Literatura académica sobre el tema "Swiss school"
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Artículos de revistas sobre el tema "Swiss school"
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Meuli, Kaspar. "Swiss NCCR Summer School". PAGES news 10, n.º 3 (diciembre de 2002): 27. http://dx.doi.org/10.22498/pages.10.3.27.
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Hascher, Tina y Gerda Hagenauer. "Swiss adolescents’ well-being in school". Swiss Journal of Educational Research 42, n.º 2 (14 de octubre de 2020): 367–90. http://dx.doi.org/10.24452/sjer.42.2.5.
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Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: Swiss secondary students report positive attitudes, a good academic self-concept, low physical complaints and low social problems, but also a lack of enjoyment and a prevalence for worries in school. Significant differences across gender, region, migration background, and attended school type as well as associations between well-being in school and school reluctance and truancy were found.
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Grgić, Marina y Michelle Jutzi. "Linking School Culture to Successful Curriculum Reform". Education Sciences 14, n.º 6 (23 de mayo de 2024): 558. http://dx.doi.org/10.3390/educsci14060558.
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This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view.
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Howe, Sondra Wieland. "Swiss-German Music Books in the Mason-McConathy Collection: Accounts from Europe to the United States". Journal of Research in Music Education 48, n.º 1 (abril de 2000): 26–38. http://dx.doi.org/10.2307/3345454.
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This article describes an examination of the Swiss-German music books in the Luther Whiting Mason—Osbourne McConathy Collection, undertaken to learn about music education in nineteenth-century Switzerland and its influence on American music education. Pfeiffer and Nägeli introduced Pestalozzi's ideas to Swiss schools, teaching the elements of music separately and introducing sounds before symbols. Swiss educators in the mid-1800s published numerous songbooks and teachers' manuals for an expanding school system. Foreign travelers praised the teaching of Schäublin in Basel. In Zurich, a cultural center with choruses for men and women, music directors continued to produce materials for schools and community choruses in the 1800s. Because travelers like Luther Whiting Mason purchased these books, Swiss ideas on music education spread to other European countries and the United States.
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Scalici, Francesca y Peter J. Schulz. "School policies and smoking intention in a Swiss sample of adolescents". Health Promotion International 35, n.º 5 (20 de septiembre de 2019): 1005–14. http://dx.doi.org/10.1093/heapro/daz095.
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Abstract The majority of today’s adult smokers took up the habit during adolescence. The school community and the rules it imposes are important factors that can influence adolescents’ smoking intention and behaviour. Research on the effect of school tobacco policies on adolescents’ smoking concludes with mixed results. Our study aims to look at the influence of these policies on the intention to smoke and to know if this relation is mediated by individual and environmental factors. The study includes information on social norms, attitude towards smoking and smoking intention from 4515 students of 32 Ticino middle schools and on the tobacco policy implemented in this school. Linear regression indicates a marginal impact of school policy on intention to smoke. Schools that strongly enforce tobacco policy obtain an increase in their students’ intention to smoke, while schools that implement assistance programmes to overcome tobacco use decrease intention to smoke. Mediation models show that the influence of some of tobacco policy dimensions on the intention to smoke is mediated by personal attitudes towards smoking, beliefs about health consequences of smoking and perceived peers smoking. Increasing visibility of tobacco policies and having tobacco prevention programmes have stronger positive effects on smoking intention than other policy dimensions, but only through the mediation of individual and environmental factors.
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Cristovão, Vera Lúcia Lopes y Natasha Artemeva. "Towads a hybrid approach to genre teaching: comparing the swiss and brazilian schools of socio-discursive interactionism and rhetorical genre studies". Diálogo das Letras 7, n.º 2 (19 de octubre de 2018): 101–20. http://dx.doi.org/10.22297/dl.v7i2.3208.
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Theoretical foundations of the Swiss School of Socio-Discursive Interactionism (SDI), North American Rhetorical Genre Studies (RGS) and the Brazilian School of SDI are reviewed, compared, and contrasted, and the similarities and differences in their key features and perspectives on genre analysis and pedagogy are discussed. The Brazilian School of SDI is identified as an expansion of Swiss SDI. The reviewed approaches are shown to be somewhat complementary. The recommendations are made for the future hybrid use of the Brazilian School of SDI and RGS in pedagogical applications.
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Arrausi, Juan Jesús. "The Swiss school of design, origins and influences". grafica 4, n.º 7 (11 de enero de 2016): 31. http://dx.doi.org/10.5565/rev/grafica.40.
