriological (total coli forms, thermo tolerant coli) parameters.

Hygiene reports from the raw water pits and treatment facilities of the production

stations.

Statistical analysis (chi square root)

22

After the lab analysis, lab results and the hygiene reports of the production stations, the seven

randomly chosen production stations received a drinking water quality educational program.

Hereafter the treatment facility was once again chemically and bacteriological analyzed and

hygiene reports executed to determine a possible relationship between this environmental

educational program and the drinking water quality from the production stations. The sample

fraction for this research project was planned for 50 production station personnel, while the total

population that had taken the pre- and posttest was nearly 104 personnel. Finally the group that

received the treatment was compared to the group that did not (the control group). By using

statistical analysis (γ square roots) we investigated a possible influence of an educational

program on the responsible behavior of production station personnel.

Data collection

The SWM has 14 production stations in the central part of the supply areas. These 14 production

stations have 104 personnel. The SWM has a 24 hours operation which implies that there must

always be a worker on every production station to operate the treatment installation. The workers

on duty took a pre-test (base line) that was executed nearly on the same time for every

production station to prevent cheating or exchanging answers. After the test the forms were

collected and returned. Laboratory samples were collected from the complete installation for

every production station.

Data analysis

The answers of the different personnel on the survey were coded and put in a matrix. The

Chemical and Bacteriological samples were analyzed in the laboratory and the results were also

put in a matrix. After this part seven production stations were selected based on the random

23

sampling strategy. The production station personnel of these seven production stations received a

drinking water quality education program. The entire program with a time span of six weeks was

lectured two to three times each week. Hereafter the personnel had to participate in a survey once

more, known as the post test. Chemical and bacteriological samples were collected from the

treatment installation of all the production stations (post sampling). Again the samples were

analyzed and the results of both the behavior test as well as the lab test plotted in a matrix.

The data that is gathered had to be analyzed in order to draw conclusions on the possible

relationship that exist between responsible behavior, performance and the drinking water quality

education program. The data was analyzed using the chi-square root test. For the water quality

parameters the data was analyzed in spreadsheets en tables where the quality trends for each of

the ions can be observed. Also the chi-square root test was used to make necessary conclusions.

Selected production station workers

Twenty eight production station personnel participated in the drinking water quality education

program, while thirty seven production station employees were part of the control group. Initially

the group was larger but due to holidays, sick leave and shift schedules of the production station

personnel the group was narrowed down. Furthermore, due to shift duty, some of the personnel

missed important lessons on certain days.

Results

The results of the three types of analysis are described in:

The statistical analysis; chi square root

24

The hygiene inspections analysis of the production stations

The bacteriological- and chemical analysis of the production stations

The statistical analysis

In this analysis we will use a probability (δ) of 0.05.

Analyses have been carried out for different variables. The variables with an exceeding chance

(p) bigger than the probability (δ) are mentioned because the difference between the variables is

not significant and is probably due to coincidence. The variables with an insignificant difference

(coincidence) are listed in the table below

Table 1. The variables with a difference due to coincidence

VARIABLES EXCEEDING CHANCE (p)

Discontent production station personnel 0.117

Necessary means to do job successfully 0.878

Willingness to deliver maximal results 0.516

Running drinking water at home 0.532

frequency of drinking water from their production station 0.285

Level of toilet hygiene of the production workers 0.196

Willingness to clean the toilet of their production station 0.105

Level of toilet hygiene of colleagues 0.425

level of disturbence of colleagues touching after toilet without hand washing 0.256

Willingness to correct colleagues 0.223

Willingness to clean their production station 0.293

The level of clear away waste 0.197

Willingness to clear away waste 0.151

Willingness to kill vermin's 0.652

The frequency of speaking about their production station laboratory results 0.919

The frequency of occurrence of Ecoli 0.116

The feeling of quilt in the occurrence of Ecoli on their production station 0.309

The feeling of quilt in the occurrence of high chemical concentration 0.717

Level of action undertaken after contaminating laboratory results 0.199

Level of disinfection after a Ecoli contamination 0.502

Level of hygiene inspection by them of the raw water pit 0.278

25

Level of personal hygiene inspection of the treatment facility 0.677

What the maximum thermo tolerant Ecoli concentration may be in water 0.308

Level of impact on the production process 0.391

Level of improvement of the production process 0.309

personal view on which production station produces the best drinking water 0

The difference between the production station personnel that received the drinking water quality

course and the ones that did not, in different variables being tested, are not significant and are

probably due to coincidence (see table 1).

The underlying statistical results have a significant difference between the variables tested in

each one of them, this because the variables have an exceeding change (p) smaller than the

unreliability threshold (δ). The difference between the variables is probably no coincidental. The

significant difference for these variables is listed in table 2

Table 2. The variables with a difference not due to coincidence

VARIABLES EXCEEDING CHANCE (p) TREATMENT GROUP CONTROL GROUP

The level of work satisfaction 0.027 Mostly very satisfied mostly, fairly and moderate

Type of worker that cleans the toilet 0.004 Mostly shift workers

Mostly maintenance and cleaning

The level of cleanness of the production station 0.003 Always clean

Mostly or sometimes clean

Level of action undertaken after disastrous hygiene inspection reports 0.028

79.3 % always and 0 % never takes action

51.4 % always and 5.71 % never

level of action undertaken after consumer complaints 0.003

100 % always or mostly takes action

71.4 % always or mostly

Maximum Chlorine concentration that may exist in the distribution network 0.003

70.4 % gave the right answer

30 % gave the wright answer

which production station produces the best drinking water 0

26

There are certain variables with an exceeding chance that is almost the same as the unreliability

threshold, but since the difference is minimal it is worth mentioning the analysis. These variables

and analysis are listed in table 3.

Table 3. Variables worth mentioning

VARIABLES EXCEEDING CHANCE (p) TREATMENT GROUP CONTROL GROUP

The level of hygiene inspection of the treatment facility 0.061

74.1 % always execute hygiene inspection

38.9 % always execute the inspection

The minimal Iron concentration that may excist in the distribution network 0.057

80 % knew the wright answer

82.4 % knew the wright answer

Analysis based on the answers given to knowledge questions

In the table below the analysis of the right answers provided by the production station workers

that attended the education program and the ones that did not attend the program are listed.

Table 4. Questions asked to the production station workers

QUESTIONS TREATMENT GROUP

CONTROL GROUP

Which consequence an Ecoli contamination has on the drinking water

86.2 % knew the answer


What might the minimal Iron concentration be in drinking water 80 % knew the answer


What might the rest Chlorine concentration be in the network after disinfection


30 % knew the answer

What is the maximum thermo tolerant Ecoli concentration that may exist in the network



What is the reason for measuring the filtration vessel bed 56% knew the answer


What is the reason for frequently gauging the raw water pits 85.7 % knew the answer


what is the reason for measuring the resistants in the filtration vessel bed

46.4% knew the answer


27

What is the reason for cleaning the surrounding of the raw water pit and also keeping it clean

89.3% knew the answer


What is the reason for measuring the rest chlorine concentration after disinfection before distribution



What are the consequences that arises after damage to the aeration ventilators



60 % of the questions were answered correctly by a greater percentage of the production station

employees that were not in the drinking water education quality program.

Hygiene inspections

The hygiene inspections that were executed can be divided in two parts namely:

Inspection of the production station that were in the drinking water quality program.

Inspection of the production stations that were not selected for the program.

The overall results of the hygiene inspections of these production stations can be viewed in the

table below.

Table 5 Hygiene inspection summary

HYGIENE INSPECTION SUMMARY

Production

stations

Disinfection

and

measuremen

t of rest

Chlorite

Storage of

materials in

facilities not

suitable

Terrain and

production

station facilities

condition

Drinking water

treatment

installation

shortages and

defects

Hygiene

materials

and outfits

In the program 57.1 % of

these

production

stations had a

improvement

42.9 % of

these

production

stations had a

decline after

28.6 % of the

production

stations had a

decline while

28.6 % showed

28.6 % of these

production

stations showed

no improvement

There was

no impact

by the

program

28

after the

course

the program no improvement

after the program

after the course

Not selected for

the program

There was no

impact by the

program

stations not

selected in

the last

quarter

16.7 % of the

production

stations had a

decline on

this part in

the last

quarter

33.3 % of the

production

stations showed

improvement

while 16.7 %

had no

improvement in

the last quarter

33.3 % had a

decline and 16.7

% no

improvement on

the shortage and

defects in the last

quarter

16.7 % had

a decline in

the

materials

and outfits

in the last

quarter

Chemical Laboratory Results

Table 6. Chemical laboratory result summary

CHEMICAL LABORATORY RESULTS SUMMARY

Production

station after

the course

Chlorite

norm of

max 250

mg/l

Dissolve

oxygen in

the

drinking

water.

