Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II)
This entrepreneurial proposal project is intended to create an English language training course to promote the communicative competence and sociocultural awareness of employees from specific businesses in the tourism sector. The extractivist economy that characterizes Colombia attempts to potentiate...
- Autores:
-
Montes Román, Daniela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14398
- Acceso en línea:
- https://hdl.handle.net/11059/14398
https://repositorio.utp.edu.co/home
- Palabra clave:
- 400 - Lenguas::406 - Organizaciones y gerencia
Ingles técnico - Enseñanza
Ingles - Enseñanza
Ingles - Enseñanza superior
Approach
English language instruction
Socio-constructivist
English for specific purposes
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| title |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| spellingShingle |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) 400 - Lenguas::406 - Organizaciones y gerencia Ingles técnico - Enseñanza Ingles - Enseñanza Ingles - Enseñanza superior Approach English language instruction Socio-constructivist English for specific purposes |
| title_short |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| title_full |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| title_fullStr |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| title_full_unstemmed |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| title_sort |
Entrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II) |
| dc.creator.fl_str_mv |
Montes Román, Daniela |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Gallego , Dolly |
| dc.contributor.author.none.fl_str_mv |
Montes Román, Daniela |
| dc.subject.ddc.none.fl_str_mv |
400 - Lenguas::406 - Organizaciones y gerencia |
| topic |
400 - Lenguas::406 - Organizaciones y gerencia Ingles técnico - Enseñanza Ingles - Enseñanza Ingles - Enseñanza superior Approach English language instruction Socio-constructivist English for specific purposes |
| dc.subject.lemb.none.fl_str_mv |
Ingles técnico - Enseñanza Ingles - Enseñanza Ingles - Enseñanza superior |
| dc.subject.proposal.eng.fl_str_mv |
Approach English language instruction Socio-constructivist English for specific purposes |
| description |
This entrepreneurial proposal project is intended to create an English language training course to promote the communicative competence and sociocultural awareness of employees from specific businesses in the tourism sector. The extractivist economy that characterizes Colombia attempts to potentiate national tourism as another economic field. For this reason, the Colombian government has offered courses in different national institutions focused on tourism for small businesses and employees in this sector. However, these attempts have been made to potentiate national tourism as another economic field but not as an educational strategy to interact with touristic foreigners through the English language. This project intends to provide specialized English instruction courses for restaurants, travel agencies, hotels, and coffee bars in the following municipalities: Santuario, Anserma, Dosquebradas, and Pereira. These courses will be offered to tourism employees with a maximum of 15 students per group. Each course will aim to achieve a B1.1 level with a duration of 17 weeks(102 hours per course). The design ofthe courses will be focused on collaborative work using real-life situations. This will be carried out through the socio-constructivist theory. In addition, ESP approach (English for Specific Purposes) will play an essential role in the lessons as the target content focuses on what the tourismemployees need in their specific work setting. The expected results are to provide small businesses with the capability to interact with foreign tourists at a basic level and to promote intercultural awareness in order to know how to assertively interact with tourists. |
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2022 |
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2022-11-29T16:04:54Z |
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2022-11-29T16:04:54Z |
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2022 |
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Trabajo de grado - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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https://hdl.handle.net/11059/14398 |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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https://repositorio.utp.edu.co/home |
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eng |
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eng |
| dc.relation.references.none.fl_str_mv |
