This document contains responses from three individuals about issues they find upsetting in the world. John, age 17, commented that he finds ongoing wars to be sad. Kamika, age 16, was annoyed that supermarkets offer products with non-recyclable packaging. Clare, age 19, said she gets upset seeing advertisements about starving donkeys.
The document summarizes the results of a magazine evaluation questionnaire for a student's media studies project on creating a Dubstep music magazine. The summary shows that:
1) The magazine used conventions of real music magazines through its layout, imagery and content, which helped readers identify it as a music magazine.
2) The magazine represented the Dubstep social group through its articles, imagery and language aimed at a young demographic interested in Dubstep music.
3) Based on the questionnaire, the target audience for the magazine was correctly identified as 16-25 year olds interested in Dubstep, regardless of other factors.
This short document repeats the phrase "Hello Presentation with notes" three times, indicating a very brief message or title is repeated without further details.
This document contains responses from three individuals about issues they find upsetting in the world. John, age 17, commented that he finds ongoing wars to be sad. Kamika, age 16, was annoyed that supermarkets offer products with non-recyclable packaging. Clare, age 19, said she gets upset seeing advertisements about starving donkeys.
The document summarizes the results of a magazine evaluation questionnaire for a student's media studies project on creating a Dubstep music magazine. The summary shows that:
1) The magazine used conventions of real music magazines through its layout, imagery and content, which helped readers identify it as a music magazine.
2) The magazine represented the Dubstep social group through its articles, imagery and language aimed at a young demographic interested in Dubstep music.
3) Based on the questionnaire, the target audience for the magazine was correctly identified as 16-25 year olds interested in Dubstep, regardless of other factors.
This short document repeats the phrase "Hello Presentation with notes" three times, indicating a very brief message or title is repeated without further details.
Aquesta és una presentació que ha sorgit després de lligar la Cantata bianual de l'escola amb el projecte internacional Comènius, el qual s'ha desenvolupat durant aquests dos darrers anys, coordinat pels especialistes d'anglès.
Time is a valuable resource that impacts scheduling, knowledge, profits, and accuracy. The document discusses a real-time scheduling solution that could save UK enterprises an average of £64,000 per year by reducing transport-related lateness valued at £7.7 billion total annually. The solution aims to gain 5% of the over 5,000 enterprise market in the UK within 5 years, generating estimated annual revenues of £16 million by the fifth year. It also discusses expanding the solution globally and generating additional revenue streams from location-based advertising, real-time updates, market data, and social networking.
This short document repeats the phrase "Hello Presentation with notes" three times, indicating a very brief message or title is repeated without further details.
El documento resume las principales glándulas anexas del aparato digestivo, incluyendo las glándulas salivales (parótida, submaxilar y sublingual), el páncreas y el hígado con la vesícula biliar. Describe la morfología, tipo de células, conductos y ubicación de cada glándula. Explica que el páncreas exócrino se consideraba anteriormente una glándula salival abdominal debido a sus similitudes morfológicas, y analiza la relación entre el páncreas y el híg
El documento describe las principales etapas del catabolismo aerobio: la glucólisis, la decarboxilación oxidativa del piruvato, el ciclo de Krebs, y la cadena respiratoria y fosforilación oxidativa, que utilizan glucidos, grasas y proteínas como fuente de energía.
The vibratory mechanics applied for cooling issue use a small vibratory energy to produce a water fog into very fine droplets. This process of water atomization is created by multi echo.
Danil Doubochinski
El documento presenta el menú de cenas para el mes de febrero en la Escola Marquès de la Pobla. Incluye 28 opciones de platos principales que van desde pescados, carnes y verduras, acompañados generalmente de ensaladas, sopas o yogures. Algunos de los platos destacados son filete de lenguado al sésamo, lomo adobado a la plancha, pasta con atún y verduras y pollo arrebosado.