Target

concentrati

on ≥ 2 mg/l

Total

dissolved

substances

norm of ˂

1000 mg/l

pH

norm 6.5 –

8.5

Turbidity

with a norm

of max 1

FTU

Fe (Iron)

with a

norm of

max

0.1 mg/l

(SWM

target)

Overall

results

production

stations in

the

program

87.7 % of

the samples

meet the

norm

100 % of the

samples

meet the

target

100 % of the

samples

were within

the norm

the whole

year

The pH

elevated

from 90.7 %

before the

course to 92

% after the

course

The sample

results

elevated

from 78.1 %

within the

norm before

the course to

80.9 % after

the course

The sample

results

within the

norm

elevated

from 69.7 %

before to

72 % after

the course

Overall

results

production

71.4 % of

the samples

meet the

100 % of the

samples

meet the

100 % of the

samples

were within

The pH

elevated

from 92 %

The sample

results

decreased

The sample

results

within the

29

station not

selected for

the

program

In the last

quarter

norm the

whole year

target the norm

the whole

year

before the

course to

93.2 % after

the course

from 87.7 %

within the

norm before

the course to

87.5 % after

the course

norm

elevated

from 82 %

before

to 83.5 %

after the

course

Table 7. Bacteriological laboratory result summary

BACTERIOLOGICAL LABORATORY RESULTS SUMMARY

Production

stations

Coli free spring

water (target is

100 %)

Thermo negative

spring water

(target is 100 %)

Coli free

drinking water

(target is 100 %)

Thermo negative

drinking water

(target is 100 %)

Overall results

production stations

in the program

The average

result of the coli

free samples

before the course

was 85.3 % and it

decreased to 83.1

% after the

course.

Of the coli

containing samples

the average thermo

negative result was

98.1 % before and

this decreased to

97.4% after the

course

The average

result of the coli

free drinking

water samples

before the course

was 70.3 % and

this increased to

70.7 % after the

course

Of the coli

containing samples

the average thermo

negative result was

96.3 % before and

this decreased to

96.5 % after the

course

Overall results

production stations

not selected for the

program

The average

result of the coli

free samples

before the course

was 87 % and it

decreased to 85.5

% in the last

quarter compared

to the three

before.

Of the coli

containing samples

the average thermo

negative result was

97.2 % before and

this decreased to

96 % in the last

quarter compared

to the three before.

The average

result of the coli

free drinking

water samples

before the course

was 64.3 % and

this increased to

66.2 % in the last

quarter compared

to the three

before.

Of the coli

containing samples

the average thermo

negative result was

88.7 % before and

this increased to

89.3 % in the last

quarter compared to

the three before.

30

Discussion

The scope of this research project was on the impact of adult education program on the

performance, the behavior or the intention to that particular behavior. The education program

was set up broadly, with the intention to provide the drinking water production station worker

with all the cognitive and affective knowledge to produce drinking water that meets the

expectations of the consumers.

The statistical analysis (chi-square root) revealed some insight on the intention to act of the

drinking water production station worker after the course compared to the ones that did not

attend the drinking water quality course. These insights are that it appears that the level of work

satisfaction was greater at the production station workers that attended the drinking water quality

course, which implies that the course probably increased the intention to produce quality

drinking water and so increased the intention to act. It also revealed that the need for a clean

toilet on a drinking water production station is a must. This is based on the fact that the shift

production station workers who have other duties are aware that they need to clean the toilet

compared to the ones that did not attend any course. According to the statistical analysis the

production station workers from production stations that were selected for the course always

found their production station clean. Resulting into two conclusions, first that they put effort in

cleaning their production station and second that they integrate (are fully dedicated) with their

production station, that is why they will not see or say any negative thing about it. Another

important point is that improvement aspects and problematic situations out of hygiene

inspections is always corrected and dealt with by a bigger percentage (79.3 %) of the production

station workers that attended the course compared to the ones (51.4 %) that did not. The

31

statistical analysis also revealed that 100 percent of the production station and there workers that

attended the drinking water course always or mostly take action after consumer complaints

against 71.4 % that did not attend the course. It seems that a greater percentage (70.4 %) of the

production workers that attend the course knew what the maximum concentration of chlorine

may be in drinking water compared to (30 %) the production station workers that did not attend

the course. This means that statistically the level of work satisfaction, the need for a clean toilet,

the cleanness of their production station, the fact that they found there production station clean,

the level of action undertaken by production station workers after improvement points and

problematic situations, the level of action undertaken after consumer complaints and the right

answer about the maximum concentration of chlorine in drinking water, are all better done by

production station workers that were in the drinking water quality program. All except the

answer to the maximum chlorine concentration in drinking water are behavior points.

The knowledge questions were basic and part of the daily production work routine. Because of

this daily work the production station workers have, the answers should be known by all of them.

These questions revealed some typical aspects; most of the questions were answered correctly by

a greater percentage (60 %) of the production station workers that did not attend the drinking

water quality course. This leads to the conclusion that the drinking water quality course probably

did not have much impact or value on the knowledge gained about certain basic drinking water

topics. Probably, as mentioned above, this specific knowledge was already present prior to the

course and was disseminated by the managers of the production department during deliberation

about certain problems on production stations. In the near future education programs have to be

organized focusing on gaining in depth knowledge regarding additional water quality topics.

These future education programs should improve the knowledge about and the understanding of

32

the importance of water quality. In addition topics about the impact of a good housekeeping and

a clean environment on the water quality have to be stressed more in future education programs.

The hygiene inspection reports exposed interesting facts. It seems that after the course, the

production station personnel that attended the drinking water quality program used disinfection

(chlorination) and the necessary measurement of residual Chlorine that goes along with the

disinfection. While the drinking water production station that did not attend this drinking water

course had no intention to increase the use of disinfection in case of a contamination. This

increased use is probably due to an increasing awareness on the importance of producing and

distributing contamination free (good quality) drinking water. On all of the other hygiene based

observation points there was a decrease or no improvement. This data indicates that the

Production station workers focused a lot on disinfection and trying not to distribute drinking

water with high residual chlorine after chlorination.

The Chemical laboratory results can be divided in two parts, first the chemical parameters

(chlorite concentration, the dissolved oxygen and the total dissolved substances) that are not

controllable by the production station workers. This because the chlorite concentration and total

dissolved substances depend on the groundwater composition, while the dissolved oxygen

depends partly on the groundwater composition and partly on the aeration tower or plate

aerators. Secondly the chemical parameters that are controlled by the drinking water production

station workers. The first group of parameters was excellent for both the production stations that

attend the drinking water course and the ones that did not, except for the chlorite concentration.

The chlorite concentration in ground water is based on the salt intrusion from the sea in the

northern part of Suriname and therefore cannot be influenced by the production station workers.

The second group of parameters is influenced by the drinking water production station workers.

33

It implies that both the production station workers that attended the drinking water program and

the ones that did not had almost the same overall increase in the pH towards the norm. This

means that the drinking water quality course did not have a specific influence on the group in the

program. On the part of the turbidity the drinking water production stations that were included in

the drinking water quality program had an increase in the samples that were within the turbidity

norm after the course compared to the samples before the course. The drinking water production

stations that were not selected for the drinking water program had a decrease in the sample

results that were within the turbidity norm after the course compared to the results before the

course. This result indicates that the drinking water quality course had a positive effect on the

production station workers to produce drinking water within the Turbidity norm. On the part of

the Iron concentration in the drinking water produced by the production stations the chemical

laboratory analysis exposed that both the group that attend the drinking water course and the

group that did not attend the program had an increase in the sample results with an Iron

concentration within the norm. This means that the impact of the drinking water quality course

on the Iron concentration in the drinking water from the production stations was probably

minimal. The only influence the drinking water quality course had on the chemical laboratory

results were on the turbidity of the drinking water.

The bacteriological laboratory results are executed for well water and potable water, where the

water is analyzed on total coli form bacteria and Thermo tolerant coli bacteria. These results

prove that the coli free sample results decreased for both the production stations that “delivered”

the workers that attended the drinking water course and the ones that did not. This implies that

the water from the wells had more coli form bacteria after the course than before the course. The

percentage for the thermo negative bacteria in coli containing well water also decreased after the

34

course compared to before the course. This implies that the percentage of thermo tolerant coli

(sick making) bacteria in spring water increased after the course. Therefore the conclusion can be

drawn that the drinking water quality program had no impact on the drinking water production

station workers towards there action on preventing contamination in well water. For the drinking

water the percentage for the coli free samples increased after the drinking water program for both

the group that attended the program and the one that did not. Also the percentage for the thermo

negative bacteria in coli containing potable water increased after the course compared to before

the course. This means that the awareness for preventing thermo tolerant coli in drinking water

increased in the fourth quarter compared to the three quarters before. However due to the

increase of these results in both groups, might be concluded that the drinking water quality

program probably had no impact on the production station workers towards there action on

preventing contamination in drinking water. This is in line with the hygiene conclusion which

indicated that the disinfection and the measurement of residual chlorine increased after the

course. These results can probably be explained by the fact that some of the production stations

managers were also frequently acting as production station managers for other production

stations. Because of sickness, vacation and even death of some production station managers,

other production station managers had to act in that function and managed the production station

workers of other stations. That probably explains the same results for both groups. Also some of

the causes of the contamination of the water of production stations are investment based and/or

need to be tackled by specialists and engineers, because they are too complex to be solved by the

production station workers. Examples are leakages in the concrete walls of drinking water

storage facilities due to chemically aggressive water or back flow of distributed drinking water

from the network to the storage facilities. These topics need to be addressed in future education

35

programs for production station workers, to ensure the consumers for good quality drinking

water especially from a health and safety perspective.

Based on the results of this study, I can conclude that water quality education courses have to be

part of a yearly education program in which production station workers can be trained and

educated. This drinking water quality education program had a positive impact on the workers.

This impact was measured on:

The remarks that were made by the production station workers during and after the

program

The fact that all the production station workers past the exams, some of them after the

first examination and others after the re-examination.

The results of this study that indicate an overall positive impact on the workers.

The production station workers received a lot of knowledge in different drinking water sciences.

