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PROVINCIA DE BUENOS AIRES DIRECCION GENERAL DE CULTURA Y EDUCACION DIRECCION DE EDUCACION SUPERIOR ISFT 196 Tecnicatura Superior en Seguridad e Higiene en el Trabajo

MODULO DE TRABAJO TEORICO-PRACTICO

INGLES TECNICO

Profesora: Mag. Daiana A. Vázquez Ciclo lectivo 2020

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Martes de 18 a 20 hs

GRAMMAR

And

VOCABULARY

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Partes del Habla

A) Leé el siguiente texto breve, con información básica sobre la Higiene y Seguridad en el Trabajo, y decidí cuál subtítulo corresponde a cada sección. Escribí el número correcto en los espacios brindados.

1. El lugar de trabajo y sus responsables

2. Exponentes reconocidos de este campo

3. Requerimientos laborales

4. Amenazas con las que se trabajan

Occupational health and safety: The basics

____ Occupational health and safety specialists must have a degree. Different countries may also have additional requirements.

____ The workplace is monitored and maintained by specialized technicians. These specialists are not the only professionals in charge of the workplace; responsible managers and safety specialists work collaboratively.

____ Health and safety specialists work with different hazards in the workplace. Hazards can be broadly divided into biological, chemical, physical, ergonomic and psychosocial.

____ Dr. E. Scott Geller and Joseph A. Main are experts in health and safety issues. They are internationally recognized

B) Leé con atención la primer oración “Occupational…”. De qué o quién habla? Normalmente esos serán SUSTANTIVOS. Cuál es la acción principal? Ese será un verbo.

En la tabla de la siguiente hoja, verás los distintos tipos de palabras y algunos ejemplos

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PARTS OF SPEECH (partes del habla)

part of speech

function or "job" examples example sentences

Lexical Verb action or state (to) be, have, do, like, work, sing

EnglishClub is a web site. I like EnglishClub.

Auxiliary Verb

helps to “construct” a structure

(to) be, have, do, did, must, can, will

Did you finish? No, I didn’t. I am still working on it.

Noun name persons, things, animals, places, ideas, or events

technician, computer, birds, house, Catholicism, War World II

Robert Green, the new employee, is a highly trained technician.

Adjective describes a noun a/an, the,(these two can also be considered pronouns) 2, some, good, big, red, interesting, my

I have two dogs. My dogs are big. I like big dogs.

Adverb describes a verb, adjective or adverb

quickly, silently, well, badly, very, really

My dog eats quickly. When he is very hungry, he eats really quickly.

Pronoun replaces a noun I, you, he, she, mine, hers Tara is Indian. She is beautiful.

Preposition links a noun to another word

to, at, after, on, but We went to school onMonday.

Conjunction joins clauses or sentences or words

and, but, when I like dogs and I like cats. I like cats anddogs. I like dogs but I don't like cats.

Interjection short exclamation, sometimes inserted into a sentence

oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I don't know.

* Some grammar sources categorize English into 8 or10 parts of speech. The previous chart usesa categorization of 9 parts of speech. Differences with other categorizations are that:

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Determiners may be treated as a separate part of speech, instead of being categorized under Adjectives (example: the-a/an- some-many-that- this – my –her, etc. Always followed by an noun)

Lexical and Auxiliary verbs may be treated as part of one broad category of “Verbs”

Actividad de práctica - Analizá algunas oraciones del texto que leíste en la act. 1 y categorizá las palabras que las componen. Hay un ejemplo.

noun Aux. verb verb adv

John isn’t working today

pron Lex. verb Adj

He is sick.

Occupational health and safety specialists must have a degree

Responsible managers and safety specialists work collaboratively.

The workplace is monitored and maintained by specialized technicians

Hazards can be broadly divided into biological, ergonomic

chemical, physical,

ergonomic and psychosocial

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The next sentence should contain every part of speech:

Well, he and other entrepreneurs could radically revolutionize technology

CONFORMACION DE PALABRAS

Prestá atención a esta oración extraída del texto de la página 3:

Hazards can be broadly divided into biological, chemical, physical, ergonomic and psychosocial.

-Reconocés palabras dentro de las subrayadas? Intentá separarlas como tu intuición te guíe (es un proceso que existe en las palabras en español también). Cuál te parece que es la parte central de esas palabras? Cuál parece un “agregado”? Que cambio general en la palabra ese agregado?

A continuación, podés ver algunos prefijos y sufijos comunes:

Some very common prefixes:

Re- again, back dis- not pre- before

Un- not, opposite mis- wrong under- below

Some very common suffixes:

Able – can be done est- most less - without

Ful – full of er – more er – one who

Geller and Maine are experts in health and safety

issues. They are internationally recognized.

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Let´s practice!

- For these words, underline the ROOT, circle the affixes, and write the meaning

Joyful

return

Youngest

Worthless

Fearless

dishonest

Careful

preschool

Smaller

Preheat

Unable

Redo

mismatch

Slower

Replay

understimate

Readable

Singer

preview

Breakable

underage

Careless

unlocked

Loudest

Singer

Doable

Underdeveloped

Tallest

Container

disconnect

Teacher mistreat Unbreakable

Untied Underwater Misbehave

Youngest

Palabras que terminan en –ING

- En esta sección trabajaremos con un texto e intentaremos descubrir los distintos usos de

la terminación –ING.

1. Antes de la lectura…

a) Qué entendemos por BULLYING? Tiene traducción al Español? Pensemos en la composición

morfológica de la palabra; cual es la raíz? Tiene fijos? Qué tipo de palabra es?

b) Por qué podría ser relevante hablar de bullying en el contexto de esta carrera? Leé el texto y

chequeá tus ideas

Bullying and Harassment

Bullying in the workplace is a health and safety issue. Talking about it is interesting because many

companies do not consider it a problem they have to take care of. In fact, bullying can lead to health

problems and give rise to further safety issues. It is also an industrial relations matter – and may have

legal consequences. That is the reason why many companies are now taking measures to prevent

these types of hostile environments in their workplaces. Employers have a duty of care to all

employees, to ensure they are both mentally and physically safe at work and that their health is not

adversely affected by anything or anyone in the working environment. This duty of care means

employers must behave and respond reasonably in such matters. For example, if an employee is

making a co-worker feel offended or humiliated, employers must intervene.

2. Comprendiendo el texto…

a) Todas las compañías se anticipan a esta problemática antes de tener inconvenientes al respecto?

b) Qué motivo hace que muchas compañías se estén preocupando por prevenir el bullying?

c) Qué ejemplo de bullying en el lugar de trabajo se presenta en el texto?

