Abstract: Textile industry processes are among the most environmentally unfriendly industrial processes; because, they produce color wastewater that is heavily polluted the environment. Therefore, textile industry wastewater has to be treated before being discharged into the environment. In this study, experiments were conducted for different process parameters like nutrient dosage and dilution ratio against the pH and contact time to remove COD and color in a textile industrial wastewater using aquatic macrophytes Lemna minor L. The experimental results showed that the maximum percentage reduction of COD and color in a textile industry wastewater by Lemna minor L. was obtained at an optimum nutrient dosage of 50g, dilution ratio of 8, pH of 8 and contact time of 4 days. Similarly, the results of validation experiments showed that the experiments were able to reproduce the obtained optimum process parameters. The maximum removal percentage of color in an aqueous solution (86.35%) is higher than the removal of color in a textile industry wastewater (82.85). Further, the first order kinetic model was fitted well with the experimental data of this present study. Finally, this study concluded that Lemna minor L. may be used for removing all types of parameters in any type of textile industry wastewater.
Abstract: This work aims to explore the factors that have an incidence in reading comprehension process, with different type of texts. In a recent study with 2nd, 3rd and 4th grade children, it was observed that reading comprehension of narrative texts was better than comprehension of expository texts. Nevertheless it seems that not only the type of text but also other textual factors would account for comprehension depending on the cognitive processing demands posed by the text. In order to explore this assumption, three narrative and three expository texts were elaborated with different degree of complexity. A group of 40 fourth grade Spanish-speaking children took part in the study. Children were asked to read the texts and answer orally three literal and three inferential questions for each text. The quantitative and qualitative analysis of children responses showed that children had difficulties in both, narrative and expository texts. The problem was to answer those questions that involved establishing complex relationships among information units that were present in the text or that should be activated from children’s previous knowledge to make an inference. Considering the data analysis, it could be concluded that there is some interaction between the type of text and the cognitive processing load of a specific text.