Presentazione a cura del docente Poretti Roberto in occasione del convegno sul tema “CLIL e Internazionalizzazione: Eccellenze nella Provincia di Varese”. finalizzato alla conoscenza delle eccellenze CLIL e Internazionalizzazione nella realtà territoriale di Varese, con un focus sul progetto CLIL finanziato da SEA avvenuto in data Lunedì 22 Maggio 2017 presso la sala conferenze “Malpensa Center” dell’Aeroporto di Malpensa.
Presentazione a cura del docente Poretti Roberto in occasione del convegno sul tema “CLIL e Internazionalizzazione: Eccellenze nella Provincia di Varese”. finalizzato alla conoscenza delle eccellenze CLIL e Internazionalizzazione nella realtà territoriale di Varese, con un focus sul progetto CLIL finanziato da SEA avvenuto in data Lunedì 22 Maggio 2017 presso la sala conferenze “Malpensa Center” dell’Aeroporto di Malpensa.
The document summarizes the process of realizing an innovation to transform rural areas in the Netherlands. It involved transforming farms as fewer would be owned by farmers in the future. An innovation network collaborated with government and local partners over several years, from 2003-2011, to develop a strategy of renewing the countryside through sustainable landscape maintenance and new housing and work options. This included purchasing and selling the first pilot farm, requiring commitment, cooperation between parties, and perseverance to overcome obstacles throughout the process.
The document summarizes a presentation on landscape functions and models for future landscapes. It discusses two local landscape experiments in Nees and Lihme, Denmark that involved community participation in developing landscape strategies. The Nees experiment focused on afforestation and stabilization of the population. The Lihme experiment developed a multifunctional landscape strategy through workshops and public meetings to integrate plans into the municipal plan. The presentation argues for developing landscape strategies through a collaborative process that considers landscape character, condition, and the visions of local owners and communities.
The document discusses cultural landscape as a living landscape and the challenges this presents for policy and design. It addresses landscape as lived practice that questions fundamental assumptions of space, objects and representation in design. Understanding landscape as multifunctional, with roles in production, consumption and conservation of food, energy, amenity and more, is challenging with competing interests. The hierarchy of policy levels from supranational to local must account for these multifunctional landscapes and integrate human needs with environmental functions.
Twente Group Final Presentation EMILA 2011j_abelman
The final presentation slides of the EMILA, European Master in Landscape Architecture group working on the transformation of the Dutch province of Twente.
This document describes various abnormal red blood cell morphologies, including their identifying characteristics and common causes. Ovalocytes are enlarged red blood cells commonly seen in megaloblastic anemia. Spherocytes have a decreased surface to volume ratio and are associated with hereditary spherocytosis. Elliptocytes have a cigar shape and can be seen in iron deficiency anemia or myelofibrosis. Echinocytes have short projections on their surface and are present in renal failure.
This document provides instructions for counting white blood cells (WBCs) using a hemocytometer. It states that the four corner squares of the hemocytometer grid should be used to count WBCs, which should be distributed evenly among the squares with no more than a 10 cell variation. The document outlines that cells touching the outside lines should be counted according to whether they touch the left/right and upper/lower lines. Consistency is important, and the total counts from each side should agree within 10% or the procedure must be repeated.
This document discusses host responses to grafts, including graft-versus-host disease. It describes how graft-versus-host disease occurs when the donor's T-cells are not recognized as foreign by the recipient's immune system but do recognize the host as foreign. It notes the disease can result in transfusion-associated graft-versus-host disease. It also discusses the types of graft reactions, including acute graft-versus-host disease which occurs in the first 100 days and targets the skin, gut and liver. Chronic graft-versus-host disease can resemble autoimmune disease.
The document discusses several endocrine glands and their functions. It describes the hypothalamus as regulating the pituitary gland and controlling homeostasis. It then explains the functions of the anterior and posterior pituitary glands, listing the six hormones secreted by the anterior pituitary. Disorders of the pituitary gland discussed include pituitary dwarfism and acromegaly. The thyroid gland and its hormones thyroxine and triiodothyronine are covered. Thyroid disorders summarized include congenital hypothyroidism, myxedema, Graves' disease, and goiter. Finally, the parathyroid gland and its hormone PTH are outlined, with hypocalcemia and hyperparathyroidism mentioned as disorders.
The document discusses blood group antigens, antibodies, and complement. It explains that:
1) Individuals normally produce antibodies against the A and/or B antigens absent from their red blood cells, which produce strong reactions during ABO testing.
2) ABO antibodies are initiated at birth but the titer is too low until 3-6 months of age, so tests before then are invalid due to maternal antibodies. Antibody production peaks between 5-10 years then declines in later life.
3) The A, B, and H antigens are constructed on oligosaccharide chains from a precursor substance and are fully developed after age 2-4, remaining constant throughout life. The H antigen is the precursor
The document summarizes the process of realizing an innovation to transform rural areas in the Netherlands. It involved transforming farms as fewer would be owned by farmers in the future. An innovation network collaborated with government and local partners over several years, from 2003-2011, to develop a strategy of renewing the countryside through sustainable landscape maintenance and new housing and work options. This included purchasing and selling the first pilot farm, requiring commitment, cooperation between parties, and perseverance to overcome obstacles throughout the process.