3. Foco en el lenguaje…

a) Marcá con un círculo todas las palabras terminadas en –ING.

b) Como anticipamos en el punto 1, esta terminación se utiliza para distintos tipos de palabra y puede

significar cosas distintas. Ubicá las palabras que puedas en esta tabla clasificándolas como te parezca.

Sustantivo Adjetivo

Terminación ANDO/ENDO (verbo)

IMPORTANTE: EXCEPCIONES

Para toda regla suele haber una excepción. Aquí también. Hay palabras que terminan en ING pero que

no siguen ninguna regla en particular, de hecho, la terminación ING no es un sufijo, sino parte esencial

de la palabra.

Ejemplos, son: MORNING (mañana) - THING (cosa) – KING (rey) - STING (picar/picadura)

Dudas??

A continuación encontrarán una explicación sobre el tema y otros ejemplos

Adjetivos

En inglés hay dos formas principales de hacer un adjetivo: con el sufijo -ed o con el sufijo -ing y cada uno de ellos otorga un significado distinto, tanto a la palabra como a la frase completa.

Ejemplo: interested / interesting

Claire is amazed at the news - Claire está asombrada con la noticia Claire is an amazing person - Claire es una persona asombrosa

El sufijo -ed nos revela el estado de una situación temporal; el sufijo -ing lo hace de una característica, se convierte en una palabra descriptiva acerca de cómo es una persona o hecho.

Veamos más ejemplos de algunas palabras en inglés que terminan en ing y en ed cuando se usan como adjetivo:

bored (aburrido/a )/ boring - aburrido/a interested (interesado) / interesting - interesante tired (cansado/a)/ tiring - cansador worried (preocupado/a) / worrying - preocupante excited (excitado/a o emocionado/a)/ exciting – excitante/emocionante confused (confundido/a)/ confusing - confuso

Adjetivos

Algunas palabras en inglés que terminan en ing son verbo conjugados en el presente continuo (terminación ANDO-ENDO, en español).

El presente continuo en Inglés se forma con el verbo TO BE en cualquiera de sus formas (is, are, am, was, were, will be, etc. en afirmativo o negativo) y un verbo finalizado en –ING.

Presente continuo: TO BE + Verbo-ING

Ejemplos:

John is reading a book - John está leyendo un libro She isn’t doing her homework - Ella no está haciendo sus deberes Allan is not driving right now - Allan no está conduciendo ahora They’re eating a cake - Ellos están comiéndo una tarta

Sustantivos

La terminación –ING comúnmente se utiliza también para referir a actividades. En estos casos, la

terminación muchas veces equivale a las terminaciones del español AR, ER, IR. Si bien puede parecer

confuso, porque en español utilizamos esas terminaciones para verbos, la función de la palabra con –

ING en una oración, es la de sustantivo.

Ejemplos:

- Driving too fast is dangerous. (Manejar demasiado rápido es peligroso)

- Walking is good for you. (Caminar es bueno para vos.)

- Your knitting it beautiful. (Tu tejido es bellísimo).

- The candidate has excellent critical-thinking skills. (El candidato tiene habilidades de pensamiento crítico excelentes)

NOUN PHRASES (frases sustantivas)

1) Observá la frase en Ingles. Como la traducirías?

Fire alarm= ___________________

- De qué tipo de palabras consiste la frase? (verbos, sustantivos, adjetivos, etc)

- Qué función tiene la primer primer palabra (en inglés)?

- Qué observás respecto al orden de las palabras en ambos idiomas?

- Completá las tablas con las palabras MODIFICADOR y NUCLEO, de acuerdo al sentido de la modificación en Inglés y en Español, respectivamente.

En inglés: _____________________ ________________________

sentido de la modificación

En Español: _____________________ ________________________

sentido de la modificación

2) Qué quieren decir las siguientes frases? Traducilas al Español, teniendo en cuenta:

*** Hay palabras "transparentes" (cognados), pero no todas lo son.

*** La dirección de la lectura en inglés.

a) Assembly point

b) Fire extinguisher

c) Emergency exit

d) Smoking area

e) Risk assessment

f) Safety regulations

g) Washing facilities

h) Agency workers

i) Rescue Services

MODIFICACIÓN DE SUSTANTIVOS

Los sustantivos pueden ser modificados de distintas formas, y algunos modificadores pueden estar antes o después del núcleo, dependiendo del caso.

1. Adjetivos (adequate procedures, potential hazards)

2. Sustantivos que funcionan como adjetivos (Safety Training, Meeting point)

3. Items con "guión" (two-feet length, a 45-year-old worker)

4. Cláusulas relativas( DESPUES DEL NUCLEO) (Insurance which covers serious injuries)

5. Verbos participios( PUEDE IR ANTES O DESPUES DEL NUCLEO) (equipment made in China, a manual designed for factory workers, the designated hygienist)

6. Verbos en gerundio (PUEDE IR ANTES O DESPUES DEL NUCLEO (planning skills, a guide contaning legal obligations)

3) Traducí las siguientes frases, y considerando las categorías previamente explicadas, especificá qué caso (1al 6) exhibe la frase. Subrayá el núcleo en cada frase

a. site inspections

b. available time

c. the specialist who was in charge

d. Full-time health and safety advisor

e. the appropriate work equipment that was provided

f. These potential hazards registers

g. manual written for new workers

h. All the records of injuries

i. operating systems

j. a training manual

k. ergonomic problems associated with computers workstations

l. five-inch width m. Problem-solving skills n. tools with anti-vibration properties

o. protective measures designed to control the risk

p. workers exposed to serious danger

q. adverse effects of products

VERBO TO BE

- El verbo “To be” puede ser utilizado como verbo auxiliar o cómo verbo léxico (significa “SER” o “ESTAR”)

Tanto en el modo afirmativo como en la forma negativa pueden utilizarse las siguientes contracciones:

VERBO HAVE

- El verbo “Have” puede ser utilizado como verbo auxiliar (en ese caso, carece de un

significado propio particular), o cómo verbo léxico (significa TENER)

Present simple Modo Indicativo: yo tengo, tú tienes, él tiene ...

sintaxis: sujeto + presente

I have/don’t have It has/doesn’t have

You have/don’t have He has/ doesn’t have

We have /don’t have She has/ doesn’t have

They have /don’t have

- Actividad práctica: Leé las siguientes oraciones y decidí si es verbo HAVE está funcionando como verbo léxico o como verbo auxiliar. Traducí la idea principal de las oraciones.

1) Employees have a right to seek appropriate eye tests which must be made available and paid for by employees.