They were taught in topics from pump techniques to adequate consumer relations. This program

provided the production station workers with tools to communicate adequately with consumers

who are concerned or who need information. Also this program provided the production station

workers with basic and in depth knowledge and tools to produce drinking water that meets the

need for consumers. Production station workers have to be trained and/or educated yearly. This

will be challenging, because of the 24 hour / 7 days a week work operation of the production

stations. The level of the lectures and courses of future education programs must be taken into

consideration, to measure if and how it could have influenced the poor effect the drinking water

education program had on the performance, intention to act and responsible behavior of

production station workers toward the drinking water quality.

36

Conclusion

The general conclusion is that there is a positive relation between the drinking water quality

education program and the performance of the drinking water production station workers. This is

based on the fact that certain parameters scored better after the course. However the pH and Iron

concentration were also better for the drinking water production stations that did not participate

in the drinking water quality education program, which makes it hard to conclude with certainty

that the program had the positive impact on the behavior that led to the result for those

parameters. For the turbidity the positive result can probably be attributed to the drinking water

quality education program. Therefore the drinking water quality education program had a

positive and advantageous relation (improvement) with the performance of the drinking water

production station workers. The relation between the drinking water quality education program

and the intention to act is also a positive relation, because the statistical analysis of the surveys

by the production workers revealed that the production workers that attended the drinking water

quality education program have the intention to act correctly regarding certain behavior related

topics that influence the drinking water quality. This implies that the drinking water quality

education program improved the intention to act of drinking water production station workers.

Responsible environmental behavior improved after the drinking water quality education

program (as mentioned in the discussion). This is probably based on the fact that the disinfection,

measurement of residual chlorine, the coli free drinking water and the thermo negative coli

containing water increased. This means that the production station workers became responsible

after the course in order to have a behavior that guaranteed coli free drinking water by

disinfecting when needed, measure the rest chlorine to prevent harmfully high chlorine

concentration in the drinking water and by executing actions that resulted out of the hygiene

37

inspections as mentioned above. The parameters (that benefitted the most) which were of great

interest after the education program are the turbidity, the intention to act, the adequate

disinfection of contaminated drinking water, the measurement of the rest chlorine in drinking

water and the hygiene inspection of the production stations (see discussion).

In summary the Drinking water quality education program had a positive relation and improved

the performance, the intention to act and the responsible (environmental) behavior of the

Suriname Water Company drinking water production station workers.

38

Limitations

Several limitations can be addressed during the period in which the program was executed. The

program was held between September and November, during this period most workers of the

Suriname water company are on their yearly leave. This affected the attendance of the course on

certain days by the production station workers, resulting that those workers missed crucial

information. This probably affected the results. Furthermore shift working schedule probably

also impacted the results, since the production station workers from the 00.00 to 8.00 hour a.m.

shift, were exhausted, preventing them to deliberately participate in the course. Occasionally this

situation was exacerbated since the employees have to perform additional 1.5 or even 2 shifts a

day labor due to leave or sick leave of colleagues. Another limitation is the fact that the program

was held 3 times a week from 8.00 till 11.30 hour, which was an intensive workload for workers

in shift. The fourth limitation is the short follow up time of nearly 2 to 4 weeks after the

program. A longer time is needed to execute the post survey, hygiene inspections, and the

bacteriological and chemical results in order to draw solid conclusions. One other limitation is

the possible information exchange between the treatment group and the control group, because as

already mentioned the production station managers were also acting managers on other

production stations and could have used the knowledge gained to improve the quality on

production stations from the control group. In future education programs these points have to be

taken into consideration and certainly controlled.

Acknowledgments

My sincerest gratitude goes to the production station workers for their spontaneous participation,

the SWM management staff willing to teach in the program, followed by, Gerald Culen, Ph.D.

39

and Dirk Wongsopawiro, Ph.D. for their critical comments and support. Last but not least I thank

my family for their support.

References

Ajzen, I. (2005). Attitudes, personality, and behavior (2nd. Edition). Milton-Keynes, England:

Open University Press/ McGraw-Hill.

Ajzen, I, & Fishbein, M. (1980). Understanding attitudes and predicting social behavior.

Englewood Cliffs, NJ: Prentice-Hall.

Ajzen, I. (1988). Attitudes, personality and behavior. Chicago: Dorsey.

Ajzen, I., Albarracin, D., & Hornik, R. (Eds.)(2010). Prediction and change of health behavior:

Applying the reasoned action approach. : Mahwah, NJ: Lawrence Erlbaum Associates.

Baarda, D. B., De Goede, M. P. M., & Van Dijkum, C. J. (2007). Basis statistiek met SPSS:

Handleiding voor het verwerken en analyseren van en rapporten over (onderzoeks)

gegevens. Groningen: Wolters- Noordhoff (2007), derde druk.

Brown, F. (2000). The effect of an inquiry-oriented environmental science course on preservice

elementary teachers attitudes about science. Journal of Elementary Science Education,

12(2), 1-6.

40

Burke, P, Horvath, C, Nordin, R and Nagpal, N. (1999).“ambient water quality guidelines for

Crim”, 28 februari 2008. (http:/www.env.gov.bc.ca/wat/wg/bcguidelines)

Czerniak, C., & Lumpe, A. (1996). Relationship between teacher beliefs and science education

reform. Journal of science teacher education, 7, 247-266.

Dumitrescu, A. L., Wagle, M., Dogaru, B. C., & Manolescu, B. (2011). Modeling the theory of

planned behavior for intention to improve oral health behaviors: the impact of attitudes,

knowledge, and current behavior. Journal of Oral science, Vol 53, no. 3, 369 – 377,

2011.

Enochs, L., & Riggs, I. (1990). Further development of an elementary science teaching efficacy

beliefs instrument: a preservice elementary scale. School science and mathematics, 90,

695-706.

Fishbein, M, & Ajzen, I. (2010). Predicting and changing behavior: the reasoned action

approach. New York: Psychology Press (Taylor & Francis)

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to

theory and research. Reading, MA: Addison-Wesley.

Hovey, L. M. (1975). Design of an instrument to measure teachers attitudes toward

experimenting. School science and mathematics, 75, 167-172.

41

Hungerford, H. R., Bluhm, W. J., Volk, T. L., Ramsey, J. M. (2001). Essential readings in

environmental education 2nd

edition. West university champaign Illinois, Stipes

publishing L.L.C.

Jaccard, J., Litardo, H. A., & Wan, C. K. (1999). Subjective culture and social behavior. In J.

Adamopoulos & Y. Kashima (Eds), social psychology and cultural context (pp. 95-106).

Thousand Oaks, CA: sage.

Jones, C., & Levin, J. (1994). Primary/elementary teachers attitudes toward science in four areas

related to gender differences in students performance. Journal of Elementary Science

Education, 6, 46-66.

Justi, R. S., & Gilbert, J. K. (2002). Science teachers knowledge about and attitudes towards the

use of models and modeling in learning science. International Journal of Science

Education, 24, 1273-1292.

Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers:

Essential research for lasting reform. Journal of research in science teaching, 38, 631 –

645.

Metselaar, E. (1997). Assessing the willingness to change. Vrije Universiteit Amsterdam, VU-

huisdrukkerij.

42

Moel de, P.J., Verberk, J. Q. J. C., Dijk van, J.C., Drinking Water; principles and practices. Den

Haag, 2004.

Nishiuchi, K., Tsutsumi, A., Takao, S., Mineyama, S., & Kawakami, N. (2007). Effects of an

education program for stress reduction on supervisor knowledge, attitudes, and behavior

in the workplace: a randomized controlled trial. Journal of occupational health. 49,

190 -198.

Pajares, M. F. (1992). Teachers beliefs and educational research: Cleaning up a messy construct.

Review of Educational Research, 62, 307-332.

Pallant, J. (2005). SPSS survival manual. New York: Ligare pty Ltd (2005), second edition.

Pouwelse, B. (2007). Veranderingsbereidheid en dimensies van organisatiecultuur. Universiteit

van Tilburg.

Salish I Research project. (1997). Secondary science and mathematics teacher preparation

programs: Influences on new teachers and their students. Final report to the department

of Education, Science Education Center, University of Iowa, Iowa City.

43

Simpson, R. D., Koballa, T. R., Oliver, J. S., & Crawley, F. (1994). Research on the affective

dimension of science learning. In D. Gable (Ed.), handbook of research on science

teaching and learning (pp. 211-234). New York: Macmillan.

Smith, L. (2003, April). The impact of early life history on teachers beliefs: in-school and out-of-

school experiences as learners and knowers of science. Paper presented at the American

Educational Research Association Annual meeting, Chicago.

Thompson, D., & Orion, N. (1999). Changes in perceptions and attitudes of pre-service

postgraduate secondary science teachers: a comparative study of programs in Israel,

England andWales.Research in Science and Technological Education, 17, 165-192.

Van Peet, A. A. J., Van den Wittenboer, G. L. H., & Hox, J.J. (2005). Toegepaste statistiek:

inductieve technieken. Groningen: Wolters - Noordhoff (2004), tweede druk.

Vuori, K. (1995). “Direct and Indirect effects of iron on river ecosystems”. Ann. Zool. Fennici

vol 32, 317 – 329. Zoological and Botanical Publishing board, Department of Biology,

University of Joesuu, Finland nov 1995.

Anon., (1996). “World Health Organization Guidelines for Drinking-water Quality”. Volume II,

2nd

Edition, WHO, Geneva, 1996. Anon. Report of a National Water Quality Seminar,

Romania, WHO-EURO, Rome, 1995.