Este documento presenta el menú de comidas de un colegio durante el mes de febrero. Incluye 28 días de menús que consisten principalmente en primer plato (sopa, ensalada o verdura), segundo plato (pescado, carne o huevos) y fruta. Algunos de los platos incluidos son bacalao a la vizcaína, mandonguillas de ternera, paella valenciana y risotto de setas. Todos los días se sirve pan y agua como bebida, y algunos productos como pasta, legumbres y
Aquesta és una presentació que ha sorgit després de lligar la Cantata bianual de l'escola amb el projecte internacional Comènius, el qual s'ha desenvolupat durant aquests dos darrers anys, coordinat pels especialistes d'anglès.
Time is a valuable resource that impacts scheduling, knowledge, profits, and accuracy. The document discusses a real-time scheduling solution that could save UK enterprises an average of £64,000 per year by reducing transport-related lateness valued at £7.7 billion total annually. The solution aims to gain 5% of the over 5,000 enterprise market in the UK within 5 years, generating estimated annual revenues of £16 million by the fifth year. It also discusses expanding the solution globally and generating additional revenue streams from location-based advertising, real-time updates, market data, and social networking.
This short document repeats the phrase "Hello Presentation with notes" three times, indicating a very brief message or title is repeated without further details.
El documento resume las principales glándulas anexas del aparato digestivo, incluyendo las glándulas salivales (parótida, submaxilar y sublingual), el páncreas y el hígado con la vesícula biliar. Describe la morfología, tipo de células, conductos y ubicación de cada glándula. Explica que el páncreas exócrino se consideraba anteriormente una glándula salival abdominal debido a sus similitudes morfológicas, y analiza la relación entre el páncreas y el híg
El documento describe las principales etapas del catabolismo aerobio: la glucólisis, la decarboxilación oxidativa del piruvato, el ciclo de Krebs, y la cadena respiratoria y fosforilación oxidativa, que utilizan glucidos, grasas y proteínas como fuente de energía.
The vibratory mechanics applied for cooling issue use a small vibratory energy to produce a water fog into very fine droplets. This process of water atomization is created by multi echo.
Danil Doubochinski
El documento presenta el menú de cenas para el mes de febrero en la Escola Marquès de la Pobla. Incluye 28 opciones de platos principales que van desde pescados, carnes y verduras, acompañados generalmente de ensaladas, sopas o yogures. Algunos de los platos destacados son filete de lenguado al sésamo, lomo adobado a la plancha, pasta con atún y verduras y pollo arrebosado.
Este documento presenta el menú de comidas de un colegio durante el mes de febrero. Incluye 28 días de menús que consisten principalmente en primer plato (sopa, ensalada o verdura), segundo plato (pescado, carne o huevos) y fruta. Algunos de los platos incluidos son bacalao a la vizcaína, mandonguillas de ternera, paella valenciana y risotto de setas. Todos los días se sirve pan y agua como bebida, y algunos productos como pasta, legumbres y
El documento presenta el menú escolar de Cataluña para febrero de 2018. Incluye 28 días de menús que consisten principalmente en primer plato, segundo plato y fruta. Los platos incluyen opciones como espirales con queso, bacalao a la vizcaína, lentejas estofadas, macarrones al pesto, salmón a la plancha y pollo a la plancha entre otros.
6. GUIX DOS: PROPOSTES DE TREBALL PER A L’ALUMNAT
Com organitzar un projecte interdisciplinari
Fase 1. Neix un projecte interdisciplinari
Fitxa 1. Alumnat. M’interessa
Nom: ..................................................................................................................................................... Data: .........................................
M’agradaria treballar sobre… (interessos particulars)
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Trobo interessant treballar aquest projecte perquè... (argumentació de la proposta)
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Crec que treballar aquest projecte ens aportarà… (acció de convèncer la resta de la classe)
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1 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
7. GUIX DOS
Fase 1. Neix un projecte interdisciplinari
Fitxa 2. Alumnat. Investigar
Nom: ..................................................................................................................................................... Data: .........................................
