El documento presenta la biografía y obra del arquitecto español Josep Lluís Sert. Resume su trayectoria desde sus inicios trabajando con Le Corbusier hasta convertirse en decano de la Escuela de Arquitectura de Harvard. Destaca sus contribuciones al Movimiento Moderno como presidente del CIAM y sus numerosos planes reguladores y de vivienda social en España, Latinoamérica y Estados Unidos.
Hassan Fathy was an Egyptian architect born in 1900 who pioneered the use of mud bricks and traditional building designs and layouts in Egypt. He designed over 160 projects from small homes to large communities. He believed in drawing from historical forms and using appropriate technology. Fathy's work was influenced by vernacular Nubian architecture and its use of vaulted roofs, domes, and windcatchers made of mud bricks. He sought to improve housing for the poor in Egypt through his interpretation of indigenous architectural traditions.
The term “Vernacular architecture” in general refers to the informal building of structures through traditional building methods without using the services of a professional architect. It is the most widespread form of building .
Vernacular architecture has been growing over time with continuities changes, transformations and adaptations to the different social and economic conditions of each period.
Baker studied architecture in Birmingham and graduated in 1937, aged 20, in a period of political unrest for Europe.During the Second World War, he served in the Friends Ambulance Unit in China and Burma.He worked as an architect for an international and interdenominational Mission dedicated to the care of those suffering from leprosy. He focused on converting or replacing asylums once used to house the ostracized sufferers of the disease - "lepers".He Used indigenous architecture and methods of these places as means to deal with his once daunting problems.
Baker's designs invariably have traditional Indian sloping roofs and terracotta Mangalore tile shingling with gables and vents allowing rising hot air to escape curved walls to enclose more volume at lower material cost than straight walls.Designing and building low cost, high quality, beautiful homes
Suited to or built for lower-middle to lower class clients.
Irregular, pyramid-like structures on roofs, with one side left open and tilting into the wind.Brick jali walls, a perforated brick screen which utilises natural air movement to cool the home's interior and create intricate patterns of light and shadow.
Hassan Fathy was an Egyptian architect known for designing housing for the poor using local materials and construction methods. One of his most famous projects was New Gourna Village near Luxor, where he worked with villagers to design multifamily homes of mud brick that incorporated passive cooling techniques. Though the village was never completed, Fathy's work highlighted the importance of considering climate, culture and community involvement in architecture. He left behind over 160 projects demonstrating sustainable design appropriate for developing regions.
El documento presenta la biografía y obra del arquitecto español Josep Lluís Sert. Resume su trayectoria desde sus inicios trabajando con Le Corbusier hasta convertirse en decano de la Escuela de Arquitectura de Harvard. Destaca sus contribuciones al Movimiento Moderno como presidente del CIAM y sus numerosos planes reguladores y de vivienda social en España, Latinoamérica y Estados Unidos.
Hassan Fathy was an Egyptian architect born in 1900 who pioneered the use of mud bricks and traditional building designs and layouts in Egypt. He designed over 160 projects from small homes to large communities. He believed in drawing from historical forms and using appropriate technology. Fathy's work was influenced by vernacular Nubian architecture and its use of vaulted roofs, domes, and windcatchers made of mud bricks. He sought to improve housing for the poor in Egypt through his interpretation of indigenous architectural traditions.
The term “Vernacular architecture” in general refers to the informal building of structures through traditional building methods without using the services of a professional architect. It is the most widespread form of building .
Vernacular architecture has been growing over time with continuities changes, transformations and adaptations to the different social and economic conditions of each period.
Baker studied architecture in Birmingham and graduated in 1937, aged 20, in a period of political unrest for Europe.During the Second World War, he served in the Friends Ambulance Unit in China and Burma.He worked as an architect for an international and interdenominational Mission dedicated to the care of those suffering from leprosy. He focused on converting or replacing asylums once used to house the ostracized sufferers of the disease - "lepers".He Used indigenous architecture and methods of these places as means to deal with his once daunting problems.
Baker's designs invariably have traditional Indian sloping roofs and terracotta Mangalore tile shingling with gables and vents allowing rising hot air to escape curved walls to enclose more volume at lower material cost than straight walls.Designing and building low cost, high quality, beautiful homes
Suited to or built for lower-middle to lower class clients.