44

APPENDIX

Appendix A. : Pictures

Picture 1. A course day in the program Picture 2. The certificate presentation

Picture 3. A vessel that spilled over Picture 4. Production station workers during

maintenance of a vessel

45

Appendix B. : Bacteriological statistics, Bacteriologische kwaliteit

ruw- en reinwater 2008-2012

RepubliekVan HattemwegLelydorpHelena

ChristinaLivorno WK Plein BlauwgrondTourtonne 4 Leysweg Flora KoewarasanLeiding 9A Meerzorg La Vigilantia Uitkijk

% colivrije Ruwwatermonsters 2008 65% 92% 92% 68% 74% 71% 87% 44% 52% 75%

% colivrije Ruwwatermonsters 2009 78% 88% 71% 75% 81% 72% 92% 70% 70% 92%

% colivrije Ruwwatermonsters 2010 69% 92% 79% 96% 70% 45% 100% 77% 59% 93% 90% 97% 90%

% colivrije Ruwwatermonsters 2011 88% 96% 84% 96% 88% 86% 92% 79% 45% 88% 100% 99% 74%

% colivrije Ruwwatermonsters 2012 85% 72% 96% 73% 81% 75% 89% 96% 71% 88% 85% 90% 70% 94% 90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

Vest.Centraal-stations % Colivrije ruwwatermonsters 2008- december 2012

46

RepubliekVan HattemwegLelydorpHelena ChristinaLivorno WK PleinBlauwgrondTourtonne 4Leysweg Flora KoewarasanLeiding 9AMeerzorgLa VigilantiaUitkijk

% thermo negatieve Ruwwatermonsters 2008 94% 96% 96% 96% 96% 96% 92% 80% 83% 96%

% thermo negatieve Ruwwatermonsters 2009 98% 96% 96% 96% 96% 95% 96% 89% 91% 96%

% thermo negatieve Ruwwatermonsters 2010 94% 96% 100% 100% 96% 77% 100% 85% 79% 100% 100% 100% 100%

% thermo negatieve Ruwwatermonsters 2011 94% 100% 98% 100% 93% 96% 100% 96% 86% 100% 100% 100% 96%

% thermo negatieve Ruwwatermonsters 2012 96% 95% 98% 96% 93% 92% 100% 96% 95% 100% 98% 99% 93% 100% 97%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

Vest.Centraal-stations % Thermo negatieve ruwwatermonsters 2008- december 2012

47

WK Plein Blauwgrond Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Uitkijk

% colivrije Ruwwatermonsters 2008 71% 87% 44% 52% 75%


% colivrije Ruwwatermonsters 2010 45% 100% 77% 59% 93% 90% 97%

% colivrije Ruwwatermonsters 2011 86% 92% 79% 45% 88% 100% 99%

% colivrije Ruwwatermonsters 2012 75% 89% 96% 71% 88% 85% 90% 90%

Target SWM 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

Vest.Centraal-stations Regio Noord- % Colivrije ruwwatermonsters 2008- december 2012

48


% thermo negatieve Ruwwatermonsters 2008 96% 92% 80% 83% 96%


% thermo negatieve Ruwwatermonsters 2010 77% 100% 85% 79% 100% 100% 100%

% thermo negatieve Ruwwatermonsters 2011 96% 100% 96% 86% 100% 100% 100%

% thermo negatieve Ruwwatermonsters 2012 92% 100% 96% 95% 100% 98% 99% 97%

Target SWM 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

Vest.Centraal-stations Regio Noord- % Thermo negatieve ruwwatermonsters 2008- december 2012

49

Republiek Van Hattemweg Lelydorp Helena Christina Livorno La Vigilantia





% colivrije Ruwwatermonsters 2012 85% 72% 96% 73% 81% 94%

Target SWM 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

Vest.Centraal-stations Regio Zuid - % Colivrije ruwwatermonsters 2008- december 2012

50

RepubliekVan

HattemwegLelydorp

Helena Christina

Livorno La Vigilantia





% thermo negatieve Ruwwatermonsters 2012 96% 95% 98% 96% 93% 100%

Target SWM 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

Vest.Centraal-stations Regio Zuid-% Thermo negatieve ruwwatermonsters 2008- 2012

51

RepubliekVan Hattemweg LelydorpHelena Christina Livorno WK Plein Blauwgrond Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Meerzorg La Vigilantia Uitkijk

% colivrije Reinwatermonsters 2008 79% 67% 87% 42% 64% 55% 25% 32% 44% 87%

% colivrije Reinwatermonsters 2009 57% 71% 79% 45% 74% 51% 38% 27% 58% 79%

% colivrije Reinwatermonsters 2010 63% 71% 79% 80% 61% 61% 57% 32% 57% 64% 63% 61% 31%

% colivrije Reinwatermonsters 2011 66% 59% 82% 70% 68% 30% 26% 29% 44% 69% 75% 72% 23%

% colivrije Reinwatermonsters 2012 69% 84% 80% 71% 74% 55% 50% 62% 42% 63% 59% 89% 20% 94% 65%

Target SWM %colivrij reinwater 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

% colivrije reinwatermonsters Vest Centraal 2008- december 2012

52

RepubliekVan

HattemwegLelydorp

Helena Christina

Livorno WK Plein BlauwgrondTourtonne 4 Leysweg Flora Koewarasan Leiding 9A Meerzorg La Vigilantia Uitkijk

% Thermo negatieve Reinwatermonsters 2008 92% 92% 100% 86% 91% 91% 75% 68% 92% 93%

% Thermo negatieve Reinwatermonsters 2009 94% 96% 96% 94% 98% 94% 71% 54% 92% 95%

% Thermo negatieve Reinwatermonsters 2010 93% 100% 92% 94% 82% 95% 86% 58% 88% 98% 88% 82% 69%

% Thermo negatieve Reinwatermonsters 2011 93% 91% 94% 98% 89% 94% 95% 89% 80% 92% 94% 100% 77%

% Thermo negatieve Reinwatermonsters 2012 86% 98% 98% 95% 94% 96% 94% 86% 70% 98% 97% 100% 63% 97% 87%

Target SWM 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

75%

80%

85%

90%

95%

100%

Produktiestations

% Therm.negatieve reinwatermonsters Af-Productie Vest Centraal 2008- december 2012

53


% colivrije Reinwatermonsters 2008 55% 25% 32% 44% 87%


% colivrije Reinwatermonsters 2010 61% 57% 32% 57% 64% 63% 61%

% colivrije Reinwatermonsters 2011 30% 26% 29% 44% 69% 75% 72%

% colivrije Reinwatermonsters 2012 55% 50% 62% 42% 63% 59% 89% 65%

Target SWM %colivrij reinwater 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

% colivrije reinwatermonsters af-productie Vest Centraal- regio Noord 2008- december 2012

54


% Thermo negatieve Reinwatermonsters 2008 91% 75% 68% 92% 93%


% Thermo negatieve Reinwatermonsters 2010 95% 86% 58% 88% 98% 88% 82%

% Thermo negatieve Reinwatermonsters 2011 94% 95% 89% 80% 92% 94% 100%

% Thermo negatieve Reinwatermonsters 2012 96% 94% 86% 70% 98% 97% 100% 87%

Target SWM 100% 100% 100% 100% 100% 100% 100% 100%

0%

20%

40%

60%

80%

100%

120%

% Therm.negatieve reinwatermonsters af-productie vest centraal-Regio Noord 2008- december 2012

55

RepubliekVan

HattemwegLelydorp

Helena

ChristinaLivorno La Vigilantia





% colivrije Reinwatermonsters 2012 69% 84% 80% 71% 74% 94%

Target SWM %colivrij reinwater 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

% colivrije reinwatermonsters af-productie Vest Centraal - Regio Zuid 2008- december 2012

56






% Thermo negatieve Reinwatermonsters 2012 86% 98% 98% 95% 94% 97%

Target SWM 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Produktiestations

% Therm.negatieve reinwatermonsters af-productie Vest Centraal - Regio Zuid 2008- december 2012

57

Appendix C. : Chemical statistics, Chemische kwaliteit

ruw- en reinwater 2008-2012

Republiek Van Hattemweg Lelydorp Helena Christina LivornoWK Plein(mix

kelder)Blauwgrond(mix

kelder)Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Meerzorg La Vigilantia Uitkijk

% reinwater monsters in 2008 100% 100% 100% 100% 100% 100% 92% 100% 12% 96%


% reinwater monsters in 2010 100% 100% 100% 100% 100% 96% 100% 12% 0% 42% 100% 100% 100%


% reinwatermonsters in 2012 100% 100% 100% 100% 100% 100% 100% 0% 0% 0% 100% 100% 97% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters af-productie SWM Vest. Centraal 2008- december 2012 die voldoen aan SWM norm : Cl- max 250 mg/l

58

RepubliekVan HattemwegLelydorpHelena ChristinaLivornoWK Plein(mix kelder)Blauwgrond(mix kelder)Tourtonne 4 Leysweg Flora KoewarasanLeiding 9A MeerzorgLa Vigilantia Uitkijk






0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters af-productie SWM Vest. Centraal 2008- december 2012 die voldoen aan SWM streefwaarde: opgeloste zuurstof > 2 mg/l

59

Republiek Van Hattemweg Lelydorp Helena Christina LivornoWK Plein(mix kelder)Blauwgrond(mix







0%10%20%30%40%50%60%70%80%90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters SWM Vest. Centraal 2008- december 2012 dat voldoet aan SWM norm : TDS <1000 mg/l