M’agradaria saber per què o com...
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M’interessa investigar aquests fets perquè... (argumentació)
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Crec que indagar sobre aquestes preguntes m’aportarà…
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2 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
8. GUIX DOS
Fase 2. Anàlisi de continguts
Fitxa 3. Alumnat. L’esbós
Representa amb un dibuix la solució al problema plantejat al projecte interdisciplinari o tot el que saps sobre el tema que s’hi planteja.
3 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
9. GUIX DOS
Fase 2. Anàlisi de continguts
Fitxa 4. Alumnat. D’on parteixo
Nom: ..................................................................................................................................................... Data: .........................................
Explica, a través d’un mapa d’idees, tots aquells aspectes que creus que caldria tenir en compte per resoldre el problema o abordar
el tema plantejat.
4 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
10. GUIX DOS
Fase 2. Anàlisi de continguts
Fitxa 5. Alumnat. Per on començo
Nom: ..................................................................................................................................................... Data: .........................................
Fes un escrit on expliquis tots aquells aspectes que creus que caldria tenir en compte per resoldre el problema o abordar el tema
plantejat.
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5 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
11. GUIX DOS
Fase 3. Planificació de l’acció
Fitxa 6. Alumnat. Concreció de l’objecte d’estudi
Nom: ..................................................................................................................................................... Data: .........................................
1. Què necessito saber exactament per desenvolupar el projecte?
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2. Per a què ho necessito?
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3. On en puc trobar la informació?
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4. Què conec ja sobre aquest aspecte?
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6 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
12. GUIX DOS
Fase 3. Planificació de l’acció
Fitxa 7. Alumnat. Definició del producte
Nom: ..................................................................................................................................................... Data: .........................................
1. Quin producte serà millor que elaborem per portar a terme el nostre projecte (cartell, exposició, objecte, artefacte, maqueta, hiver-
nacle, terrari, etc.)? Argumenta-ho.
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2. Quins materials preveiem que ens poden fer falta per elaborar-lo?
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3. Com aconseguirem aquests materials (fent-ne una comanda a l’escola, portant-los de casa, recollint-los del seu medi, etc.)?
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4. Necessitarem l’ajuda d’alguna persona experta en el tema? Per què?
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7 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
13. GUIX DOS
Fase 3. Planificació de l’acció
Fitxa 8. Alumnat. Xarxa de preguntes
Nom: ..................................................................................................................................................... Data: .........................................
1. Quins dubtes (de conceptes, de procediments o ètics) se’m plantegen abans de començar el treball?
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2. Com podria organitzar aquestes qüestions? Les agrupem segons categories.
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3. Per quina seria més adequat començar el treball? Priorització i seqüència.
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8 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
14. GUIX DOS
Fase 3. Planificació de l’acció
Fitxa 9. Alumnat. Guió de treball
Nom: ..................................................................................................................................................... Data: .........................................
Què necessitaré (material, recursos, informació, etc.) per desenvolupar el treball?
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EL TREBALL PAS A PAS
Què cal fer en primer lloc: Què cal fer en segon lloc: Què cal fer en tercer lloc:
Què cal fer en quart lloc: Què cal fer en cinquè lloc: Per acabar:
9 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
15. GUIX DOS
Fase 3. Planificació de l’acció
Fitxa 10. Alumnat. Difusió
Nom: ..................................................................................................................................................... Data: .........................................
1. De quina manera (mitjançant una conferència, una exposició, tríptics, un article, la revista del centre docent, etc.) seria més inte-
ressant explicar el nostre treball a la resta de la classe, de l’escola, dels pares i les mares, del barri...?
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2. Què preveiem que necessitarem?
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3. A qui haurem de demanar permís per poder portar a terme la difusió del nostre treball? Com caldrà fer-ho, mitjançant una petició
oral o una petició per carta?