Irregular, pyramid-like structures on roofs, with one side left open and tilting into the wind.Brick jali walls, a perforated brick screen which utilises natural air movement to cool the home's interior and create intricate patterns of light and shadow.
Hassan Fathy was an Egyptian architect known for designing housing for the poor using local materials and construction methods. One of his most famous projects was New Gourna Village near Luxor, where he worked with villagers to design multifamily homes of mud brick that incorporated passive cooling techniques. Though the village was never completed, Fathy's work highlighted the importance of considering climate, culture and community involvement in architecture. He left behind over 160 projects demonstrating sustainable design appropriate for developing regions.
Presentació de Salomé Mulet a la jornada 'Mobile, first: les xarxes socials parlen de medi ambient', la primera jornada sobre xarxes socials i medi ambient a l’administració pública organitzada per la Secretaria de Medi Ambient i Sostenibilitat de la Generalitat de Catalunya el 18 de juny de 2019
Presentació de Salomé Mulet a la jornada 'Mobile, first: les xarxes socials parlen de medi ambient', la primera jornada sobre xarxes socials i medi ambient a l’administració pública organitzada per la Secretaria de Medi Ambient i Sostenibilitat de la Generalitat de Catalunya el 18 de juny de 2019
Equitation is the art of horse riding or horsemanship, including how to saddle or harness and control a horse. Various equestrian sports were developed, including dressage, eventing, show jumping, polo, tent pegging, and horse racing. Proper equitation is important for the health and welfare of both the horse and rider.
Memòria Culitvons l'Europe INS Josep Lluís Sert curs 2015-2016
1. Resum curs 2015-2016. Ins Josep Lluís Sert.
Projecte Cultivons l’Europe. Erasmus+
Claustre 26 juny 2016
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2. Seminaris i mobilitats
. Seminari à Castelldefels ( 5-10 octubre 2015) (10 professors 4 països).
. Intercanvi escolar: Mobilitat nostre alumnat 3r-2n ESO (22 alumnes, 2 profs) à Comines
(Bèlgica). (16-24 octubre 2015).
. Intercanvi escolar: Mobilitat Collège Boris Vian, França (21 alumnes, 3 profs) a
Castelldefels (9-21 Desembre 2015).
. Congrès “Cultivons l’Europe” a Dunkerque (15 alumnes nostres de 1r i 2n batxibac, 2
profs) (14-19 març 2016).
. Intercanvi escolar: Mobilitat 22 alumnes nostres de 1r-2n-3r ESO francès van visitar le
collège Boris Vian de Coudekerque-Branche, França (25 abril-3 maig 2016).
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5. Élèves de 1r et 2ème de Batxibac Collège Josep Lluís Sert.
Castelldefels. Barcelona
Professors: Carles Salvadó, Mª Dolores Balastegui
Congrès “Cultivons l’Europe”
(17-18 març 2016
Quelques images du Congrès “Cultivons
l’Europe”
17-18 mars 2016.
Dunkerque. France. 5
6. Mobilitat Espanya en Bèlgica: Ins Josep Lluís Sert visita
Le Collège de la Lys, Comines, Bèlgica (16-24 oct 2016)
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7. . Descoberta de Comines:
Gimcana, Museo de la
Rubanerie
. Visita a Bruges
. Tallers al Collège de la
Lys: Cuina, Fusteria,
Jardineria, Carrosseria
Esport.
. Festa famílies.
. Recepció oficial a
l’ajuntament de Comines.
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8. Mobilitat: França en Espanya (9-16 desembre 2015)Acollida
Alumnat collège Boris Vian, Coudekerque-Branche.
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9. Mobilitat: Espanya en França: Intercanvi amb le Collège Boris
Vian , Coudekerque-Branche: 26 abril-3 de maig.
Grup nois/es espanyols i francesos en el Collège Boris Vian 9
11. . Descoberta de Dunkerque:
Visita al Museo portuari
Visita a la Halle aux Sucres
Visita al Museo Dinamo
Bowling
. Desplaçament a Comines:
Tallers de jardineria, cuina,
carrosseria, fusteria, improvisació,
soldadura…
Cross solidari 5 km
. Tallers al Collège Boris Vian:
Papiroplexia, caligrames, informe
viatge, compostatge, espantaocells,
Visita a la granja Vernaelde
Dansa
. Recuperació dunes Marchand.