60

Republiek Van Hattemweg Lelydorp Helena Christina Livorno WK Plein(mix kelder)Blauwgrond(mix kelder)Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Meerzorg La Vigilantia Uitkijk

% Reinwatermonsters 2008 31% 92% 61% 48% 56% 79% 92% 88% 75% 100%

% Reinwatermonsters 2009 52% 92% 83% 36% 54% 96% 88% 100% 62% 100%

% Reinwatermonsters 2010 56% 100% 100% 96% 92% 92% 100% 100% 100% 96% 100% 100% 96%

% Reinwatermonsters 2011 81% 100% 100% 83% 96% 96% 100% 100% 100% 83% 100% 100% 92%

% Reinwatermonsters 2012 75% 96% 92% 71% 96% 96% 96% 100% 96% 96% 100% 100% 94% 89% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters SWM Vest. Centraal 2008- december 2012 die voldoen aan norm pH: 6.5- 8.5

61

WK Plein(mix kelder)Blauwgrond(mix kelder) Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Uitkijk

% Reinwatermonsters 2008 79% 92% 88% 75% 100%


% Reinwatermonsters 2010 92% 100% 100% 100% 96% 100% 100%


% Reinwatermonsters 2012 96% 96% 100% 96% 96% 100% 100% 100%

target SWM 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters SWM Vest. Centraal -Regio Noord 2008- december 2012 die voldoen aan norm pH: 6.5- 8.5

62






% Reinwatermonsters 2012 75% 96% 92% 71% 96% 89%

target SWM 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters SWM Vest. Centraal-Regio Zuid 2008- december 2012 die voldoen aan norm pH: 6.5- 8.5

63

Republiek Van Hattemweg Lelydorp Helena Christina Livorno WK Plein(mix kelder)Blauwgrond(mix







0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters af-productie SWM Vest. Centraal 2008- december 2012 die voldoen aan SWM norm : Troebelheid max 1 FTU

64

WK Plein(mix kelder)

Blauwgrond(mix kelder)

Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Uitkijk

% reinwater monsters in 2008 30% 100% 100% 67% 100%


% reinwater monsters in 2010 46% 67% 100% 96% 71% 100% 52%

% reinwater monsters in 2011 38% 79% 100% 100% 48% 100% 100%

% reinwatermonsters in 2012 71% 96% 100% 100% 61% 100% 100% 0%

target SWM 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters af-productie SWM Vest. Centraal -Regio Noord 2008- december 2012 die

voldoen aan SWM norm : Troebelheid max 1 FTU

65

RepubliekVan

HattemwegLelydorp

Helena Christina

Livorno La Vigilantia





% reinwatermonsters in 2012 58% 88% 96% 100% 79% 42%

target SWM 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% r

ein

wate

rmo

nste

rs

Station

% Reinwatermonsters af-productie SWM Vest. Centraal -Regio Zuid 2008-december 2012 die

voldoen aan SWM norm : Troebelheid max 1 FTU

66

WK Plein(mix kelder)Blauwgrond(mix

kelder)Tourtonne 4 Leysweg Flora Koewarasan Leiding 9A Uitkijk





% Reinwatermonsters 2012 67% 83% 100% 100% 38% 96% 100% 0%

Target SWM % 100% 100% 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% m

on

ste

rs

Station

% Reinwatermonsters dat voldoet aan de Fe norm: max. 0.1 mg/l (SWM target) in 2008- december 2012 Vest. Centraal- Regio Noord

67






% Reinwatermonsters 2012 42% 83% 92% 100% 100% 4%

Target SWM % 100% 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% m

on

ste

rs

Station

% Reinwatermonsters dat voldoet aan de Fe norm: max. 0.1 mg/l (SWM target) in 2008- december 2012 Vest. Centraal- Regio Zuid

68

Appendix D.: Hygiene inspection report

N.V. Surinaamsche Waterleiding Maatschappij

Laboratorium W.K.Plein tel. no.404263

Rapportage : Hygiëne bij de drinkwaterproduktie

Station : La Vigilantia

Datum : 06 september 2012

Uitvoerders : M. Moestro & J. Alimoestar

Dienstdoende prod.medew.: Dhr. M. Kromosemito

Ontvangers rapport : Bedrijfsleider, Hfd. Productie, Vest.Man.Centraal

Tijdens de inspektie op het zuiveringsstation zijn de volgende zaken waargenomen:

Bij de open filters:

N.V.T.

Bij de gesloten filters:

Er zijn geen openingen in de ketels.

De openingen/ventilatiegaten bij de beluchtingtoren zijn voorzien van gaaswerk.

Desinfectie:

De omgeving van de filters wordt gedesinfecteerd.

Er is geen chloordoseerpomp aanwezig.

Hygiëne bij de drinkwaterbereiding:

Definitie: Het treffen van maatregelen en of het nalaten van handelingen om te voorkomen

dat het water, vanaf de bron tot en met de levering of de distributie, besmet raakt met

pathogene( schadelijke) organismen afkomstig van mens en dier (faecaliën) en met

schadelijke stoffen.

69

Er wordt een keer per maand chloor gedoseerd in het reinwater en er worden volgens de

productie medewerker chloorrest metingen verricht. Volgens hem worden de verkregen resultaten worden wel geregistreerd, maar deze konden niet aangetoond worden. De registratie van chloorrest metingen die gedaan werden na het desinfecteren van een ketel zijn wel aangetoond.

Bij de opslag:

Er zijn geen dieren (vogels, vleermuizen) aanwezig in het pompengebouw.

De mangaten van de reservoirs hebben een opstaande rand en zijn goed afgesloten.

Er zijn geen lekkages bij de pompen.

De vloer van het pompenhuis is redelijk schoon.

Er is geen opslag van materiaal (smeermiddelen/ brandstof verfproducten etc.) in het pompengebouw, maar deze ruimte wordt voorlopig ook gebruikt als een opslag ruimte voor de lockers, stoelen, tafels, brushcutter en water dispenser.

Er is geen mogelijkheid tot insijpelen van hemel- en spoelwater in de reservoirs.

Algemene netheid station, veiligheid en hygiëne:

Het bedrijfsterrein is gemakkelijk toegankelijk voor publiek/onbevoegden, omdat er geen

omrastering aanwezig is. Er is wel een wachter en een wachthuisje bij de ingang.

Er zijn dieren( honden) aanwezig op het bedrijfsterrein.

Het bedrijfsterrein is redelijk goed onderhouden.

Er is geen zwerfvuil aanwezig op het bedrijfsterrein.

Het pompstation is schoon.

Er zijn geen olievlekken op de grond.

Het toilet en de badkamer zijn redelijk schoon en wordt door de produktie medewerker zelf schoongemaakt.

Er is zeep en Tork papier bij de wasbak.

Er zijn geen lekkages.

Er is een toilet (is niet op slot), dat gebruikt wordt door derden, aanwezig op een afstand van ± 2 meters van RO01.

De oude buizen van NHDW liggen nog op het bedrijfsterrein.

Adviezen:

Bij het doseren van chloor moeten er chloorrest metingen gedaan worden en de resultaten

hiervan dienen in een daarvoor bestemd cahier geregistreerd te worden. Het cahier moet op een centrale plaats geplaatst worden zodat het op aanvraag aangetoond kan worden.

Een opslagruimte creëren voor de lockers, stoelen, tafels, brushcutter en water dispenser, zodat ze niet meer in het pompenhuis worden opgeslagen.

Het plaatsen van een omrastering voor het bedrijfsterrein, zodat onbevoegden en dieren(honden) niet op het bedrijfsterrein kunnen komen.

70

Het station blijven onderhouden.

Het toilet dat op een afstand van ±2 meters van reservoir RO01 staat, moet verplaatst/verwijderd worden.

De oude buizen die op het terrein zijn moeten opgeruimd worden.

71

Appendix E. : Time schedule

Time schedule

activities 1-15

nov

16-

30

nov

1-15

dec

16-

31

dec

1-

15

jan

16-

31

jan

1-

15

feb

16-

29

feb

1-15

mar

16-

31

mar

1-

15

apr

16-

30

apr

Base line

attitude

test

Base line

lab analysis

Results

processing

Educational

program

Attitude

test

Lab

analysis

Data

processing

Data

analysis

report

72

Appendix F. : Time table

LES ROOSTER CURSUS PRODUCTIEMEDEWERKERS

Week 1 Maandag 24 sep Woensdag 26 sep Vrijdag 28 sep

8.15 – 11.30 Inleiding Chemie

Docenten: I. Kuisch, P.

Rsheuvel, A. Johns & M.

Pocornie (Optioneel)

Inleiding Microbiologie


Rosheuvel, A. Johns

(Optioneel),

Productiestation

Werktuigen

Docenten: R. Abdul, D.

Redjosentono, L. Abanie

Week 2 Maandag 01 okt Woensdag 03 okt Vrijdag 05 okt

8.15 – 11.30 Wateranalyse


Rosheuvel, S. Akal

Onderhoud werktuigen

en beheersen zuivering

stappen


Redjosentono, L. Abanie, A.

Salmin, A. Johns

Pompen


Redjosentono

Week 3 Maandag 08 okt Donderdag 11 okt Vrijdag 12 okt

8.15 – 11.30 Procestechnologie

Docenten: A. Salmin, A.

Johns.

Procestechnologie

Docenten: A. Salmin, A.

Johns

Bronboring, Bron

onderhoud en Water

winning

Docenten: R. Abdul, C.

Ligeon, E. Asmorejo

(Optioneel)

Week 4 Maandag 15 okt Woensdag 17 okt Vrijdag 19 okt

8.15 – 11.30 Veiligheid

Docenten: H. Telgt, F.