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4. Com ho comunicarem a la resta de la comunitat, amb una nota informativa, un tríptic, una carta, un correu electrònic, etc.?
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10 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
16. GUIX DOS
Fase 4. Cerca d’informació
Fitxa 11. Alumnat. Mirar per trobar
Nom: ..................................................................................................................................................... Data: .........................................
Títol del vídeo: .........................................................................................................................................................................................
Tema del vídeo: .........................................................................................................................................................................................
Autoria: .....................................................................................................................................................................................................
Quina informació m’ha aportat aquest vídeo o document visual?
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Quins elements puc connectar amb la informació que ja tenia o sabia?
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Després de veure el vídeo, tinc preguntes noves sobre el tema? Quines són?
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11 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
17. GUIX DOS
Fase 4. Cerca d’informació
Fitxa 12. Alumnat. Llegir per trobar
Nom: ..................................................................................................................................................... Data: .........................................
Tipus de document escrit: ........................................................................................................................................................................
Autoria: ......................................................................................................................................................................................................
1. Abans de la lectura
Escriu l’objecte de recerca en forma de pregunta: «M’interessa saber exactament...».
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2. Durant la lectura
Llegeix l’escrit intentant buscar resposta a la teva pregunta. Assenyala aquelles parts que t’hi poden ajudar.
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3. Després de la lectura
Quines dades o idees rellevants noves has trobat per fer el treball del projecte?
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12 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
18. GUIX DOS
Fase 4. Cerca d’informació
Fitxa 13. Alumnat. Qüestions a una persona experta
Nom: ..................................................................................................................................................... Data: .........................................
Aquest qüestionari tant es pot realitzar de manera virtual com presencial, en directe o en diferit.
En primer lloc, expliquem breument el perquè del nostre treball.
Qüestions
• Per què ha treballat sobre aquest tema?
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• Ens podria respondre aquestes qüestions que ens han sorgit en el transcurs del treball?
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• Quines recomanacions ens podria fer a les persones que ens iniciem en aquesta matèria?
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Gràcies per la seva col·laboració.
Manera de citar una entrevista a la bibliografía.
Entrevista a (nom de la persona), càrrec, lloc i data de l’entrevista.
13 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
19. GUIX DOS
Fase 4. Cerca d’informació
Fitxa 14. Alumnat. Experimentació
Nom: ..................................................................................................................................................... Data: .........................................
• Nom de l’experiment: ..........................................................................................................................................................................
• Justificació. Per què fem l’experiment? ...............................................................................................................................................
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• Hipòtesi: ...............................................................................................................................................................................................
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• Variables que intervenen en aquesta hipòtesi:
–VI (és aquella que es manipula).
–VD (és aquella que varia com a conseqüència de la VI).
• Planifico el disseny de l’experiment. Dibuixo esquemàticament com el podria dur a terme. Ho complemento amb algun escrit.
• Quins materials necessitaré.
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• Resultats i comprovació de la hipòtesi de partença.
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14 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
20. GUIX DOS
Fase 4. Cerca d’informació
Fitxa 15. Alumnat. Observació directa
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• Què estem observant?
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• Per què fem aquesta observació? Quines dades en volem extreure?
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• De quina manera ens aniria més bé d’enregistrar les dades, mitjançant fotografies, escrits, mesuraments, taules, fitxes, etc.?
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• Enregistrem les dades. Si cal, adjuntem-hi fulls addicionals.
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• Analitzem les dades.
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• Elaborem l’informe de les conclusions.
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15 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
21. GUIX DOS
Fase 5. Estructuració de la informació
Fitxa 16. Alumnat. Mapa d’idees
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1. Escull les idees clau del tema o de la cerca d’informació i desgrana els elements més importants de cadascuna.
2. Estableix relacions entre els diferents elements de les idees clau.
16 Guixdos 391 | Gener 2013 | Com organitzar un projecte interdisciplinari | Montse Baqueró, Fanny Majó