2) If a worker has reasonable concerns about his/her safety, s/he can stop working without being disciplined.

3) An employee who has suffered as a result of work must report such injuries, strains or illnesses.

4) Every workplace must have clear evacuation procedures.

5) Employees must follow the training they have received, when using work items.

Common Abbreviations and Acronyms in the field

ACM Asbestos-containing Material

ACOP Approved Code Of Practice

ADI Acceptable Daily Intake

BSO Basic Safety Objective

CAWR Control Of Asbestos At Work Regulations

CDM Construction Design and Management

CHANs Chemical Hazard Alert Notices

CO Carbon Monoxide

COMAH Control Of Major Accident Hazards

COP Code Of Practice

COSHH Control Of Substances Hazardous To Health Regulations

CPC Chemical Protective Clothing

CPR Cardiopulmonary Resuscitation

EAE Evidence Analysis And Evaluation

EIA Environmental Impact Assessment

HFL Highly Flammable Liquid

HI Hazardous Installation

MAPP Major Accident Prevention Policy

MEWP Mobile Elevating Work Platform

MHSP Major Hazards Strategic Programme

MHSWR Management Of Health And Safety At Work Regulations

NIHL Noise Induced Hearing Loss

PII Professional Indemnity Insurance

PoW Plan Of Work

PPE Personal Protective Equipment

PRA Probabilistic Risk Assessment

PSAR Preliminary Safety Analysis Report

PSI Principal Specialist Inspector

PTW Permit To Work

PWP Personal Work Plan

QC Quality Control

QMS Quality Management Systems

RISKAT Risk Assessment Tool

RoR Review Of Regulation

RPE Respiratory Protective Equipment

SOPs Standard Operating Procedures

SRI Safety Related Instrumentation

SWL Safe Working Load

Otros recursos online útiles para el alumno

- Diccionario bilingüe y foros de discusión de traducción: www.wordreference.com

-Diccionario de vocabulario Inglés/Español para uso de estudiantes, técnicos e ingenieros:

www.sapiensman.com/ESDictionary/index.htm

-Diccionario Técnico sobre Seguridad y Salud Laboral (Inglés-Español): osha.oregon.gov/OSHAPubs/english-spanish.pdf

MODAL VERBS

- Los verbos modales son verbos auxiliares que siempre acompañan verbos léxicos. Pueden indicar

diferentes significados, según si son afirmativos o negativos

Activities

Función Verbo modal Traducción

OBLIGACION Must

Have to/Has to

Shall

Deber

Tener que

Tener que

PROHIBICION Mustn`t

Can`t

No deber

No poder

POSIBILIDAD/ PERMISO

Can / May

Might/Could

Don`t/doesn`t have to

Poder

Podría

No es necesario (pero se puede, sin se resto una obligación)

SUGERENCIA Should/Shouldn`t Debería / No debería

3. Leer el texto y completar con la letra correspondiente al signo correcto

4. Completá las oraciones con las palabras indicadas, de acuerdo al significado de cada signo.

5. Completá las oraciones utilizando las palabras brindadas para explicar el posible peligro de la amenaza expresada en los signos. Cada frase/palabra puede usarse más de una vez.

6. Mirá las imágenes y escribí la letra correspondiente a cada advertencia en la tabla.

7. Completá las siguientes advertencias con las palabras brindadas

8. Mirá la imagen de un taller mecánico. Qué amenazas para la seguridad e higiene identificás? Imaginá que debés armar un reporte de inspección de seguridad, y armá oraciones con las frases de la tabla.

9. Completá el siguiente Safety Inspection Report con el pasado simple de los verbos entre paréntesis.

10. Encontrá en el texto palabras que se refieran a:

a. Personas con distintos roles c. Elementos relacionados con la seguridad

b. Elementos o equipamiento que utilizan los empleados d. Amenazas, peligros

READING

&

LISTENING

ESTRATEGIAS PARA LA COMPRENSION DE TEXTOS TÉCNICO-CIENTÍFICOS EN INGLÉS

- Los textos técnicos y científicos contienen una gran cantidad de información, siendo la mayoría hechos. Los lectores de tales textos deben ser capaces no sólo de extraer información sino también de entender la mayor cantidad posible del material, ya que la mayor parte del conocimiento técnico y científico está en Inglés. Por lo tanto, se requiere una lectura cuidadosa y detallada.

Hay técnicas que se pueden aplicar para resolver dificultades al leer textos en inglés:

I. TÉCNICAS PARA INTERPRETAR VOCABULARIO

1. Buscar el significado de, la palabra en un diccionario.

Esto da un significado exacto de la palabra pero interrumpe la continuidad de la lectura.

2. Buscar el significado de la palabra mediante el análisis de la palabra.

Es importante dividir la palabra en pequeños elementos: raíz, prefijo y sufijo.

E.g. colorful = color + full

color =color full = lleno

colorful = lleno de color = colorido

3. Inferir el significado de una palabra en el texto mediante el uso de claves dentro del texto (estas claves pueden ser una palabra, frases o signos de puntuación próximos a la palabra conocida). Las claves dentro del texto son de diferentes clases. Algunas de ellas son:

a) Definición: un término puede estar formalmente definido o la oración puede contener suficiente explicación para aclarar el significado de un término. Por ejemplo:

The first part is hardware the physical, electronic, and electromechanical devices that are thought of and recognized as "computers".

b) Conocimientos previos: Los conocimientos previos nos pueden ayudar a "inferir" el significado de muchas palabras. Esto puede darse porque conozco otras palabras de la misma familia (ejemplo: tiredness significa cansancio, puedo inferirlo si conozco la palabra tired, que significa cansado), o porque es similar al español (ejemplo: operation=operación, system =sistema). Atención: Hay palabras que parecen similares pero en realidad no lo son, se denominan "false cognates", por ejemplo, carpet significa alfombra, no carpeta.

c) Contraste: Cuando se contrastan dos términos, si el significado de uno es conocido, esto ayuda a aclarar o explicar el otro término. Por ejemplo: It is intermitent, not sustained.

d) Inferencia: Buscar suficientes claves para inferir correctamente el significado de una palabra. Por ejemplo: Very angry, the man yelled: "GET OUT!!!!!"

De las técnicas utilizadas para interpretar el significado de las palabras, se incentiva a los estudiantes a utilizar el análisis de la palabra y las claves de contexto para inferir los significados de palabras desconocidas ya que estas dos técnicas no interrumpen la lectura. Si no se tiene éxito usando cualquiera de estos dos métodos, se usa el diccionario.