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Lüthi, Hans P., Marie Francine Lagadec, Lauren Gamp, Céline Wittwer, Bill Morandi y Jérome Waser. "Swiss Summer School 2021: Catalysis and Sustainable Chemistry". CHIMIA 75, n.º 12 (9 de diciembre de 2021): 1071. http://dx.doi.org/10.2533/chimia.2021.1071.
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Maurice, John. "Profile: Swiss School of Public Health, Zurich, Switzerland". Lancet 389, n.º 10065 (enero de 2017): 144. http://dx.doi.org/10.1016/s0140-6736(17)30080-6.
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Künzli, Nino, Luca Crivelli, Dominique Sprumont y Sandra Nocera. "Does the Swiss School of Public Health exist?" International Journal of Public Health 60, n.º 8 (3 de noviembre de 2015): 873–75. http://dx.doi.org/10.1007/s00038-015-0757-9.
Texto completoTesis sobre el tema "Swiss school"
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Swann, Michelle. "Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
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Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.
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Buser, Mélanie. "Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German)". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA125.
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La Filière Bilingue (FiBi), une école publique dont le concept repose sur l’enseignement par immersion réciproque, se trouve à la frontière linguistique, à Biel/Bienne. L’enseignement y est dispensé à parts égales en (suisse-) allemand et en français (Modèle 50/50) par des enseignant-e-s locutrices/locuteurs natives/natifs. Cette école, qui offre une alternative aux écoles avec une seule langue de scolarisation, promeut l’intégration des élèves francophones et germanophones, mais aussi d’enfants allophones ne partageant pas les deux langues de scolarisation. Elle favorise ainsi «le développement du bilinguisme et de la bi-littératie, en plus du niveau requis des savoirs disciplinaires et des compétences interculturelles de tous les élèves» (Christian 1994: 1). La présence d’élèves francophones, germanophones et allophones dans la même classe permet à ces apprenant-e-s, plurilingues en devenir, l’acquisition des deux langues de scolarisation en communiquant avec des locutrices/locuteurs natives/natifs et en valorisant leurs cultures respectives.Cette thèse se propose de documenter le développement des deux langues de scolarisation (français et (suisse-)allemand). La première partie de ce travail présente le cadre théorique. Après avoir donné la définition de quelques notions clés comme «langue», «bilinguisme vs. SLA», «plurilinguisme», «immersion (réciproque)» et «translanguaging», nous adopterons une perspective qui montre comment les plurilingues en devenir utilisent leur deux langues de scolarisation afin de communiquer de façon efficace. En faisant référence à une idéologie hétéroglossique, cette perspective plus holistique permettra d'analyser l'apprentissage des langues en tenant compte de l’interdépendance fonctionnelle des deux langues. Ceci constituera la base à travers laquelle nous analyserons les pratiques langagières des apprenant-e-s et les résultats d’interviews semi-dirigées et axées sur la performance conduites dans les deux langues de scolarisation (dix interviews au total).Dans la deuxième partie de notre travail, nous présenterons les données empiriques qui constituent notre corpus de référence et en proposerons une analyse. En ce qui concerne les données, notre choix s’est porté sur un corpus longitudinal qui a été récolté pendant quatre ans. Ce choix nous a paru le meilleur moyen pour décrire le processus dynamique de l’acquisition des deux langues (français et (suisse-) allemand). Quant à l’analyse des données, nous avons décidé de combiner deux approches complémentaires : l’analyse qualitative permettra de décrire de manière détaillée les stratégies du «translanguaging» (García, 2009) utilisées par les élèves, alors que l’analyse quantitative s’attachera à évaluer la capacité des apprenant-e-s «à utiliser la langue de façon communicative» (Bachman et Palmer, 2010) à différents moments de leur apprentissage.Dans la troisième et dernière partie, nous nous attacherons aux implications pédagogiques que ce type d’immersion suppose et que notre étude essaie de modéliser. En effet, il importe que les (futur-e-s) enseignant-e-s œuvrant dans ces écoles devraient bénéficient d’une formation adéquate se basant sur la professionnalisation de l’enseignement par immersion, autrement dit fondée sur la recherche et adaptée à la pratique. Le but sera de former des enseignant-e-s capables de soutenir le plus efficacement possible leurs élèves dans le processus de l’apprentissage intégré des savoirs discipinaires et linguistiques. Nous conclurons ce travail par une synthèse de l'étude et de ses principaux résultats et nous efforcerons de dégager des pistes intéressantes pour des projets de recherche ultérieursThe two-way immersion program Filière Bilingue (FiBi) is a choice-based educational alternative in a Swiss public school situated on the language border in Biel/Bienne. This two-way immersion program integrates French-speaking and German-speaking students and «strives to promote bilingualism and biliteracy in addition to grade-level academic