Jahangier(Optioneel)

Interne en Externe

Communicatie

Docenten: E. Blufpand, O.

Abena

Klachtafhandeling en

Klantenservice

Docenten: M. Bundel, E.

Blufpand

Week 5 Maandag 22 okt Woensdag 24 okt Donderdag 25 okt

8.15 – 11.30 Algemene Gezondheidsleer

Docenten: M. Pocornie, P.

Algemene en Toegepaste

Hygiëne


Algemene en

Toegepaste Hygiëne


73

Rosheuvel Rosheuvel, F. Sitaram Rosheuvel, F. Sitaram

Week 6 Maandag 29 okt Woensdag 31 okt Vrijdag 02 nov

8.15 – 11.30 Milieubewustzijn

Docent: F. Sitaram

Workperformance en

Attitude verandering

Docenten: G. Berchem, F.

Sitaram, H. Telgt, M.


Workperformance en

Attitude verandering

Docenten: G. Berchem, F.

Sitaram, H. Telgt, M.


74

Appendix G. : Module design

Productiestation werktuigen

naam docenten : ing. David

Redjosentono

Rashid Abdul Bsc.

datum : 28 februari, 7 en 14 maart

Module : productiestation

Werktuigen

aantal studenten : 45

onderwerp : algemene informatie

leslocatie : vergaderzaal “Planning

gebouw”

Leerdoelen

Aan het eind van de cursus kunnen de studenten:

- De werking van de verschillende werktuigen uitleggen.

- De diverse werktuigen op hun productiestation beheren.

- Het algemeen onderhoud van de werktuigen beschrijven en uitvoeren.

Beginsituatie

De deelnemers aan deze cursus zijn werkzaam op de afdeling Productie. Zij voeren werkzaamheden

uit die moeten resulteren in kwalitatief en kwantitatief goed water overeenkomstig de WHO

standaarden en SWM streefwaarden. Zij hebben enige kennis van werktuigen, aangezien ze allen

een technische opleiding genoten hebben en reeds met werktuigen werken.

Beoordeling

De beoordeling zal plaatsvinden:

- aan de hand van het opstellen van een algemeen jaar onderhoudsplan van een

productiestation als groepswerk.

- Aan de hand van een groepspresentatie over het onderhoudsplan.

75

- Aan de hand van het eind tentamen.

Werkvormen

- Onderwijsleergesprek

- Groepswerk

- Zelfontdekkend leren

Topics:

1. Pompen 2. Compressoren. 3. Beluchtingventilatoren.

Inleiding Chemie

naam docenten : Florence Sitaram-Tjin A

Soe Msc

Anushka Salmin Msc

Jetty Rosheuvel

Mickey Pocornie B.tech


vak : veiligheid




Gebouw”

leerdoelen


- de voor de waterproductie meest belangrijke chemische elementen met hun naamgeving uit het

periodiek systeem noemen

- de opbouw van een atoom weergeven en de verschillende aspecten zoals atoomnummer,

atoommassa en protonen, neutronen en elektronen middels eenvoudige opgaven berekenen

76

- onderscheid maken tussen mengsels, chemischeverbindingen, covalente- en ionbindingen en de

verschillende reacties

- de verschillende reacties (precipitatie, zuur-base en redox) die plaatsvinden herkennen en

opschrijven

- de waarde van labresultaten/ labrapporten bruikbaar interpreteren

beginsituatie


uit die voortvloeien uit het bedienen van productie faciliteiten en het onderhouden van deze

productie faciliteiten. Zij hebben reeds enige ervaring met het assisteren van het

laboratoriumpersoneel bij het nemen van labmonsters bij de verschillende monsterpunten.

beoordeling

De beoordeling zal plaatsvinden aan de hand van het maken van een case gebasseerd op een

laboratoriumrapport/laboratoriumresultaat. Tijdens de les zullen verschillende oefening in groepen

worden uitgevoerd, maar de case zal in groepsverband worden gemaakt.

Topics

1. Elementen, de naamgeving en het Periodiek Systeem 2. Atomen, atoommassa en atoomnummer 3. Chemische verbindingen, mengsels, molekulen en ionen 4. De chemie van water (structuur, formule, eigenschappen) van water 5. Reacties (zuur-base, redox, precipitatie)

Inleiding Microbiologie

naam docenten : Jetty Rosheuvel

Iris Kuisch


Module : Inleiding Microbiologie


77



gebouw”

Leerdoelen


- De micro organismen die in water kunnen voorkomen weergeven,

- De wijze waarop microbiologische kwaliteit van water wordt gemonitoord beschrijven

- De desinfektie als één van de correctieve maatregelen voor het garanderen van de microbiologische waterkwaliteit beargumenteren.

Beginsituatie



standaarden en SWM streefwaarden. Zij hebben enige kennis van contaminatie van water en de

functie van laboratorium analyses.

Beoordeling

De beoordeling zal plaatsvinden aan de hand van het maken van een groepscasus en het eind

tentamen. Tijdens de les zullen verschillende oefening in groepen worden uitgevoerd.

Werkvormen


- Groepswerk


78

Algemene Hygiene


Iris Kuisch


Module : Algemene Hygiëne




gebouw”

Leerdoelen


Inzicht geven in de aspecten die van belang zijn voor het hygiënisch werken bij de productie van

drinkwater.

Beginsituatie





Beoordeling



Werkvormen


- Groepswerk


79

Topics:

1. Definitie hygiëne 2. Soorten contaminatie en bronnen van contaminatie 3. Hygiëne in het waterwingebied 4. Hygiëne bij de bron 5. Hygiëne bij de zuivering 6. Hygiëne bij de distributie 7. Persoonlijke hygiëne 8. Het uitvoeren van een hygiëne inspektie

Wateranalyse


Iris Kuisch


Module : Wateranalyses




gebouw”

Leerdoelen


- het belang van waterkwaliteitsmonitoring beschrijven

- de noodzaak voor waterkwaliteitsbeheersing uitleggen

- de bemonsteringstechnieken van het laboratorium opnoemen

- de wateranalyses uitgevoerd door het lab van SWM beschrijven.

Beginsituatie


80




Beoordeling



Werkvormen


- Groepswerk


Topics:

1. Theorie en praktijk monstername 2. Werken met chloortestkit 3. Wateranalyses SWM Lab chemisch + bacteriologisch 4. PDCA cyclus bij afwijkingen van waterkwaliteistnormen 5. Belang van registraties bij waterkwaliteitsbeheersing

Interpretatie labrapporten

Bronboring, Brononderhoud en Waterwinning

naam docenten : Carolien Ligeon Msc

Rashid Abdul Bsc

Jetty Rosheuvel


Module : Bronboring en

Waterwinning


onderwerp : algemene informatie leslocatie : vergaderzaal “Planning

gebouw”

81

Leerdoelen


- Het proces van bronboring tot in bedrijf nemen van de bron beschrijven.

- De noodzaak voor het desinfecteren van bronnen, bronpijpen en appendages uitleggen

- Het belang van de fysieke monitoring en inspectie van bronnen, putkoppen en bronomgeving verklaren.

- De noodzaak voor het afdichten van verlaten bronnen beschrijven. - Het belang van bronbemetering en –peiling uitleggen.

Beginsituatie





Beoordeling



Werkvormen


- Groepswerk


Topics:

1. Bronconstructie en contaminatie 2. Keuze van een bronlokatie 3. Ontwerp van een bron 4. Brondesinfectie procedures tijdens de boring 5. Desinfectie van bronnen en pijpen 6. Putkop afdichtingen

82

7. Afdichten (dempen) van een verlaten bron 8. Bemeteren en peilen van bronnen 9. Algemene bronmonitoring

Onderhoud Werktuigen en beheersen zuiveringstappen


Redjosentono

Rashid Abdul Bsc


Module : Onderhoud werktuigen

en beheersen

zuiveringstappen




gebouw”

Leerdoelen


- Zelfstandig een onderhoudsschema voor werktuigen opstellen en uitvoeren.

- Zelfstandig onderhoudsperioden aangeven en bijhouden.

- Anticiperen op storingen aan de werktuigen en in de zuiveringstappen, waardoor deze

voorkomen kunnen worden.

- De verschillende zuiveringsparameters beheersen en beheren.

Beginsituatie



standaarden en SWM streefwaarden. Zij hebben enige kennis van werktuigen, aangezien ze allen

een technische opleiding genoten hebben.

83

Beoordeling


- aan de hand van het opstellen van een algemeen jaar onderhoudsplan van een

productiestation als groepswerk.

- Aan de hand van een groepspresentatie over het onderhoudsplan.


Werkvormen


- Groepswerk


Topics:

1. Werktuigen in de zuiveringsstappen. 2. De diverse zuiveringsstappen. 3. Opstellen van een onderhoudsplan voor werktuigen en voor de diverse zuiveringsstappen 4. Opstellen van een procedure voor een onderhoudsplan. 5. Opstellen van een formulier t.b.v. het onderhoud van werktuigen en diverse zuiveringsstappen.

Pompen


Redjosentono

Rashid Abdul Bsc


Module : Pompen




gebouw”

Leerdoelen

84


- De algemene pompbegrippen begrijpen en uitleggen.

- De verschillende typen pompen opnoemen en de werking uitleggen.

- De diverse pompcomponenten beschrijven en hun werking uitleggen.

- Pompstoringen analyseren - Basis pomponderhoud uitvoeren.