II. TÉCNICAS PARA ENTENDER ORACIONES

Al leer un texto, un artículo u otro material en inglés, puede ocurrir que uno conoce cada palabra de la oración; sin embargo, no puede comprender lo que la oración significa, especialmente cuando es larga y complicada; por lo tanto no se puede comprender lo que se está leyendo. Para poder oraciones largas y complicadas podemos aplicar ciertas técnicas:

1. Análisis de la oración

Dividir la oración en partes y reconocer varios elementos en ella. Analizar la oración buscando el verbo principal, el sujeto (sólo el sujeto sin sus modificadores). Si el verbo principal requiere un objeto o complemento debe buscar el núcleo (excluyendo sus modificadores) o complemento. Los modificadores son lo último que debe tenerse en cuenta.

Ejemplo: Manual Handling is an activity which involves any transporting or supporting of a load, including the lifting, putting down, pushing, pulling, carrying or moving such load, by hand or bodily force.

2. Reconocimiento de claves de puntuación.

Al igual que las palabras, los signos de puntuación ayudan al escritor a expresar sus ideas; por lo tanto, es esencial que el estudiante sea consciente de su significado y uso.

Ejemplo: As regards lighting, what is ideal for a workplace is natural light; as regards evacuation procedures, a clear manual, and in regard to airing, appropriate ventilation.

The comma (,) after the words "procedures" and "airing" is used to replace the verb "is".

3. Reconocimiento de términos referenciales.

Los científicos usan términos referenciales con frecuencia para evitar la repetición de la misma palabra. Estos términos referenciales incluyen pronombres personales, pronombres demostrativos, pronombres relativos, etc. La falla en reconocer estos términos dificulta la comprensión de lo que se ésta leyendo.

Ejemplo:

Bullying in the workplace is a health and safety issue. Such behavior can lead to health problems and give rise to further safety issues. It may even have legal consequences.

4. Reconocimiento de elementos generadores de cohesión

Todos los textos poseen palabras que pretenden mostrar el tipo de relación entre ideas, y generar cohesión (unidad) en el texto. Las palabras más común y frecuentemente usadas son:

a) palabras que significan ADICIÓN: and, as well as, also, besides, too, etc.

b) palabras que muestran relación CAUSA EFECTO: accordingly, hence, dueto, as a result, therefore, thus, as a consequence, etc.

c) palabras que indican CONDICIÓN: if, when, unless, provided that, etc.

d) palabras que indican CONTRASTE: but, though, although, still, yet, however, nevertheless, nonetheless, etc.

e) palabras que indican COMPARACIÓN: like, unlike, likewise, in the same way, similarly, in contrast, etc.

f) palabras que indican ÉNFASIS: above all, really, in effect, especially, etc.

g) palabras que indican DUDA O HIPÓTESIS: possibly, perhaps, probably, maybe, may, might, etc.

h) palabras que indican SECUENCIA U ORDEN: in the beginning, first, later, then, next, later on, finally, etc.

i) palabras que indican EJEMPLOS: for example, that is to say, namely, such as, for instance, etc.

III. TÉCNICAS PARA ANALIZAR PÁRRAFOS.

Es necesario entender lo que cada párrafo dice como un todo. Para eso debemos:

1. Encontrar el tema principal

Descubrir de qué trata el párrafo. El tema debe ser preciso: ni muy específico ni muy general.

2. Encontrar la idea principal.

Después de descubrir el tema el alumno debe buscar la idea principal que puede ser una definición, clasificación o explicación del tema. Se puede encontrar frecuentemente la idea principal en la oración principal.

3. Encontrar los detalles principales que sustentan el tema.

Los estudiantes deben descubrir los detalles principales que elaboran o expanden la idea principal. Deben conocer cuáles son las funciones de esos detalles que son de varias clases:

a) Definir

b) Clasificar

c) Explicar

d) Ilustran y ejemplificar

e) Comparar y contrastar

f) Mostrar relaciones causa-efecto

g) Reestablecer (Detalles que reestablecen la idea principal repitiéndola de una forma u otra o concluyéndola)

IV. INTERPRETACIÓN DE ILUSTRACIONES Y GRÁFICOS.

Muchos textos científicos y técnicos van acompañados por gráficos e ilustraciones para ayudar al lector a entender mejor las ideas presentadas; por ejemplo, explicaciones o descripciones de procesos, mediciones y presentaciones de hechos. Las ilustraciones que se usan frecuentemente son dibujos lineales, gráficos, tablas, diagramas y fotografías. Es importante valernos de tales gráficos para compensar información que no haya sido comprendida en el cuerpo del texto, o para corroborar la comprensión del mismo.

Fuente:Winyachitra, A., Apichattrakul, C. (2007) "How to Read Technical & Scientific English understanding it"

Unidad temática 1: El rol del técnico en Seguridad e Higiene en el Trabajo

-Términos comúnmente utilizados en Inglés

HEALTH AND SAFETY PRACTITIONER OCCUPATIONAL HYGIENIST

HEALTH AND SAFETY OFFICER OCCUPATIONAL HEALTH AND SAFETY SPECIALIST

Textos 1 y 2

1) Lea los textos sobre el rol de Occupational Hygienist y Health and Safety Officers, y encuentre puntos en

común y puntos diferentes.

What does an Occupational Hygienist do?

Occupational hygienists work across a wide range of industries, such as mining, manufacturing,

construction, health services, government, defence and academia. Although the industries where they work

and the hazards they encounter may vary, the passion and common mission of occupational hygienists is to

safeguard the health of Australian workers. Occupational hygienists specialise in the assessment,

management and control of:

Chemical hazards including dusts such as silica, carcinogens such as arsenic, toxins such as lead, fibrous dusts such as asbestos, lethal gases such as chlorine, irritants such as ammonia and neurotoxic organic vapours such as petroleum based hydrocarbons and a range of many other diverse and noxious chemical agents;

Physical hazards such as heat and cold, noise, hand and whole body vibration, ionising radiation, lasers, microwave radiation, radiofrequency radiation, ultra‐violet light, visible light; and

Biological hazards such as bacteria, endotoxins, fungi, viruses, and zoonoses etc that have various biological effects on workers such as irritation, sensitisation and infection leading to specific occupational and translated diseases.

Fuente: https://www.aioh.org.au/occupational-hygiene/what-does-an-occupational-hygienist-do (Australian

Institute of Occupational Hygienists)

The Role of a Health and Safety Officer

The health and safety officer’s main aim is to prevent accidents, injuries and work-related illnesses in the workplace. Their role is to create and implement health and safety policies in

accordance with the latest legislation and to ensure that these policies are implemented by management and employees.

