Elaboración de un programa de gestión de residuos sólidos generados en el proceso de producción de una empresa de curtido de pieles

Gran parte de la contaminación generada por la industria de la curtiduría se debe a la falta de conocimiento sobre un correcto manejo de los residuos sólidos que se generan en todo el proceso de curtido. En la presente investigación se determinó que Curtiembre Austral no es ajena a este problema ya que genera residuos sólidos a los cuales no se les da el tratamiento debido. Dentro de estos residuos sólidos se encuentran residuos biodegradables, residuos peligrosos y residuos inertes. De estos residuos sólidos sólo el 40.3%, (373 TN de los 924 TN) que se producen al año son bien gestionados por parte de la empresa. Esta cifra es obtenida al realizar una medición de la situación actual en el manejo de residuos, actualmente solo son manejados correctamente los retazos de piel, los pelos residuales, el descarne, la sal sucia y retazos de cuero terminado. A partir de un análisis del problema con herramientas como son la de Ishikawa y el Análisis Verter, se determinó que las principales causas del problema principal es la falta de procesos (funciones y responsabilidades), la falta de documentación, el personal sin capacitación para estos temas y la falta de controles; analizando las alternativas, se decidió realizar un programa de gestión de residuos sólidos (PGRS) como herramienta de gestión que permita resolver las causas del problema principal. El PGRS incluye cuatro elementos como lo son la formación del equipo de gestión y definición de las responsabilidades en el manejo de residuos sólidos, un subprograma de capacitación para el manejo de los residuos, actividades para mejorar el tratamiento y almacenamiento de los residuos y la reducción de residuos a través de alternativas de reaprovechamiento, el PGRS tendrá un monitoreo continúo con indicadores definidos como son: porcentaje de avance de Implementación del Programa, los ingresos netos generados, el porcentaje de residuos aprovechados, el volumen de residuos manejados correctamente y el porcentaje de personal capacitado. El programa para tener éxito deberá mejorar los indicadores, este puede lograrse sin la acción de reaprovechamiento de residuos, sin embargo, tras el análisis costo beneficio del programa, se concluyó que las alternativas de reaprovechamiento significan el ingreso extra para hacer al programa económicamente atractivo. La inversión total del PGRS es de S/. 1’207,744 para el año 2017 incluidas las alternativas de reaprovechamiento. Ante esta inversión se analizó la propuesta para un periodo de 5 años y el programa es económicamente viable ya que genera un VAN positivo de S/. 301,994, una TIR de 18.2 % superior al WACC de 11.3% y un beneficio sobre la inversión de S/. 1.25 (por cada sol invertido se gana 0.25 soles). El periodo de recuperación de la inversión se da en el cuarto año.Tesi

A Lifetime of Dedication to Language Education: An Interview with Russ Campbell

Dr. Russell Campbell was Professor Emeritus of the Department of Applied Linguistics and Director Emeritus of the Language Resource Center at UCLA. A key figure in the field of language education, Dr. Campbell was always committed to and fascinated by the study of language. Throughout his career, he worked on pioneering language education and research projects both domestically and internationally. His interests ranged from the design and development of English language training programs for professionals overseas, to the preservation of heritage languages in the United States. An active member of the profession, Dr. Campbell held several positions of leadership. He served as President of TESOL in 1971-1972 and sponsored and directed the first TESOL Summer Institute in 1979—a program that is still running today. Besides his extraordinary career accomplishments and contributions to the field of applied linguistics, Dr. Campbell served the UCLA community with unwavering enthusiasm. Easy-going and unpretentious, he helped and supported thousands of students—for whom he always had time—and inspired just as many

Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea

Abstract With the increased popularity of English-medium instruction (EMI) in higher education, many East Asian universities are using international English proficiency tests to make admissions and placement decisions. Since these tests were not originally designed for the EMI contexts, validity evidence is needed to support the use of these tests in this new context. To interpret performance on a test as representative of performance in a target language use (TLU) domain, this study investigated (1) the characteristics of English reading tasks in Korean EMI undergraduate and graduate courses, (2) the extent to which they are comparable to the characteristics of reading tasks on TOEFL iBT and IELTS, and (3) the extent to which students perceive EMI reading tasks and the test reading tasks to be comparable. Fifty-four undergraduate and graduate students in EMI content courses at a Korean university completed an online questionnaire. Analyses revealed that EMI reading tasks share several characteristics with USA/UK university reading tasks. Although EMI reading tasks had some key characteristics in common with TOEFL and IELTS reading tasks, the test tasks were much more limited in range. Finally, the extent to which students perceived EMI reading tasks and TOEFL/IELTS reading tasks comparable varied across academic areas

Toward an integrative framework for understanding multimodal L2 writing in the content areas

Second language (L2) learners in content area classes are expected to perform a range of writing tasks that involve multiple modes beyond language. Traditionally, however, research on multi modality with L2 learners has been approached differently in content versus L2 teaching and learning contexts. In this issue statement, we propose the need for an integrative framework for understanding multimodal L2 writing in the content areas that capitalizes on the complementary nature of these two research areas. After situating this need within U.S. K-12 education policy, we provide a brief overview of theoretical perspectives that have informed research in each area. Then, we identify key differences between these research areas in terms of (a) what modes are considered (i.e., multiple modes vs. linguistic mode) and (b) how those modes are analyzed (i.e., meaning-focused vs. feature-focused). Using a writing sample from an English learner in an elementary science classroom, we illustrate the potential of an integrative framework for providing a more nuanced and comprehensive understanding of multimodal L2 writing in the content areas. Implications of an integrative framework and promising directions for future research are also discussed

Multimodal Tasks to Assess English Learners and Their Peers in Science

Traditionally, content assessments have been carried out through written language. However, the latest standards in U.S. K-12 education expect all students, including English learners (ELs), to demonstrate their content learning using multiple modalities. This study examined the performance of fifth-grade students at varying levels of English proficiency on four science tasks that elicited responses in visual, written, and oral modalities. Findings revealed that approximately half of students performed differently in visual versus written modalities on each task. However, performance did not consistently favor the visual modality for ELs, likely due to challenges related to visual representation in some areas of science. Additionally, triangulating students' visual and written responses with their oral responses yielded more accurate interpretations of their science understanding. Collectively, these findings indicate the potential of multimodal assessment for providing more complete and accurate information about what ELs and their peers know and can do in the content areas

Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth-Grade Science

Dynamic assessment (DA) seeks to understand learners' abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able to demonstrate their learning more fully with mediation than in independent performance alone. This study applied DA to a novel context-the science classroom-and examined whether embedding mediation (in the form of contingent questions/probes) into two science assessment tasks yielded more complete and accurate information about what fifth-grade ELs and their peers knew and could do. Findings indicated that mediation supported ELs in clarifying their science ideas that were initially communicated inexplicitly or imprecisely. Mediation also revealed that some non-ELs' seemingly accurate initial responses were not underpinned by science understanding. By offering a theoretically grounded approach to assessment that is dually responsive to students' content and language learning needs, DA could help refute deficit views of ELs in the content areas and create more equitable opportunities for these students to demonstrate their content learning