Beginsituatie



standaarden en SWM streefwaarden. Zij hebben enige kennis van werktuigen (waaronder pompen),

aangezien ze allen een technische opleiding genoten hebben en reeds met pompen en overige

werktuigen werken.

Beoordeling


- Aan de hand van een casus over pompstoringen en pomponderhoud.


Werkvormen


- Groepswerk


Topics:

1. Algemene Pompbegrippen. 2. Pomp- en leidingkarakteristieken 3. Pompdiagrammen 4. Pomptypen. 5. Pompschakelingen. 6. Asafdichtingen. 7. Pompstoringen en Pomponderhoud.

85

Procestechnologie

naam docenten : Anushka Salmin Msc

Florence Sitaram Msc


Module : Waterzuivering




gebouw”

Leerdoelen


- Het doel van waterzuivering bij de drinkwaterproductie beschrijven.

- De noodzaak voor voorraadvorming (berging) uitleggen.

- Het belang van beluchting in de drinkwaterproductie verklaren. - De keuze voor snelle - of langzame zandfiltratie beschrijven. - Het belang van pH correcties uitleggen. - De methoden van opbouw van zuiveringsystemen beschrijven. - De verschillende typen van slib- en afvalverwerking uitleggen.

Beginsituatie



standaarden en SWM streefwaarden. Zij hebben basis kennis van waterzuivering en

drinkwateropslag.

Beoordeling



86

Werkvormen


- Groepswerk


- Het ontwerpen en bouwen van een maquete van een ideaal productiestation.

Topics:

1. Bronconstructie en contaminatie 2. Keuze van een bronlokatie 3. Ontwerp van een bron 4. Brondesinfectie procedures tijdens de boring 5. Desinfectie van bronnen en pijpen 6. Putkop afdichtingen 7. Afdichten (dempen) van een verlaten bron 8. Bemeteren en peilen van bronnen 9. Algemene bronmonitoring

Algemene Gezondheidsleer


Iris Kuisch


Module : Algemene

gezondheidsleer




gebouw”

Leerdoelen

87


- het belang van drinkwater kwaliteit voor de algemene gezondheid beschrijven

- de noodzaak voor waterkwaliteitsbeheersing uitleggen

- de symptomen, de ziektebeelden en gezondheidseffecten van gecontamineerd drinkwater en

drinkwater afwijkend van de norm opnoemen en beschrijven.

Beginsituatie



standaarden en SWM streefwaarden. Zij hebben enige kennis van contaminatie van water en enige

gezondheidseffecten daarvan.

Beoordeling

De beoordeling zal plaatsvinden aan de hand van het tentamen. Tijdens de les zullen verschillende

oefening in groepen worden uitgevoerd.

Werkvormen


- Groepswerk


Topics:

1. Algemene Fysiologie 2. Water en levensprocessen 3. Algemene pathologie en epidemiologie 4. Symptomen van afwijkend drinkwater 5. behandeling

Werkperformance en Attitude verandering

naam docenten : Mr. Gloria Berchem

Melissa Kross


88

Module : Communicatie en

workperformance




gebouw”

Leerdoelen


- Begrijpen wat (elkaars) kwaliteiten zijn en hoe die op een positieve manier gebruikt kan worden.

- Een onderscheid maken tussen slechte en goede communicatie en punten benoemen/herkennen die te maken hebben met slechte communicatie.

- De cursisten zijn instaat de effectiviteit van een schriftelijke en mondelinge presentatie te beoordelen.

- De cursisten begrijpen op welke manier werkoverleg en kan bijdragen aan een optimale

communicatie.

- De cursisten zijn instaat de belangrijkheid van hun functie te beoordelen.

- De cursisten begrijpen wat de output van hun functie is in relatie tot het realiseren van de

afdelingsdoelen

Beginsituatie



standaarden en SWM streefwaarden. Zij hebben enige kennis van functiebeschrijvingen horende bij

de diverse functie alsmede werkoverleg.

Beoordeling



Werkvormen


89

- Groepswerk


- Rollenspel

- Casussen

Topics:

1. Communcatie vormen 2. Presentatievormen en - technieken 3. Schriftelijke – en mondelinge rapportage 4. Functiebeschrijving en plaats van de functie in de struktuur 5. Rol van de functie

Veiligheid

naam docenten : Harold Telgt MBA en

Faizel Jahangier


vak : veiligheid



leslocatie : vergaderzaal

leerdoelen


- beargumenteren de relatie tussen risico’s en werksituaties

- de oorzaken van ongevallen herkennen en kunnen weergeven

- de effecten van mogelijke gevaarlijke situaties kunnen weergeven

- ongevallenregistratieformulieren kunnen invullen

90

beginsituatie



productie faciliteiten. Zij hebben al enige ervaring met basis veiligheidsvoorschriften verwerkt in de

procedures en werkvoorschriften.

beoordeling

De beoordeling zal plaatsvinden aan de hand van het maken van een case. Tijdens de les zullen

verschillende oefening in groepen worden uitgevoerd, maar de case zal individueel worden moeten

gemaakt.

Topics

1. brandgevaar 2. werken op hoogten 3. elektriciteit

Klachtafhandeling en klantenservice

naam docenten : Margo Bundel

Edmond Blufpand

Olu Abena


vak : Klachtafhandeling en

Klantenservice




gebouw”

leerdoelen


91

- Klachten registreren, klachten beheersen en klachten doorgeleiden

- Met klanten communiceren en klanten tevredenstellen

- Ongeirriteerd communiceren met klanten

beginsituatie



productie faciliteiten. Zij hebben enige ervaring met klantencommunicatie en klachtenafhandeling.

beoordeling

De beoordeling zal plaatsvinden aan de hand van het maken van een case. Tijdens de les zullen

verschillende oefening in groepen worden uitgevoerd, maar de case zal individueel worden moeten

gemaakt.

Topics

1. brandgevaar 2. werken op hoogten 3. elektriciteit

92

Appendix H.: Drinking water quality survey

PRODUCTIE DRINKWATER QUALITY SURVEY

Survey datum:

1. Gender:

Man □ Vrouw □

2. In welke leeftijdscategorie bevindt u zich?

Jonger dan 25 □ 25 – 29 □ 30 - 39 □ 40 - 49 □ 50 - 60 □

3. Hoeveel jaren bent u werkzaam in het Bedrijf

0 – 2 □ 2 – 5 □ 5 – 10 □ 10 – 15 □ 15 – 20 □ 20 – 30 □

meer dan 30 □

4. Wat is uw hoogst genoten opleiding of waarmee is deze het best te vergelijken

Lagere school □ Mulo, ETS, LTS, LBGO □ VWO, HAVO, NATIN, Kweekschool,

Opzichtersopleidingen, IMEAO □ Universiteit, HBO, HTS □ Anders □

5. Welke productiestation bent u werkzaam?

93

Blauwgrond □ Tourtonne □ Leysweg □ Leiding 9a □

Koewarasan □WK-Plein □ Livorno □ Helena Christina □

Lelydorp □ van Hattemweg □ Republiek □ Flora □

La Vigilantia □ Uitkijk □

6. Functie:

Bedrijfsleider □ Technisch Medewerker □

Productiemedewerker □Onderhoudsmedewerker □ Anders □

7. Bent u tevreden als werknemer bij de SWM

Heel erg tevreden □ Tevreden □ Redelijk tevreden □

Matig tevreden □ Ontevreden □

8. Waarover bent u ontevreden

94

Het salaris □ Mijn Chef □ Mijn collegae □

De beschikbare middelen □ Mijn werk □

9. Waarover bent u wel tevreden ……………………………………………………………………………………….

……………………………………………………………………………………….

……………………………………………………………………………………….

10. Heeft u voldoende middelen om uw werk naar behoren te doen

Altijd □ Vaak □ Soms □ Nooit □ Anders □

11. In hoeverre bent u bereid met de beschikbare middelen maximale resultaten te leveren


12. Bent u in uw huissituatie aangesloten op een SWM drinkwater voorziening.

Ja □ Nee □ Anders □

13. Drinkt u water afkomstig van uw productiestation

95

Ja □ Nee □ Anders □

14. Hoe vaak drinkt u water van uw productiestation

Elke dag □ vaak □ zelden □ nooit □ Anders □

15. Vindt u het toilet op uw werkplek hygiënisch

Ja □ Vaak □ Soms □ Nee □ Anders □

16. Wie zorgt voor het schoonmaken van het toilet

Bedrijfsleider □ Productiemedewerker(s) □

Onderhoudsmedewerker(s) □Alle drie reeds genoemde □

Schoonmaakpersoneel □ Anders □

17. Bent u bereid ervoor te zorgen dat het toilet hygiënisch blijft voor uw collegae


96

18. Zijn uw collegae hygiënisch na het toilet gebruik


19. In hoeverre ervaart u het als storend als een collega met u in contact komt na onhygiënisch toilet gebruik


20. In hoeverre bent u bereid uw collegae op de hygiene na het toilet gebruik te wijzen


21. Zijn de gebouwen en het terrein op uw productiestation schoon


22. In hoeverre bent u bereid de gebouwen en het terrein op uw werkplek schoon te maken


23. hoe vaak wordt het afval afgevoerd


97

24. In hoeverre bent u bereid het afval op uw werkplek (te helpen) af te voeren of in de daarvoor bestemde tonnen te doen.