The law states that any business with five or more employees must have a written health and safety policy in place. The health and safety officer will create this document and ensure it’s regularly updated to reflect any changes to the law. It’s their responsibility to ensure that each member of staff is aware of and adheres to this policy.

One of their most important roles is undertaking regular inspections and risk assessments, and ensuring that any hazards or defects are rectified immediately. They will also keep an accident book and must record and thoroughly investigate any accident, recommending any improvements in safety standards if required.

Another key role of the health and safety officer in the workplace is training all staff in safety issues, and advising them on protective clothing and equipment where necessary. They also act as a key point of contact for any member of staff who has a query or concern regarding the safety of the workplace.

The health and safety officer works very closely with management, as well as health and safety inspectors and trade unions. Depending on the nature of the business, the health and safety officer’s duties could involve safeguarding machinery, fire safety, occupational health, noise, control of hazardous substances, manual handling, working with display screen equipment, and environmental health.

Fuente: https://business-division.co.uk/health-and-safety/the-role-of-the-health-and-safety-officer-in-the-

workplace/

2) En cada uno de los textos, identifique TEMA, IDEAS PRINCIPALES y qué tipo de DETALLES

sustentan las ideas principales. (Ver Técnicas para analizar párrafos, el inicio de la sección “Reading y

Listening”.

Texto 3

The Management of Health and Safety at Work Regulations 1999

The Management of Health and Safety at Work Regulations 1999 outline what employers are required to do to manage health and safety under the Health and Safety at Work Act. The regulations apply to every work activity.

Under these regulations, the employer must -

assess all significant risks to their employees or to other persons. If there are more than five employees a record of the assessment must be kept. The assessment must also identify preventive or protective measures designed to control the risk

take particular account of risks to new and expectant mothers when assessing risks. If they cannot be protected from the risk by other means, they must be given paid leave for as long as necessary to protect the health of their child or themselves

assess particular risks for young people, taking into account their inexperience, lack of awareness of potential risks and immaturity. If children under minimum school leaving age are employed, the parents must be given details of the risk assessment and control measures

make arrangements for effective planning, organisation, control, maintaining and review of health and safety. Where necessary these arrangements should include health surveillance of workers

appoint as many competent persons as are necessary to ensure compliance with health and safety laws. Competent persons must be given sufficient information, training and resources to enable them to do their job

devise procedures to deal with situations of serious or imminent danger. As part of these emergency procedures, they must nominate competent persons to take charge if evacuation is necessary. They must make sure that access to any dangerous areas is restricted to those workers who have received appropriate training. They must allow workers to stop work and proceed to a place of safety when faced with a serious or imminent danger. Save for exceptional cases, they must prevent workers from returning to work until the danger is over. They must inform workers exposed to serious or imminent danger of the hazards involved and procedures to follow

where two or more employers share a workplace or where employees of one employer visit another's workplace in the course of their work, the employers must co-operate to ensure that their own staff and others are protected. Similar duties apply where an employer hires agency labour from an employment service

provide comprehensive and relevant training to all employees on health and safety. They must also provide information to workers on the risks involved, the preventive and protective measures, the emergency procedures and the identity of competent persons responsible for health and safety or for evacuation procedures

Fuente: http://www.hullcc.gov.uk/portal/page-_pageid=221,654246&_dad=portal&_schema=PORTAL

1) Explicar en una oración de qué habla el texto

2) A quién crees que le puede interesar más este texto?

A. Empleados B. Empleadores C. Personas competentes

3)Explicar cómo se conforman las siguientes palabras y la función que cumplen:

1-preventive and protective measures (punto 1) 3- measures designed to (punto 1)

2-another´s workplace (punto7) 4-lack of awareness of (punto 3)

4) Encontrar las siguientes ideas en el texto y subrayarlas

a. Si no pueden ser protegidos del riesgo por otros medios, se les debe pagar la licencia por cuanto

tiempo necesiten.

b. Cuando sea necesario, estos arreglos deben incluir la vigilancia de los trabajadores.

c. Deben permitir a los trabajadores frenar su trabajo e ir a un lugar seguro en caso de peligro serio o

inminente.

d. También deben brindar información a los trabajadores respecto a los riesgos implicados.

5) A qué refieren las palabras subrayadas en el texto? (THEIR x 2)

6) Explicar todo el punto 7 (*where two or more…)

Texto 4

The core values that support health safety and well-being at work (Introduction) (December 2013)

Health, safety, and well-being at work (HSW) represent important values in themselves. It seems,

however, that other values can positively or negatively contribute to HSW. This is to some extent

reflected in the scientific literature in the attention paid to values like trust or justice. However, an

overview of what values are important for HSW was not available. Our central research question was:

what organizational values are supportive of health, safety, and well-being at work?

As a research team we represent different research traditions, e.g., health promotion, health and safety

management, and safety culture. We were surprised about the differences in theories and practices

between occupational health management and occupational safety management. In the safety literature,

there is much interest in “safety culture” (e.g., [1–4]), whereas there are only a few publications on the

relevance of organizational culture for occupational health or well-being at work; with some notable

exceptions [5,6]. Recently, there has been great interest in the concept of “prevention culture”,

especially from Occupational Safety and Health (OSH) policy makers [7,8].a We felt health and safety

management and culture are most likely to be two sides of the same coin and must have more in

common than is reflected in the dominant, separated research traditions.

We were aware that in the safety culture literature, the values “trust” and “justice” are addressed [1].

Trust is also addressed in the literature on health or psychosocial health [9–13], and is a major issue for

well-being at work, e.g., as measured by the benchmark system of “great place to work” [14]. However,

we were not aware of any publication wherein trust was said to be relevant for the combination of HSW.

We were also prompted by the increasingly close relationship of health and safety management and

corporate social responsibility (CSR; see, e.g., [15,16]). CSR includes a “business ethics” dimension—

implying attention for the social values of the organizations—and we were interested to know what that

could mean for HSW. Another observation was that many organizations nowadays have a set of core

values, usually defined by top management and communicated externally through the company website.

Finally, we had in mind the paper of Zwetsloot [17], stating that if we want to achieve excellence in

health and safety management, as well as environmental or quality management, it is essential to have a

combination of the “rationalities of prevention” as organized through OSH management systems, which

are essential for “doing things right”, with value management, which is important for “doing the right

things.” That can be easily stated, but what would that value management mean? And what values are

then relevant?

1) Cuál es la principal pregunta de investigación que se plantea el artículo?

2) Qué sorprendió a los autores?