achievement for all students» (Christian 1994: 1). The presence of approximately equal numbers of native speakers of both languages in the same class provides opportunities for students to communicate with native-speaker peers, creating linguistic and intercultural benefits for both groups. Moreover, each class is composed of one third of allophone students having neither French, nor (Swiss) German as an L1 (or L1s). The amount of instructional time is equal in the two languages of schooling at all grade levels (50/50 program model). The focus of this thesis is the emergent multilinguals’ development in their two languages of schooling (French and (Swiss) German). The first part is theory-driven and defines some basic notions such as «language», «bilingualism vs. SLA», «multilingualism», «(two-way) immersion» and «translanguaging», resulting in the proposition to approach the emergent multilinguals’ proficiency outcomes from the perspective of what speakers do with the two languages of schooling in order to communicate efficiently and effectively. Considering multiple language practices in functional interrelationship can be referred to as a heteroglossic language ideology. Adopting thus a more holistic view on multilingual development forms the basis for the analysis of the outcomes of semi-structured and performance-oriented interviews – conducted with the emergent multilinguals in their two languages of schooling at five points in time (ten interviews in total).In the second part, an empirical study with data from our corpus – collected over a period of four years - is presented. Two approaches are combined for the analysis of data: whereas the qualitative analysis shows some illustrative examples of the learners’ translanguaging strategies (García, 2009), the quantitative analysis focuses on the measurement of their ability «to use language communicatively» (Bachman and Palmer, 2010). In lieu of measuring a current level of achievement in the learners’ two languages of schooling, process measures provide a broader picture, including variations in performance from a longitudinal perspective and documenting the emergent multilinguals’ dynamic process of becoming proficient in their two languages of schooling. In part three, major findings and limitations of the study are presented, including pedagogical implications resulting from the outcomes of this study. We conclude that practicing and future teachers of immersion schools need an appropriate teacher education with focus on the professionalization of two-way immersion education. This research-based and practitioner-informed teacher training should aim to train teachers who are able to best support emergent multilinguals in their process to learn content by means of two languages of schooling.The conclusion presents a summary of our study and suggests further possible research projects
Die Filière Bilingue (FiBi) ist eine öffentliche Schule. Deren Konzept basiert auf dem Prinzipder reziproken Immersion. Sie befindet sich an der Sprachgrenze in Biel/Bienne. Diese Schule – eineAlternative zu Schulen mit einer Schulsprache - fördert die Integration von deutschsprachigen undfranzösischsprachigen Lernenden und «fördert die Zweisprachigkeit sowie die Lese- undSchreibfähigkeit in beiden Zielsprachen und das Erreichen der Lernziele in allen Schulfächern vonallen Lernenden» (Christian 1994: 1). Ausserdem besteht ein Drittel jeder Klasse aus allophonenKindern, die weder Deutsch noch Französisch als Erstsprache(n) haben. Der Unterricht erfolgt je zurHälfte auf Französisch und Deutsch (50/50-Modell). Da die Klassen je hälftig aus deutsch- undfranzösischsprachigen Kindern zusammengesetzt werden, ermöglicht dies den Lernenden mitMuttersprachlern der «anderen» Schulsprache zu kommunizieren und interkulturelle Kompetenzen zuerwerben.Diese Arbeit dokumentiert die Entwicklung der Lernenden in ihren zwei Schulsprachen. Dererste Teil dieser Arbeit liefert einen theoretischen Rahmen und klärt Begriffe wie «Sprache»,«Zweisprachigkeit vs. SLA», «Mehrsprachigkeit», «(reziproke) Immersion» und «translanguaging»,gefolgt vom Vorschlag, eine Perspektive einzunehmen, die zeigt, wie die Lernenden dieSchulsprachen brauchen, um effizient zu kommunizieren. Die Betrachtung der multiplenSprachpraktiken in ihrer funktionellen wechselseitigen Abhängigkeit verweist auf eine HeteroglossieIdeologie.52 Eine solche ganzheitliche Betrachtung der mehrsprachigen Entwicklung der Lernendenbildet die theoretische Grundlage für die Auswertung der gesammelten Daten aus den halbstrukturiertenund auf Performanz ausgerichteten Leitfaden-Interviews (zehn Interviews insgesamt invier Jahren).Der zweite Teil dieser Arbeit präsentiert eine empirische Langzeitstudie. Zwei Ansätzewurden bei der Analyse der gesammelten Daten kombiniert: während die qualitative AnalyseStrategien wie «translanguaging» (García, 2009a) von Lernenden zeigt, fokussiert die quantitativeAnalyse auf die Messung der Fähigkeit «Sprache auf kommunikative Weise zu verwenden» (Bachmanund Palmer, 2010). Anstatt das aktuelle Sprachniveau der Lernenden in den beiden Schulsprachen zumessen, wird ein breiteres Bild gezeigt, das Variationen in der Performanz der Lernenden einschliesstund den dynamischen Spracherwerbsprozess aufzeigt. So wird der effiziente und kreative Gebrauchder Sprache sowie mehrsprachige Diskurs-Praktiken wie «translanguaging» gezeigt. Diese multiplenSprachpraktiken zeigen das dynamische und interaktive Kommunikationssystem der mehrsprachigenLernenden und deren Spracherwerbsprozess in.Im dritten Teil werden die pädagogischen Schlussfolgerungen präsentiert. Eine angemesseneLehrerausbildung für diese Lehrpersonen fokussierend auf der Professionalisierung des Immersions-Unterrichts wäre wünschenswert, in welcher ein für die Praktiker/innen nützlicher Wissenstransfervon Forschungsresultaten stattfindet. So könnten die Lernenden bestmöglich beim Prozess, sichSchulstoff durch zwei Schulsprachen anzueignen, unterstützt werden. Der Schlussteil dieser Arbeitfasst die Studie und deren Ergebnisse zusammen und zeigt weitere Forschungsperspektiven auf