25. ziet u ratten, muskieten en/of andere ongedierte in en rondom het productiestation waar u werkt


26. In hoeverre bent u bereid de ratten, muskieten en/of andere ongedierte te bestrijden.


27. Waaraan ligt het dat u ratten, muskieten en/of andere ongedierten in en rondom het productiestation waar u werkt ziet

Aan mijzelf □ Aan mijn collegae □ Aan de bedrijfsleider □ Aan de Directie □

Aan algemene slordigheid □ Motivatie □ Gedrag □ Kennis □

28. Ervaart u het als storend als u deze ongedierten op uw werkplek ziet

Altijd □ Vaak □ Soms □ Nooit □ Is niet mijn probleem □

Anders □

29. Wat kan u zelf doen om ongedierten op uw werkplek te voorkomen ……………………………………………………………………………………….

……………………………………………………………………………………….

98

……………………………………………………………………………………….

30. hoe vaak worden de Lab resultaten besproken met het productiestation personeel


31. Hoe vaak is er (E)coli in het drinkwater afkomstig van het productiestation waar u werkt gevonden

Altijd □ Vaak □ Soms □ Nooit □ Weet niet □

Anders □

32. Welke gevolgen kan dit hebben voor de volksgezondheid

Geen gevolgen □ Mensen kunnen ziek worden □ Mensen kunnen dood gaan □

Het water ruikt onfris □ Ik weet het niet □

33. In hoeverre denkt u dat gecontamineerd (Ecoli) drinkwater afkomstig van uw productiestation door uw schuld geproduceerd is.


34. Hoe vaak is er een hoog ijzer of mangaan concentratie gevonden in het drinkwater afkomstig van het productiestation waar u werkt


99

Anders □

35. Welke gevolgen kan dit hebben voor de volksgezondheid

Geen gevolgen □ Mensen kunnen ziek worden □ Mensen kunnen dood gaan □

Het water ruikt onfris □ Ik weet het niet □

36. In hoeverre denkt u dat drinkwater met een hoog ijzer of mangaan concentratie afkomstig van uw productiestation door uw schuld geproduceerd is.


37. Wordt er actie ondernomen op uw productiestation na Laboratorium Rapporten van het Laboratorium


Anders □

38. Welke acties worden er ondernomen ………………………………………………………………………………………….

………………………………………………………………………………………….

……………………………………………………………………………………….

……………………………………………………………………………………….

100

39. Wordt er actie ondernomen op uw productiestation na Hygiëne Rapporten van het Laboratorium


Anders □

40. Welke acties worden er ondernomen ………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

41. Onderneemt u actie op uw productiestation na klachten van consumenten


42. Welke zijn de meest voorkomende klachten en welke acties onderneemt u ……………………………………………………………………………………..

……………………………………………………………………………………..

……………………………………………………………………………………...

……………………………………………………………………………………...

43. Hoe vaak wordt er met Chloor gedesinfecteerd op uw productiestation.


Anders □

101

44. Worden er hygiëne inspecties uitgevoerd door het productiepersoneel op uw station van de bronnen


Anders □

45. Worden er hygiëne inspecties uitgevoerd door het productiepersoneel op uw station van de zuiveringinstallatie


Anders □

46. In hoeverre worden er hygiene inspecties door u uitgevoerd


47. Voldoet uw productiestation aan de gestelde normen en waarden van de SWM.


Anders □

48. Het ijzer gehalte mag maximaal zijn:

0,6 □ 0,8 □ 1,2 □ 0,1 □ ik weet het niet □

102

49. Het Chloorrest mag zijn maximaal:

0,6 mg/l □ 0,8 mg/l □ 1,2 mg/l □ 5 mg/l □ ik weet het niet □

50. Thermotolerante Coli mogen zijn:

2 per 100 □ 1 per 100 □ 0 per 100 □ 5 per 100 □ ik weet het niet □

51. In hoeverre heeft u een invloed op het voldoen van uw productiestation aan de gestelde normen en waarden van de SWM.


52. Is er een onderhoudsprogramma op uw productiestation

Ja □ Nee □ Weet niet □ Anders □

53. Zou u zelf meer kunnen doen om het drinkwater van uw station te verbeteren

Altijd □ Vaak □ ik doe voldoende □

ik ben niet gemotiveerd □Anders □

103

54. Waarom moet de filterbed hoogte van de filtratieketels regelmatig gemeten worden? Vanwege:

IJzer in het drinkwater □Mangaan in het drinkwater □ Ecoli in het drinkwater □ Schade

aan de filterketels □Anders □

55. Waarom moeten de bronnen regelmatig gepeild worden Vanwege:

IJzer in het drinkwater □Mangaan in het drinkwater □ Ecoli in het drinkwater □

continue drinkwater productie □ Anders □

56. Waarom moet de filterbedweerstand regelmatig gemeten worden Vanwege:

IJzer in het drinkwater □Verlies aan filtermedium □ Ecoli in het drinkwater □ Schade aan de

filterketels □Anders □

57. Waarom moet het gebied rondom de drinkwaterbronnen altijd schoon zijn

Vanwege mogelijk:

IJzer in het drinkwater □Slangen en ongedierten in de bronnen □ Ecoli in het drinkwater

□Schade aan de bronnen □ Anders □

58. Waarom moet het Chloorrestant altijd gemeten worden na desinfectie

104

Vanwege mogelijke:

IJzer in het drinkwater □Ziekte van de consumenten door het Chloor □ Ecoli in het

drinkwater □Schade aan de distributiepompen □ Anders □

59. Waarom moeten de beluchtingtorenventilatoren regelmatig schoongemaakt worden

Vanwege mogelijke:

IJzer in het drinkwater □ Mangaan in het drinkwater □ Ecoli in het drinkwater □Schade aan

de distributiepompen □Anders □

60. Welk productiestation produceert het beste Drinkwater

Blauwgrond □ Tourtonne □ Leysweg □ Leiding 9a □

Koewarasan □ WK-Plein □ Livorno □ Helena Christina □

Lelydorp □ van Hattemweg □ Republiek □Flora □ La

Vigilantia □ Uitkijk □

61. Heeft de cursus “drinkwaterkwaliteit voor productiemedewerkers” ervoor gezorgd dat u zaken anders aanpakt?

105


62. Wat heeft u als meest positieve aan de cursus ervaren?

De kennis verrijking □De discussies en interacties tijdens de lessen □het ontdekken van foute

werkwijzen bij jezelf □de broodjes □ het niet hoeven te werken op dat tijdstip □ Anders

□

63. Welke aspecten of vakken van de cursus vond u minder relevant?

Chemie □ Microbiologie □Wateranalyse □ Werktuigen en procescomponenten

□Procestechnologie □ Brononderhoud □ Veiligheid □ Communicatie, Klantenservice □

Gezondheidsleer □ Hygiene □ Workperformance en attitude verandering

□Milieubewustzijn □de hele cursus □ Anders □

64. Denkt u dat u collegae beter zullen functioneren na de cursus?


65. Denkt u dat de kwaliteit van het drinkwater geproduceerd door uw productiestation verbeterd is of zal verbeteren ten gevolge van de cursus?

Ja □ Vaak □ Soms □ Nee □ Weet niet □ Anders □

106

Appendix I.: Drinking water course evaluation format

1= zwak ; 2= matig ;3 = voldoende; 4 = goed; 5 = zeer goed score 1 2 3 4 5

De training De inhoud van de training/module was voor aanvang duidelijk. Het niveau van de training/module was goed. Ik heb de verwachte kennis en inzichten opgedaan. Cursusmateriaal was helder en duidelijk en sluit goed aan bij het lesprogramma. De duur van de training was goed. Het tempo van de training was goed.

De trainer De trainer beschikte over voldoende kennis. Het is merkbaar dat de trainer veel praktijkervaring heeft. De trainer wist de stof duidelijk en helder over te brengen. De trainer leverde toegevoegde waarde (aan de theorie). De trainer was gemotiveerd om deze training te geven. De trainer gebruikte functionele presentaties (indien van toepassing)

Algemeen De lesaccommodatie is goed bereikbaar. Het lokaal was geschikt om deze training te verzorgen. Koffie, thee, consumptie voldeed aan de verwachting.

Totaal (rapportcijfer) Totale waardering voor deze training Totale waardering voor de docent

Zou u deze training aan anderen aanbevelen ja

Naam training Cursus productiemedewerkers

Cursus datum

Naam module

Naam trainer

Locatie Planning gebouw William Kraanplein 2de etage

107

Aanvullende opmerkingen/verbetervoorstellen

Is de leerstof bruikbaar bij het uitvoeren van je werk?

Zeer veel veel redelijk weinig Te weinig

Waarom:

Hoe moeilijk is de inhoud van de training voor jou?

Zeer veel veel redelijk weinig Te weinig

Commentaar:

Is de verhouding theorie- praktijk (oefeningen)voldoende in evenwicht

ja nee

Commentaar:

Welke onderwerpen moeten aan de inhoud van deze cursus worden toegevoegd of weggelaten?

Wat vind je van de totale duur van deze cursus?

Te lang lang goed kort Te kort

Waarom:

Aanpak van de lesgever score toelichting

Manier van lesgeven

Discussiemogelijkheden

Aansluiting bij de bedrijfspraktijk

Cursustekst

Apparatuur, lesmateriaal

Organisatie score toelichting

108

Lokaal

Uitnodiging

Drank

Broodjes

Planning t.o.v het werk

Wat is voor jou het meest positieve van de training?

Wat is voor jou het meest negatieve van de training?

Documents

The Influence of a Drinking Water Education Program on the ... · Mickey Fred Pocornie Institute for Graduate Studies and Research, Anton de Kom University of Suriname, Education