3) Qué concepción tienen los autores sobre el manejo de la salud y la seguridad, y la cultura?

4) Qué valores eran normalmente abordados por investigaciones previas?

5) Quiénes definen los valores principales de las organizaciones hoy en día?

6) Cuál es la diferencia entre las frases del final “doing things right” y “doing the right things”?

7) Encuentre un conector de contraste y explique las ideas conectadas.

8) Explique ESTRUCTURA, FUNCION y SIGNIFICADO de: REFLECTED, VALUES, SUPPORTED y

OBSERVATION (todas en negrita en el texto).

9) En resumen diría que el texto:

a. Propone interrogantes y brinda propuestas y soluciones

b. Considera incompleta la literatura científica existente y plantea interrogantes

c. Critica la literatura científica existente por ser incorrecta, y brinda respuestas para solucionar ese

problema.

Video 1: Occupational Health and Safety Specialists Job Description https://www.youtube.com/watch?v=cEIyfuT4PRY

1) Mirá el video y anotá todas las palabras que comprendas relacionadas con tu campo de estudio.

2) Qué utilizan para identificar patrones de lesiones o enfermedades? Marque todas las que se

mencionan:

INTERNET - EXPERIENCIA - APARATOS TECNICOS - DATOS HISTORICOS

3) Qué tareas se mencionan son propias del trabajo de los especialistas?

4) Qué deben hacer los especialistas LUEGO (after) de que hubo un accidente o lesión?

5) Qué habilidades tiene un buen especialista? Marque las mencionadas

LIDERAZGO - BUENOS ESCUCHANDO - INTELIGENTES - EXCELENTES COMUNICADORES - RAPIDOS

6) Qué requisito piden las empresas y gobiernos para trabajar como especialista en seguridad

ocupacional?

Unidad temática 2: RIESGOS – PROTECCION

Texto 5

How to Control Risks at Work

You need to take the right precautions to reduce the risks of workplace dangers and provide a safe working environment. Health and safety management should be a straightforward part of managing your business as a whole. It involves practical steps that protect people from harm and at the same time protect the future success of your business.

How to manage health & safety Managing health and safety is an integral part of managing your business. You need to do a risk assessment to find out about the risks in your workplace, put sensible measures in place to control them, and make sure they stay controlled. If you are a small low risk business and have already read Health and Safety Made Simple, then it is likely that you won’t need to read this information. However, if you want more detailed information on particular aspects of managing the health and safety in your workplace such as ‘Consulting your employees’ or ‘Providing supervision’ then you will find it here

Your Workers Everyone who works for you needs to know how to work safely and without risks to health. As an employer, giving your workers the right knowledge and skills is not only a legal duty but also can contribute to the success of your business. Your Workplace You must provide a safe and healthy environment for all your employees and take their welfare needs into account. However, this doesn't have to be complicated or time-consuming. This applies to a very wide range of workplaces, not only factories, shops and offices but also, for example, schools, hospitals, hotels and places of entertainment.

Electrical safety

Electricity can kill or severely injure people and cause damage to property. However, you can take simple

precautions when working with or near electricity and electrical equipment to significantly reduce the risk of

injury to you, your workers and others around you. This section provides a summary of those precautions.

What are the hazards? The main hazards of working with electricity are:

electric shock and burns from contact with live parts injury from exposure to arcing, fire from faulty electrical equipment or installations explosion caused by unsuitable electrical apparatus or static electricity igniting flammable vapours or dusts,

for example in a spray paint booth Electric shocks can also lead to other types of injury, for example by causing a fall from ladders or scaffolds etc. Working in confined spaces A confined space is one which is both enclosed, or largely enclosed, and which also has a reasonably foreseeable risk to workers of fire, explosion, loss of consciousness, asphyxiation or drowning. It may be small and restrictive for the worker or it could be far larger such as a grain storage silo with hundreds of cubic metre capacity.

What are the hazards? Working in a confined space is dangerous because of the risks from noxious fumes, reduced oxygen levels, or a risk of fire. Other dangers may include flooding/drowning or asphyxiation from some other source such as dust, grain or other contaminant.

What do I have to do? Wherever possible, you should avoid carrying out tasks in confined spaces. Where this is not possible, you must assess the risks of the particular confined space and plan how you will control those risks. For example:

if a confined space has noxious fumes, you should consider how these can be ventilated or removed if there is a risk of liquids or gases flooding in, you should establish whether the valves can be locked shut if someone is going into a confined space and there is not enough oxygen to breathe properly, you must

provide breathing apparatus or ventilate the space to increase oxygen levels before entering Radiation Every day in the UK, a wide range of radiation types are used in industrial, medical, research and communications applications. Some of these applications cause harmful exposure risks that must be effectively controlled. This section explains how those controls can be put in place.

What are the main types of radiation? Radiation is generally classed as either ‘ionising’ or ‘non-ionising’, with the former generally having more energy than the latter.

Ionising radiations These include X-rays, gamma rays and particulate radiation (alpha, beta and neutron radiation) produced from X-ray sets or radioactive substances. They are typically used in medical exposures, industrial radiography equipment and gauges used in industry for process control, but may also be produced from naturally occurring radioactive substances, including radon gas.

Non-ionising radiations These include:

radiofrequency and microwaves, eg from plastic welding and some communications transmitters infra-red, eg from very hot, glowing sources in glass and metal production ultraviolet (UV) rays, eg from welding or the sun visible radiation from high-intensity light sources, eg lasers

The hazards Ionising radiations can cause dermatitis, burns, cell damage, cataracts and changes to blood. Microwaves and radio frequencies can cause heating of any exposed part of the body, infra-red rays can cause skin burns and cataracts and UV light can cause skin burns, skin cancer, conjunctivitis and arc eye. Lasers can cause permanent, severe damage to the eye and skin.

Exposure to ionising and UV radiation can damage DNA and can cause health effects, such as cancer, later in life. The risks are small for low levels of exposure but exposure to high levels of ionising and non-ionising radiations can cause acute effects such as burns, tissue and organ damage.

What do I have to do?

Identify all sources of ionising and non-ionising radiation in your workplace and the risks they pose. Once you have identified the significant risks, you must control them.

Try and reduce any exposure to ionising and UV radiation as far as possible. For example, you may be able to use safer alternative processes or equipment, eg ultrasonic, non-destructive testing instead of X-rays.