. Festa de comiat organitzada per
les famílies i l’escola.
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13. Accions: bloc en català CULTIVONS L’EUROPE a la web de l’Ins Josep Lluís Sert
https://cultivonseurope.wordpress.com/
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14. Titre: 09-A4 Visite des filières de l’agro-alimentaire: Damm
Intervenants: Élèves d’Economie,2ème Baccalauréat Date et lieu: Prat du Llobregat, 9 nov 2015
Objectifs:
Connaître l’historie d’une entreprise de l’industrie agroalimentaire
Savoir les coordonnés économiques basiques : volume de la production, marché national, exportations, etc.
Observer les installations et les équipes nécessaires du procès de transformation.
Connaître l’usage des produits agricoles dans l’industrie agroalimentaire.
Distinguer les différentes étapes d’élaboration d’un produit fini à partir des matières premières.
Reconnaître l’origine des caractéristiques organoleptiques du produit final.
Connaître le compromis de soutenabilité environnemental d’une entreprise agroalimentaire.
Nbre élèves:36
Description:
Les élèves de la matière d’Economie ont fait un rapport à partir de la visite organisée à Damm qui est une des
principales entreprises dédiées à la fabrication et distribution de boissons à niveau national en remarquant ce
qu’ils ont appris et ce qui les a attiré le plus. L’ usine du Prat de 120.000m2 et de plus de 600 travailleurs leur a
offert la chance de voir tout le procès productif de l’élaboration de la bière, l’embouteillage, l’emballage,
l’expédition..
Résultats obtenus:
Les élèves ont considéré très intéressant et originale cette visite.
On a pu parler d’économie mais aussi de gastronomie Ils ont pu étudier et approfondir d’après eux: la machinerie
employée, les produits utilisés (composition, procès de fabrication, histoire matières primaires…) le marché, les
stratégies du commerce, la division de la plante de fabrication d’accord la fonction de chaque procès, le marc
juridique (lois, normes, droits, obligations de l’entreprise.
L’entreprise, en outre, leur a offert des souvenirs et un bon traitement personnel et professionnelle.
Compétences visées:
V Comprendre les représentations du monde et l’activité humaine.
Photos:
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22. ACCIONS REALITZADES PENDENTS DE REDACCIÓ DE LA FITXA
01-A5 Video clip slam/rap sobre la vida en el camp (Mari)
03-A4 Creació d’un album amb les imatges de la diversitat d’espècies
vegetals i animals segons els climes i els paisatges (Àngels, Joaquim)
03-A15 Aprendre a compostar (Joaquim - Escola agrària)
03-A17 Restaurem les dunes (Collège Boris Vian)
01-A7 Activitat esportiva en la natura: senderisme, caiac, tir a l’arc
( Rubén-Mari)
03-A9 Estudi dels ocells habituals de la zona. (Joaquim)
03-A14 Preservar les varietats locals (Reportatges fires locals) (Mari)
06-A7 Promoure els circuits curts de distribució, la estacionalitat dels
productes, de les verdures. (Crèdit de síntesi 3r d’ESO ? Reportatges
comerços de proximitat: Mari)
07-A1 Cultivar l’espai: viatge a Mart (Mari)
07-A8 Realització de cartells relacionats amb les festes locals del món
agrícola. (Charo).
010-A9 Estudi i evolució del paisatge a Castelldefels-Gavà-Parc Garraf.
(Jordi Navarro)
011-A1 Intercanvis regulars entres els estudiants de l’escola agrícola i
els nostres estudiants (Els cinc sentits, Compostatge: Escola agrària de
Gandesa) 22
23. • 03-A11 Els hivernacles. (Neus Prats)
• 01-A6 Llibret de la creació de l’hort: lèxic en
les 4 llengües (Dep ciències naturals)
• 03-A17 Plantem diferents varietats de
tomàquets (UPC)
• 08-A1 Visita de la Comissió europea a
Bruxelles (Collège de la Lys)
ACCIONS SENSE FER, AJORNADES PEL CURS 16-17
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24. PARTICIPACIÓ PROFESSORAT
en el projecte Cultivons l’Europe,
Erasmus+. Curs 2016
24
NOM-COGNOMS NRPERSONAL ACCIONS
REALITZADES