Asociación Colombiana de Agencias de Viajes y Turismo. (2021). ANATO. Retrieved on March 16th of 2022. https://anato.org/noticias/estudio-realizado-por-anato-revela-que-el-80-de-los encuestados-tiene-intencion-de-viajar-en-2021/#:~:text=de%20Turismo%20Receptivo- ,Estudio%20realizado%20por%20ANATO%20revela%20que%20el%2080%25%20de%20 los,intenci%C3%B3n%20de%20viajar%20en%202021&text=%E2%80%93%20Centennial s%20y%20Millenials%20los%20que,sus%20viajes%20en%20temporada%20baja. Barrios, C., Manyoma, E. (2012). Competencias Comunicativas En Los Servidores Turísticos de Cartagena: Un Análisis Pedagógico de Los Procesos Enseñanza Aprendizaje del inglés en Los Guías Turísticos de Cartagena. Saber, Ciencia y Libertad, 7(1), 173–186. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman. Bustos, F. (2020, November 24th). ¿Cómo está Colombia en el dominio del Inglés?. P&M. Retrieved on April 25th, 2020. Carter, R. & Nunan, D.(2004). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press. Chen, S. & Wang, J. (2019). Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in IntensiveReading Course. Canadian Center of Science and Education, 12(3), 119-138. Chopra, K. (2014). Empirical Study on Role Of Customer Service in Delivering Satisfaction at Branded Retail Outlets in Pune. Procedia Economics and Finance (11), 239 – 246. CoR. (n.d). France - Tourism. Retrieved on April 2nd of 2021. Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching and assessment. Cambridge, UK: Press Syndicate of the University of Cambridge. Dudley, T. & John, J. (1998). Developments In English For Specific Purposes: A Multidisciplinary Approach. Cambridge University Press. EF Education First. (2020). The world's largest ranking of countries and regions by English skills. EF English Proficiency Index. Entrepreneur Handbook. (2020). What is customer service? Florez, MaryAnn. (1999). Improving Adult English Language Learners’ Speaking Skills. In CAELA. [Consulta: 29-03-202]. Frost, S. (2021). Chron. The Importance of Training & Development in the Workplace. García-Mayo. (1999). The Development of ESP: Language Description and its influence on pedagogical materials. Revista de Lenguas para fines específicos. (5), 204-228. Gobernación de Risaralda. (2019). Desarrollo de Capacidades para la Consolidación de la Competitividad Del Departamento de Risaralda, Occidente Gobernación de Risaralda. (2019). Educational Plan in English For the Strategic Sector of Risaralda. Gouvernement. (2015, 12th June). A tourism development strategy. Retrieved on April 2nd of 2021. Gonzáles, F. (No date). Monografías.com. The lesson plan and the learning language cycle in ESP. Grant, M. (2020). Investopedia. Customer Service. Hossain, M.I. (2015). Teaching Productive Skills to the Students: A Secondary Level Scenario. Master’s Thesis, BRAC University. Hung, N. (2014). Review of notion and framework of Task-Based Language Teaching. European Centre for Research Training and Development UK. 2(1), 39-48. Huynh, T. A. N. (2017, January 20). Making Sense of It All: Creating a Context to Learn Language. Maican, M. (2014). Teaching English to Tourism Students. Economic Sciences, 7(56), 275-282. Marcu, N. (2020). Designing functional ESP (English for Specific Purposes) courses. Procedia Manufacturing, 46, 308-312. http//doi.10.1016/j.promfg.2020.03.045 McDonough, J. (1999). English for specific purposes (ESP)in Keith Johnson & Helen Johnson: Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching, Oxford: Blackwell Publishing, 105-120. Mincomercio. (2020). ¡En 2019 el turismo en Colombia rompió récords!. Mincomercio. Ministerio de Educación Nacional. (2016). Lineamientos Estándar para Proyectos de Fortalecimiento del Inglés. M, Nda & R, Fard. (2013). The Impact of Employee Training and Development On Employee Productivity. 2 (6), 240 Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731. Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill/Contemporary. Laksana, A. (2016). The Effectiveness of Using Chain Story Game in Teaching Speaking. English Education Department. Nigeri. Pontificia Universidad Javeriana. (2019). Inglés para Turismo y Guianza Turística. Retrieved on April 2nd of 2021. Ramírez, L. M & Lasso, J.P. (2018). Estudio de Factibilidad para la Creación de una Empresa Bilingüe. [Creación de Empresa, Universidad Tecnológica de Pereira]. Repositorio UTP. Richards, Jack C. & Richard W. Schmidt. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Fourth Edition. Rome. (2020, 25th October). The world’s most visited countries 2020. Retrieved on April 2nd of 2021. Rora, A. (11 of February 2016). The Components of Speaking Skill. Keep Struggle Saricoban, A. (1999). The Teaching of Listening. The Internet TESL Journal. 5(12). Savignon, S.J. (2003). Communicative Language Teaching: State of the Art. TESOL. Quarterly, 25(2), pp. 261-277. Semana. (2022). Turismo. Pereira, clave para la reactivación del turismo en Colombia. https://www.semana.com/mejor-colombia/articulo/pereira-clave-para-la reactivacion-del-turismo-en-colombia/202200/ Servicio de Aprendizaje Nacional. (2021). Sena Sofia Plus. Portal de oferta educativa SENA. Web Page. Retrieved on April 25th of 2021. Servicio de Aprendizaje Nacional. (2019). Función Pública. [PowerPoint Presentation]. Ministerio de Interior. Smart. (2018 of February 01). Aprender inglés genera más oportunidades en un mundo globalizado. Academia de Idiomas Smart TeachThought. (2021). The Definition of Flipped Classroom. TeacherThought. Retrieved on May 10th, 2021. The American College of Greece. (2019). English for Tourism. ACG. Retrieved on April 4th of 2021. The Peak Performance Center. (2021). Types of Business Training. Turismo Quindío. (n.d). Guía para reservar un hotel, finca o casa de campo en el eje cafetero? Parte 1: Ubicación. Turismo Quindío. Retrieved on April 25th, 2020. Tyagi, B. (2013). Listening to an Important Skill and its Various Aspects. The Criterion. 