Fuente: http://www.hse.gov.uk/TOOLBOX/index.htm (Health and Safety Executive)

Actividades hasta “Your Workplace” (incluído)

1) En qué párrafo se encuentra la siguiente información?

a. El manejo de la salud y seguridad involucra pasos para proteger tanto a las personas como el éxito de la

compañía

b. Los pequeños negocios de bajo riesgo no necesitan leer esta información.

c. Lo aquí explicado aplica a una amplia variedad de lugares de trabajo

2) Verdadero o falso? Corregir las falsas.

a. Para conocer los riesgos en el lugar de trabajo, el empleador debe hacer una evaluación de riesgos

b. Brindar a los empleados información para trabajar de forma segura y sin riesgos de salud es una obligación

legal.

c. Brindar un espacio de trabajo seguro y saludable es complicado y lleva mucho tiempo

3) A qué refieren las siguientes palabras, subrayadas en el texto?

THEM: ____________________ THEIR: _________________

Actividades para “Electrical Safety”

4) Explicar qué tipo de conector es “However” y qué ideas conecta.

5) Explicar qué tipo de conector es “For example” y qué ideas conecta.

6) Traducir la frase subrayada e indique estructura y función de cada una de sus palabras

Actividades para “Working in confined places”

7) Definir el concepto de “espacio reducido”

8) Cuáles de todos estos son peligros de trabajar en lugares reducidos que se mencionan en el texto?

- ahogo - tendencia a fumar - incendio

- humo nocivo - generación de granos - Pérdida de conciencia

- asfixia - inundación - contaminación ambiental

9) Explicar qué tipo de conector es “Such as” y qué ideas conecta.

10) Qué debe hacer el empleado si:

a. el espacio reducido tiene humos nocivos?

b. hay riesgos de que ciertos líquidos o gases ingresen en grandes cantidades

c. No hay suficiente oxígeno

Actividades para “Radiation”

11) Traducir el primer párrafo

12) Cuál tipo de radiación tiene más energía? Ionizante / No ionizante

13) Escriba I o N-I, dependiendo de si el ejemplo corresponde a uno u otro tipo de radiación.

a. Radiación producida por fuentes de luz de alta intensidad

b. Radiación producida por sustancias radioactivas

c. Se utilizan en equipos de radiografía industrial

d. Es generada por los rayos del Sol

e. Es generada por microondas

Video 2: Personal Protective Equipment Awareness for Employees

1) Mirá todo el video para tener una idea general del mismo, sin intentar realizar el resto de las

actividades. Luego de ver todo el video, a quién pensás que el mismo está dirigido?

2) Completar la oración con la información brindada al inicio del video.

Organizations are required to take measures to minimize exposure of employees to hazardous

_________________ and _________________.

3) Qué se utiliza para referirse al equipo de protección personal? ________________

4) Marque todos los elementos mencionados en el video como ejemplos de equipo de protección

personal:

Hard hats Face screens Gloves Steel toe shoes

Safety Glasses Safety Harness Respirators

Hearing-protection devices Full-body suits

5) Qué 3 responsabilidades tienen los trabajadores respecto a su equipo de protección personal?

6) Qué 3 cosas ayudará a evitar la implementación de un programa de capacitación a los empleados

sobre el uso de equipamiento de protección personal?

7) Cuáles son algunas de las características del curso de capacitación que se ofrece?

Unidad temática 3: ERGONOMIA

Texto 6

The basics of Ergonomics

What is Ergonomics?

The term “ergonomics” can simply be defined as the study of work. It is the science of fitting jobs to the people who work in them. Adapting the job to fit the worker can help reduce ergonomic stress and eliminate many potential ergonomic disorders (e.g., carpel tunnel syndrome, trigger finger, tendonitis). Ergonomics focuses on the work environment and items such as the design and function of workstations, controls, displays, safety devices, tools and lighting to fit the employee’s physical requirements, capabilities and limitations to ensure his/her health and well-being. It may include restructuring or changing workplace conditions to reduce stressors that cause musculoskeletal disorders (MSDs). What are ergonomic hazards?

Ergonomic hazards refer to workplace conditions that pose the risk of injury to the musculoskeletal system of the worker. Examples of musculoskeletal injuries include tennis elbow (an inflammation of a tendon in the elbow) and carpal tunnel syndrome (a condition affecting the hand and wrist). Ergonomic hazards include repetitive and forceful movements, vibration, temperature extremes, and awkward postures that arise from improper work methods and improperly designed workstations, tools, and equipment.

Fuente: https://safety.uchicago.edu/tools/frequently-asked-questions/ergonomics/ (University of Chicago,

Environmental Health and Safety)

1) Identificar definición del concepto principal en cada párrafo y traducirla.

2) Encontrar ejemplos de distintos conceptos en el texto. Qué palabras o frases se utilizan para presentar esos

ejemplos?

Texto 7

Ergonomics at Work: Industrial contexts and shops

Whole-Body Vibration

Whole-body vibration is experienced in any work condition that involves sitting, standing, or lying on a vibrating surface. Excessive levels and durations of exposure to whole-body vibrations may contribute to back pain and performance problems. If you spend a considerable amount of your work day on a vibrating seat or floor and experience any of the following signs or symptoms contact your Safety and Health Specialist.

Blurred vision.

Decrease in manual coordination.

Drowsiness (even with proper rest).

Lower back pain.

Insomnia.

Headaches.

Upset stomach.

Hand-Arm Vibration

Vibrating hand tools or work pieces transmit vibrations to the holder, and depending on the vibration level and duration factors, may contribute to Raynaud's syndrome or vibration-induced white finger disorders. These disorders show a progression of symptoms beginning with occasional or intermittent numbness or blanching of the tips of a few finger to more persistent attacks, affecting greater parts of most fingers and reducing tactile discrimination and manual dexterity. If you notice the onset of any of these symptoms, contact your Safety and Health Specialist.

The following recommendations can help reduce the likelihood of developing hand-arm vibration syndromes:

Select power tools with anti-vibration properties.

Use handle coatings that suppress vibrations. Increase coefficient of friction on handles to reduce force requirements.

Keep power tools balanced and lubricated to minimize vibration.

Incorporate job rotation. Have more than one person perform tasks that involve exposure to hand-arm vibration.

Use vibration attenuation gloves.

A. Responda a las siguientes preguntas sobre la primer parte 1. En qué contexto se experimenta la vibración de cuerpo entero? 2. Cuáles pueden ser las consecuencias de estas vibraciones en niveles o duraciones excesivas? 3. Cuándo debe una persona contactar a un especialista de seguridad y salud?