The document summarizes a presentation on landscape functions and models for future landscapes. It discusses two local landscape experiments in Nees and Lihme, Denmark that involved community participation in developing landscape strategies. The Nees experiment focused on afforestation and stabilization of the population. The Lihme experiment developed a multifunctional landscape strategy through workshops and public meetings to integrate plans into the municipal plan. The presentation argues for developing landscape strategies through a collaborative process that considers landscape character, condition, and the visions of local owners and communities.
The document discusses cultural landscape as a living landscape and the challenges this presents for policy and design. It addresses landscape as lived practice that questions fundamental assumptions of space, objects and representation in design. Understanding landscape as multifunctional, with roles in production, consumption and conservation of food, energy, amenity and more, is challenging with competing interests. The hierarchy of policy levels from supranational to local must account for these multifunctional landscapes and integrate human needs with environmental functions.
Twente Group Final Presentation EMILA 2011j_abelman
The final presentation slides of the EMILA, European Master in Landscape Architecture group working on the transformation of the Dutch province of Twente.
This document describes various abnormal red blood cell morphologies, including their identifying characteristics and common causes. Ovalocytes are enlarged red blood cells commonly seen in megaloblastic anemia. Spherocytes have a decreased surface to volume ratio and are associated with hereditary spherocytosis. Elliptocytes have a cigar shape and can be seen in iron deficiency anemia or myelofibrosis. Echinocytes have short projections on their surface and are present in renal failure.
This document provides instructions for counting white blood cells (WBCs) using a hemocytometer. It states that the four corner squares of the hemocytometer grid should be used to count WBCs, which should be distributed evenly among the squares with no more than a 10 cell variation. The document outlines that cells touching the outside lines should be counted according to whether they touch the left/right and upper/lower lines. Consistency is important, and the total counts from each side should agree within 10% or the procedure must be repeated.
This document discusses host responses to grafts, including graft-versus-host disease. It describes how graft-versus-host disease occurs when the donor's T-cells are not recognized as foreign by the recipient's immune system but do recognize the host as foreign. It notes the disease can result in transfusion-associated graft-versus-host disease. It also discusses the types of graft reactions, including acute graft-versus-host disease which occurs in the first 100 days and targets the skin, gut and liver. Chronic graft-versus-host disease can resemble autoimmune disease.
The document discusses several endocrine glands and their functions. It describes the hypothalamus as regulating the pituitary gland and controlling homeostasis. It then explains the functions of the anterior and posterior pituitary glands, listing the six hormones secreted by the anterior pituitary. Disorders of the pituitary gland discussed include pituitary dwarfism and acromegaly. The thyroid gland and its hormones thyroxine and triiodothyronine are covered. Thyroid disorders summarized include congenital hypothyroidism, myxedema, Graves' disease, and goiter. Finally, the parathyroid gland and its hormone PTH are outlined, with hypocalcemia and hyperparathyroidism mentioned as disorders.
The document discusses blood group antigens, antibodies, and complement. It explains that:
1) Individuals normally produce antibodies against the A and/or B antigens absent from their red blood cells, which produce strong reactions during ABO testing.
2) ABO antibodies are initiated at birth but the titer is too low until 3-6 months of age, so tests before then are invalid due to maternal antibodies. Antibody production peaks between 5-10 years then declines in later life.
3) The A, B, and H antigens are constructed on oligosaccharide chains from a precursor substance and are fully developed after age 2-4, remaining constant throughout life. The H antigen is the precursor
Presentazione realizzata dalla prof.ssa Lucia Speranza per l'orientamento scolastico, anno 2012/2013, del Liceo Scientifico e Linguistico Elio Vittorini di Gela.
La scelta delle scuole superiori: parti da chi sei, analizza quali elementi considerare e cosa e' meglio per TE, infine cosa mi fa capire di aver intrapreso la strada giusta?
2. Perché scelgo il Liceo Linguistico?
Mi piace viaggiare e conoscere popoli e culture diverse dalla mia
Voglio studiare in una scuola attenta alle esigenze dei singoli allievi
Voglio imparare a conversare con la guida di docenti madrelingua
3. Che cos’è il Liceo Linguistico?
• Il Liceo Linguistico “P. Lanza” è un corso di studi di cinque anni che si
articola in due bienni ed un anno conclusivo.
• Il nostro Liceo offre agli studenti una preparazione culturale pari a quella
classica o scientifica, insieme alla perfezione tecnica di un’Accademia
linguistica.
• I nostri studenti acquisiscono, nel corso dei cinque anni, la conoscenza di
tre lingue straniere ad un livello qualitativamente alto sia dal punto di vista
comunicativo che da quello culturale; possiedono una solida formazione
intellettuale e sanno rapportarsi con la realtà del mondo extrascolastico.