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Briselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)". Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.
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L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
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Struppert, Anika Verfasser], Friedrich [Akademischer Betreuer] Krotz y Helmut M. [Akademischer Betreuer] [Niegemann. "Developing Intercultural Awareness and Sensitivity through Digital Game Play – Three Case Studies with the Simulation RealLives 2010 in Australian, American, and Swiss Middle Schools / Anika Struppert. Gutachter: Friedrich Krotz ; Helmut M. Niegemann". Erfurt : Universitätsbibliothek Erfurt, 2013. http://d-nb.info/1043480498/34.
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Yang, Hua-Ta y 楊華達. "Swiss ball core training impact with throwing accuracy and speed with high school baseball pitcher". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64756911205937186602.
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碩士國立新竹教育大學
體育學系碩士班
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Swiss ball core training impact with throwing accuracy and speed with high school baseball pitcher June, 2015 Yang, Hua-Ta Advisor: Lee, A. J. Y. Abstract Purpose: To evaluate the effects of 6-week Swiss ball core training on throwing speed and accuracy in baseball pitchers. Methods: Twenty high school baseball pitchers randomized to train group and control group. All players underwent an regular baseball pitcher training 5 times per week for 7weeks, and train group received extra swiss ball core training 3 times per week, each for 30 minutes during this period. The throwing speed by the Jugs sport speed gun, the throwing accuracy by the homemade strike box. Mixed-desigend one way ANCOVA was used to compare the difference between groups before and after training for each parameter. Results: The ball reached significant differences before and after training (F = 6.63, p <.05), throwing accuracy and balance are not reached statistically significant differences. Conclusion: Swiss ball core muscle training can effectively enhance the pitcher's throwing speed, but the throwing accuracy and single leg balance remains to be explored. Key words: speed, accuracy, swiss ball core training, high school baseball pitcher
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Corbett, Brad. "The effectiveness of swiss ball training on balance in older adults". Thesis, 2005. https://vuir.vu.edu.au/788/.
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Falling is a common cause of injury in the older population. This has serious implications to individual and community health care and expense. Poor or impaired balance is one of the most common risk factors for falling. Exercise has been shown to increase balance in older adults. Few studies have investigated the role of Swiss balls for improving balance. The aim of this study was to investigate the effects of Swiss ball training on balance in people over 65 years of age.
Results were analysed using independent samples, t-tests, Cohen's d and Bonferroni's adjustment. Improvements were noted in all the tests however none were significant. Medium to high effect size in some tests suggest larger sample size may reveal more significant results.
This minor thesis was written by a post-graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
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Carlson, Bridget Rachel. "Immigrant placemaking in colonial Australia : the Italian-speaking settlers of Daylesford". Thesis, 1997. https://vuir.vu.edu.au/15416/.
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The Italian-speaking settlers of nineteenth century Daylesford were among the first sizeable group of non-English speakers to contest the prevailing Anglo-centricism and to help pave the way towards Australia's multicultural future. The examination of this group interweaves the particular histories of fifteen families with thematic chapters which: define the nature of the emigrant community and the reasons for departure from the homeland; relate the journey to the ports of Melbourne and Sydney as a rite
of passage to settlement; describe the early experiences of the Italian speakers as miners and labourers; explore their drift into traditional occupations as farmers and
business people in the Daylesford community; and examine their family life and attempts to reconstruct a European life-style in Australia while recognising a growing
commitment to an 'Australian' way of life.