12. pp.1-8. Ureña-Salazar. (2017). Designing and Implementing an ESP Course: Revisiting an Experience. Revista pensamiento actual. 17 (28), 197-207. Walker, N. (2014). Listening: the most difficult skill to teach. Encuento. (23). pp. 167-175. Willis, J. (1996) A Framework for Task-Based Learning. London: Longman. Witt, T. (2011). Total Ability: Four Skills of Language Communication. Presented in Cambridge University. Writhg, R. (14 of February 2013). How to Write ESP Materials. ELT Teacher 2 Writer Zaid, C. (2015) English for Specific Purposes: Role of Learners, Teachers and Teaching Methodologies. Department of Foreign Languages. Taif University |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessRamos Gallego , DollyMontes Román, Daniela2022-11-29T16:04:54Z2022-11-29T16:04:54Z2022https://hdl.handle.net/11059/14398Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis entrepreneurial proposal project is intended to create an English language training course to promote the communicative competence and sociocultural awareness of employees from specific businesses in the tourism sector. The extractivist economy that characterizes Colombia attempts to potentiate national tourism as another economic field. For this reason, the Colombian government has offered courses in different national institutions focused on tourism for small businesses and employees in this sector. However, these attempts have been made to potentiate national tourism as another economic field but not as an educational strategy to interact with touristic foreigners through the English language. This project intends to provide specialized English instruction courses for restaurants, travel agencies, hotels, and coffee bars in the following municipalities: Santuario, Anserma, Dosquebradas, and Pereira. These courses will be offered to tourism employees with a maximum of 15 students per group. Each course will aim to achieve a B1.1 level with a duration of 17 weeks(102 hours per course). The design ofthe courses will be focused on collaborative work using real-life situations. This will be carried out through the socio-constructivist theory. In addition, ESP approach (English for Specific Purposes) will play an essential role in the lessons as the target content focuses on what the tourismemployees need in their specific work setting. The expected results are to provide small businesses with the capability to interact with foreign tourists at a basic level and to promote intercultural awareness in order to know how to assertively interact with tourists.Este proyecto de propuesta empresarial pretende crear un curso de formación en inglés para promover la competencia comunicativa y la conciencia sociocultural de los empleados de empresas específicas del sector turístico. La economía extractivista que caracteriza a Colombia intenta potenciar el turismo nacional como un campo económico más. Por esta razón, el gobierno colombiano ha ofrecido cursos en diferentes instituciones nacionales enfocados al turismo para pequeñas empresas y empleados de este sector. Sin embargo, estos intentos se han hecho para potencializar el turismo nacional como un campo económico más, pero no como una estrategia educativa para interactuar con los extranjeros turísticos a través del idioma inglés. Este proyecto pretende impartir cursos de instrucción especializada en inglés para restaurantes, agencias de viajes, hoteles y cafeterías en los siguientes municipios: Santuario, Anserma, Dosquebradas y Pereira. Estos cursos se ofrecerán a empleados del sector turístico con un máximo de 15 alumnos por grupo. Cada curso tendrá como objetivo alcanzar un nivel B1.1 con una duración de 17 semanas (102 horas por curso). El diseño de los cursos se centrará en el trabajo colaborativo utilizando situaciones de la vida real. Esto se llevará a cabo a través de la teoría socio constructivista. Además, el enfoque ESP (Inglés para fines específicos) desempeñará un papel esencial en las lecciones, ya que el contenido objetivo se centra en lo que los empleados del sector turístico necesitan en su entorno laboral específico. Los resultados esperados son proporcionar a las pequeñas empresas la capacidad de interactuar con los turistas extranjeros a un nivel básico y promover la conciencia intercultural para saber cómo interactuar asertivamente con los turistas.Table of Content Abstract................................................................................................................ 12 Acknowledgments.................................................................................................. 8 Justification ............................................................................................................ 