• Il titolo di studio che si consegue al termine dei cinque anni è il Diploma di
maturità linguistica; il nostro Liceo è attivo sul territorio dal 1981 ed è stato
il primo vero Liceo Linguistico.
4. MATERIE I II III IV V
RELIGIONE 1 1 1 1 1
ITALIANO 4 4 4 4 4
LATINO 2 2 - - -
STORIA DELL'ARTE - - 2 2 2
STORIA E GEOGRAFIA 3 3 - - -
FILOSOFIA - - 2 2 2
LINGUA STRANIERA 1
4 4 3 3 3
INGLESE/FRANCESE
LINGUA STRANIERA 2
3 3 4 4 4
INGLESE/FRANCESE
LINGUA STRANIERA 3
3 3 4 4 4
SPAGNOLO/TEDESCO
STORIA 2 2 2
MATEMATICA 3 3 2 2 2
SCIENZE 2 2 2 2 2
SCIENZE MOTORIE 2 2 2 2 2
INSEGNAMENTI OPZIONALI
DIRITTO 2 2 - - -
CONVERSAZIONE LINGUA
1 1 1 1 1
INGLESE/SPAGNOLA/
Totale ore 30 30 30 30 30
5. Prospettive per il futuro
Il diploma di Liceo Linguistico consente di:
Accedere a tutte le Facoltà universitarie
Lavorare in aziende private come:
• consulenti per il commercio estero
•Hostess/ steward di terra e di volo
•Operatori turistici
•Impiegati negli uffici diplomatici e consolari
•Animatori ed accompagnatori turistici
6. Perché scelgo il Liceo Musicale?
• Amo la musica e voglio viverla da protagonista
• Stare con persone che condividono la mia stessa
passione
• Voglio che la mia passione possa diventare la mia
professione
7. Che cos’è il Liceo Musicale?
• È un corso di studi di 5 anni articolato in due bienni ed un
anno conclusivo;
• Oltre alle materie di ogni liceo, il musicale è caratterizzato
da 5 discipline specifiche ad indirizzo musicale:
• esecuzione e interpretazione
• teoria, analisi e composizione
• storia della musica
• laboratorio di musica d’insieme
• tecnologie musicali
8.
9. Iscrizione
Si possono iscrivere al primo anno del Liceo musicale
tutti gli studenti provenienti dalla terza classe
della Scuola Secondaria di Primo grado attraverso
una prova orientativa attitudinale.
10. Cosa mi offre il Liceo Musicale ?
Al termine del percorso gli studenti, oltre ad aver
raggiunto i risultati di apprendimento comuni a tutti i
licei, gli studenti avranno acquisito:
• un’ampia e solida competenza in ambito
musicale;
• le abilità esecutive ed interpretative di uno strumento
principale e uno complementare;
• i fondamenti della pratica corale e della musica
d’insieme.
11. Prospettive per il futuro
Al termine del percorso di studi si può accedere:
• a qualsiasi facoltà universitaria;
• agli ultimi anni del Conservatorio;
• Grazie alle competenze acquisite con i laboratori gli studenti
possono trovare occupazione negli ambiti della produzione
e post produzione, sound design e regia del suono per
teatro, cinema, televisione, radio e comunicazione in genere
14. Risorse strutturali e didattiche / 1
Il nostro istituto dispone di:
un laboratorio multidisciplinare
(linguistico - informatico)
15. Risorse Strutturali e didattiche / 2
• una ricca biblioteca a gestione telematica con più di
cinquemila testi storico-letterari e scientifico-linguistici
• Un’ampia strumentazione scientifica che
consente di verificare sperimentalmente quanto appreso con
lo studio delle scienze.
16. Attività extra curriculari / 1
La nostra scuola organizza
viaggi d’istruzione, vacanze
studio, visite guidate, corsi
pomeridiani di lingua
straniera.
17. Attività extra curriculari / 2
La nostra scuola è centro accreditato Trinity e
presso la nostra sede si svolgono gli esami di vari
livelli.
18. Attività extra curriculari / 3
Organizza corsi di preparazione
per il conseguimento degli esami Cambridge ESOL
19. Attività extra curriculari / 4
Gli studenti partecipano a
rappresentazioni teatrali con
attori di madre lingua
inglese, francese, spagnola
e diventano essi stessi
“attori” mettendo in scena
spettacoli in lingua
originale.
20. Attività extra curriculari / 5
Il liceo linguistico “P. Lanza” é Test Center
per l’ECDL (European Computer Driving Licence).
Ogni anno si organizzano corsi, aperti anche agli esterni,
per conseguire la patente europea del computer.
TUTTI gli studenti del liceo linguistico e musicale
ricevono GRATUITAMENTE la preparazione agli esami.
22. Dal 21 gennaio fino al 28 febbraio un addetto
della Segreteria è tua disposizione dalle ore
11,00 alle ore 12,30 per aiutarti a completare
l’iscrizione on-line sul sito del Ministero.
23. visita il nostro sito
www.liceolinguisticolanza.it
e seguici anche su
Liceo Linguistico Lanza
e scopri gli altri vantaggi offerti dalla Scuola.