B. Marque cuáles de los siguientes síntomas son mencionados como producto de la vibración de cuerpo entero: a. Dolor en la parte alta de la espalda e. Dolores de oído b. Insomio f. Vista nublada c. Molestias en el estómago g. Dolor de cabeza d. Diarrea h. Menor coordinación manual

i. Somnolencia C. Verdadero o Falso? (2da parte del texto) Corrija las falsas. 1. Las herramientas de mano que vibran transmiten vibraciones a quien las sostiene. 2. El síndrome de Raynaud y el síndrome del dedo blanco inducido por vibración son dos posibles causas de la vibración de mano. 3. Los síntomas pueden comenzar siendo ocasionales y volverse persistentes luego. 4. Si bien los desórdenes mencionados pueden disminuir la discriminación táctil, ellos mejoran la destreza manual. D. Deducir sin utilizar el diccionario: en la última oración del primer párrafo sobre vibración de mano-brazo, la palabra ONSET, quiere decir: a. comienzo b. final c. complejo E. Elija dos de las recomendaciones brindadas para reducir la vibración mano-brazo y explíquelas. (Si elige las más cortas, explique 3) Foco en el lenguaje 1. Encuentre en los textos: a) palabras que finalicen en: -ING, -ED, -ER y –S. Explique qué tipo de palabras son en el contexto de sus oraciones, y la función de dichos sufijos. b) cognados c) Verbos en su forma imperativa (tradúzcalos) 2. Referentes. A qué refieren las siguientes palabras en el primer párrafo de la segunda parte del texto? a) These disorders b) These symptoms

Texto 8

An overview of ergonomics in Latin America

Marcelo M. Soares, Ph.D.

Fuente: https://www.academia.edu/13392830/An_overview_of_ergonomics_in_Latin_America

Introduction

In Latin America, ergonomics took its first steps in Brazil in the 60s. Since then, there has been a progressive

development in the region. At present, there are various companies and research institutions which operate in

several Latin American countries. The number of Latin American ergonomists at international conferences

promoted by IEA has been growing considerably recently and the number of studies represents the current

status of ergonomics in each country. This paper offers a brief overview of ergonomics in Argentina, Brazil, Chile,

Colombia, Mexico and Peru. It includes a short description of the history of ergonomics in each country, the

training of ergonomists, ergonomics teaching, the areas of interest of ergonomists and the professional practice

of ergonomics. Thus, this paper aims to contribute to record keeping of the evolution of ergonomics in Latin

America, and to assist with the development of policies towards cooperation, ergonomics development and

mutual support among the several associations of ergonomics.

1) De qué tratará el paper?

2) Cuáles son los objetivos de este paper?

Ergonomics in Argentina

According to Poy, Gomes and Soares (2006), the development of ergonomics in Argentina has been problematic

and limited to a group of people and companies since its beginning. The theme of quality improvement of life in

the workplace has been neglected due to issues such as industrial reconversion processes, privatization, and

inflation control (Hiba,1991). As observed by Poy, there is now undoubted evidence which indicates a renewed

interest in ergonomics, and in particular, the analysis of work activities. The author also highlights that, although

there is a strong interest in ergonomics within the educational institutions, ergonomics has not yet been

institutionalized in this country, by way of a well-defined profile. At present, the work of ergonomists in

Argentina is found mainly at the universities, companies of various industrial sectors such as Peugeot, Fenix,

Volkswaguen, Ford, Arcor, Kraft, Petrobras, Food, and workplace risk insurance companies. In Argentina,

ergonomics teaching is currently offered on two postgraduate courses, of 500 hours each, at the IRAM and UTN,

in Buenos Aires. Furthermore, the subject of ergonomics is taught (i) on the graduate courses in industrial

design, industrial engineering, kinesiology, physiology and psychology and (ii) on the postgraduate courses

(masters and doctorate levels) in Occupational Medicine, Hygiene and Workplace Safety, Social Science of Work,

and Kinesiology. A sample of developments in the ergonomics science in Argentina is the study carried out by

Neffa, Giraudo and Poy (2005) on the impact of corporate teletraining on the workers´ health. Finally, the

growing number of agreements for cooperation and exchange with scientific-academic institutions, both at the

regional and international levels, result in exchange of experience, translation of publications, participation at

congresses and seminars. Such activities contribute to the progressive development of ergonomics in the

country.

3) Encuentre 4 cognados

4) A qué refieren las siguientes palabras subrayadas en el texto?

ITS: ____________________ EACH: ____________________

5) Explicar composición y función de las siguientes palabras:

UNDOUBTED evidence - OCCUPATIONAL Medicine - DEVELOPMENTS - GROWING numbers

6) Encontrar un conector de RAZON/CAUSA/EXPLICACION, uno de ADICION, uno de CONTRASTE y uno de

EJEMPLIFICACION, y explique las ideas conectadas en cada caso.

7) Encontrar ejemplos de: ADVERBIO + VERBO y SUSTANTIVO+SUSTANTIVO

Conclusion

Ergonomics has faced many challenges in Latin America. With the exception of Brazilian ergonomics, which has

showed a consistent development since its inception, it was observed that Latin American ergonomics is a

knowledge field which has not yet been fully consolidated. One of the main reasons was the lack of post

graduation programmes at the level of Masters and Doctorate degrees which may have hindered research in the

majority of the investigated countries. The implementation of post graduation courses, in particular the

specialisation courses, which qualify ergonomists for the market becomes a challenge to several countries in

Latin America. The professional practice of adequately qualified ergonomists may lead to a Certification System

appropriate to each country. The successful experiment in certification such as the one developed by Brazilian

ergonomists may provide a model to those countries The Latin America Ergonomics Union (ULAERGO)

established as a network of IEA, has become a leader in scientific development, cooperation, dissemination, and

implementation of Ergonomics on the continent. In the future, ULAERGO may become a catalyst for change

in Latin American ergonomics, assisting in the formulation of common policies among the country members,

which in turn can trigger development and cater to diversity among peoples. Through ULAERGO and the

cooperative work of the various ergonomics associations the successful experiences may be replicated and good

practice disseminated across the continent.

8) Verdadero o Falso? Corrija las falsas.

a. La ergonomía es una disciplina ya consolidada en Latinoamérica (LA)

b. Una dificultad en LA es la implementación de especializaciones y cursos de posgrado

c. Uno de los objetivos de ULAERGO es compartir las experiencias exitosas en LA

9) A qué refieren las siguientes palabras?

ITS: ____________________ WHICH: ___________________ THAT: ______________________

Video 3: Workplace Ergonomics

https://www.youtube.com/watch?v=QeDUCXfzl6U

-Mirá el video e intentá encontrar:

1) DEFINICION

2) CONTEXTOS

3) PRINCIPIOS CENTRALES