9 Conceptual Framework......................................................................................... 12 Communicative Competence............................................................................. 14 The Three Dimensions of Communicative Competence .................................... 15 Receptive and Productive Skills........................................................................ 15 Understanding of Listening skill........................................................................ 16 Strategies to Promote Listening......................................................................... 17 Understanding of Speaking ............................................................................... 18 Components of Speaking................................................................................... 18 Strategies to promote Speaking ......................................................................... 19 English For Specific Purposes (ESP)................................................................. 20 Course features of ESP...................................................................................... 20 How to plan a lesson based on ESP? ................................................................. 21 Training in business .......................................................................................... 22 Customer Service .............................................................................................. 23 4 Literature Review ................................................................................................. 24 Methodology ........................................................................................................ 28 Description of the current situation.................................................................... 28 Figure 1 English Scores - Regions and Cities....................................................... 29 Problem Tree .................................................................................................... 29 Figure 2 Problem Tree ......................................................................................... 30 Participants Analysis......................................................................................... 30 Figure 3 Participants Analysis .............................................................................. 33 Objectives tree .................................................................................................. 33 Figure 4 Objectives tree........................................................................................ 34 General and Specific Objectives........................................................................ 34 Figure 5 General and Specific Objectives ............................................................. 35 Indicators and Goals.......................................................................................... 35 Figure 6 Indicators and Goals ............................................................................... 36 Beneficiary population ...................................................................................... 36 Figure 7 Beneficiary population............................................................................ 37 Target zone: Coffee Region............................................................................... 37 Figure 8 Target Zone ............................................................................................ 37 Alternative solution........................................................................................... 37 Technical Study ................................................................................................ 38 5 Figure 9 Technical Study..................................................................................... 45 Modality ........................................................................................................... 45 Figure 10 Modality .............................................................................................. 46 Risk study......................................................................................................... 46 Figure 11 .............................................................................................................. 47 Risk Study............................................................................................................ 47 Syllabus................................................................................................................ 47 Rationale........................................................................................................... 47 Hotels................................................................................................................... 50 Course 1 ........................................................................................................ 50 Course 2 ........................................................................................................ 52 Course 3 ........................................................................................................ 54 Course 4 ........................................................................................................ 55 Tourism Guidance............................................................................................. 57 Course 1 - Nature .......................................................................................... 57 Course 2 - City .............................................................................................. 59 Course 3 -Coffee ........................................................................................... 61 Course 4 - Culture: History and Arts.............................................................. 62 Figure 12 Syllabus............................................................................................... 64 Instructional Design.............................................................................................. 64 6 Conclusions.......................................................................................................... 65 Limitations and Anticipated Problems .................................................................. 67 Limitations.......................................................... Error! Bookmark not defined. Anticipated Problems........................................................................................ 67 References............................................................................................................ 69PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés75 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y Humanidades400 - Lenguas::406 - Organizaciones y gerenciaIngles técnico - EnseñanzaIngles - EnseñanzaIngles - Enseñanza superiorApproachEnglish language instructionSocio-constructivistEnglish for specific purposesEntrepreneurial proposal: an english language training course for the tourism sector in four municipalities of the coffee region (Phase II)Trabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAsociación Colombiana de Agencias de Viajes y Turismo. (2021). ANATO. Retrieved on March 16th of 2022. https://anato.org/noticias/estudio-realizado-por-anato-revela-que-el-80-de-los encuestados-tiene-intencion-de-viajar-en-2021/#:~:text=de%20Turismo%20Receptivo- ,Estudio%20realizado%20por%20ANATO%20revela%20que%20el%2080%25%20de%20 los,intenci%C3%B3n%20de%20viajar%20en%202021&text=%E2%80%93%20Centennial s%20y%20Millenials%20los%20que,sus%20viajes%20en%20temporada%20baja.Barrios, C., Manyoma, E. (2012). Competencias Comunicativas En Los Servidores Turísticos de Cartagena: Un Análisis Pedagógico de Los Procesos Enseñanza Aprendizaje del inglés en Los Guías Turísticos de Cartagena. Saber, Ciencia y Libertad, 7(1), 173–186.Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman. Bustos, F. (2020, November 24th). ¿Cómo está Colombia en el dominio del Inglés?. P&M. Retrieved on April 25th, 2020.Carter, R. & Nunan, D.(2004). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press.Chen, S. & Wang, J. (2019). Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in IntensiveReading Course. Canadian Center of Science and Education, 12(3), 119-138.Chopra, K. (2014). Empirical Study on Role Of Customer Service in Delivering Satisfaction at Branded Retail Outlets in Pune. Procedia Economics and Finance (11), 239 – 246.CoR. (n.d). France - Tourism. Retrieved on April 2nd of 2021.Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching and assessment. Cambridge, UK: Press Syndicate of the University of Cambridge.Dudley, T. & John, J. (1998). Developments In English For Specific Purposes: A Multidisciplinary Approach. Cambridge University Press.EF Education First. (2020). The world's largest ranking of countries and regions by English skills. EF English Proficiency Index.Entrepreneur Handbook. (2020). What is customer service?Florez, MaryAnn. (1999). Improving Adult English Language Learners’ Speaking Skills. In CAELA. [Consulta: 29-03-202].Frost, S. (2021). Chron. The Importance of Training & Development in the Workplace.García-Mayo. (1999). The Development of ESP: Language Description and its influence on pedagogical materials. Revista de Lenguas para fines específicos. (5), 204-228.Gobernación de Risaralda. (2019). Desarrollo de Capacidades para la Consolidación de la Competitividad Del Departamento de Risaralda, OccidenteGobernación de Risaralda. (2019). Educational Plan in English For the Strategic Sector of Risaralda.Gouvernement. (2015, 12th June). A tourism development strategy. Retrieved on April 2nd of 2021.Gonzáles, F. (No date). Monografías.com. The lesson plan and the learning language cycle in ESP.Grant, M. (2020). Investopedia. Customer Service.Hossain, M.I. (2015). Teaching Productive Skills to the Students: A Secondary Level Scenario. Master’s Thesis, BRAC University.Hung, N. (2014). 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Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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