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Bauer, Thomas G. "The perceptions, holiday expectations and holiday experiences of German speaking visitors to southern Australia". Thesis, 1990. https://vuir.vu.edu.au/15564/.
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The paper set out to identify some of the reasons why Australia's southern states (Victoria, Tasmania and South Australia) do not attract as many German speaking visitors as Queensland and New South Wales. It was hypothesised that Southern Australia was less attractive to German speaking visitors because of a perceived lack of well recognised major tourist attractions and the perceived lack of
sunshine and warm climate. Surveys of German speaking tour operators and of arriving German speaking visitors were carried out to gain a better understanding of their perceptions and holiday expectations of Southern Australia. In addition a survey of departing German speaking visitors was carried out to establish their travel patterns and travel behaviour during their stay in Australia in general and Southern Australia in particular.
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Vávrová, Eliška. "Slovní hodnocení na 1. stupni ZŠ v České republice a ve Švýcarsku". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-366583.
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This thesis named Verbal assessment at primary schools in the Czech Republic and in Switzerland focuses on an introduction and a comparison of verbal assessment in these two countries. The comparison is intended as a tool for a mutual inspiration. The verbal assessment is a current topic due to the recent changes in the concept of primary education in the Czech Republic. The thesis is divided into two parts. The theoretical part deals with the definition of the term "assessment", its forms and types within the Czech system of education, then it is concentrated on the description of the verbal assessment in more detail. There is also the introduction to the educational concept of one alternative school. The following chapters contain basic information about Swiss education in the context of its history. The school system of evaluation is further described within the Swiss canton called Luzern. The practically empirical part of this thesis examines systems of evaluation at primary school in the Czech Republic and in Switzerland applying the research methods as the interview or the questionnaire. The purpose of this part is to prove that the verbal assessment is more appropriate evaluating form than using classification during the first few years at primary school. KEY WORDS Verbal assessment, Swiss...
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LEE, TSUNG-TSE y 李宗澤. "Effects of eight weeks Swiss ball training on Core muscles and Performing Ability in Elementary Schools' Tee Ball Players". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94585292531920998833.
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碩士國立屏東大學
體育學系碩士班
103
This study was to investigate effects of the Swiss ball training on core muscles and performing ability on elementary schools' tee ball players. A total of thirty sixth grade elementary school students were enrolled with fifteen students assigned to either training or control groups by S-shape method according to their pre-test performance. All subjects were required to take muscular endurance tests and performing ability tests (tee ball batting, throwing, base-running ) pre-training and post-training. Both groups received regular tee ball training. The training group received extra 40 minutes of Swiss ball training, 3 times per week for 8 weeks, while the control group did not. Two-way mixed design ANOVA was adopted to analyze the difference between groups. After the 8 weeks of Swiss ball training, significant differences were observed on abdominal muscles endurance (238.53±64.04 sec vs. 135.73±68.61sec), dorsal muscles endurance (223.20±44.72 sec vs. 153.93±49.45 sec) and base-running performing ability (7.36±.53 sec vs. 7.89±.72 sec) (p <.05). Both groups showed significant improvements on tee ball batting performing ability with the training group receiving a better result (24.80±4.41 points vs. 22.20±3.76 points). No significant difference was shown between these two groups on throwing performing ability (30.61±6.44 m vs. 26.17±8.76 m) (p>.05), but the training group showed significant progress (p<.05). The 8-week Swiss Ball core training can positively improve the core muscles and performing ability of elementary schools' tee ball players.
Libros sobre el tema "Swiss school"
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Amiel, Henri Frédéric. Amiel et ses amies: Égérie : correspondance, 1853-1868. Lausanne, Suisse: Age d'homme, 2004.
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Amiel, Henri Frédéric. Amiel et ses amies: Egérie : correspondance, 1853-1868. Lausanne: Age d'homme, 2004.
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Moore, Thomas G. School for genius: The story of the Eth -- the Swiss Federal Institute of Technology, from 1855 to the present. New York: Front Street, 2005.
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Verdan, Samuel. Early iron age pottery: A quantitative approach : proceedings of the International Round Table organized by the Swiss School of Archaeology in Greece (Athens, November 28-30, 2008). Oxford: Archaeopress, 2011.
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Dickey, Karlene N. Swiss higher schools of engineering and Swiss higher schools of economics and business administration: A special report. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1991.
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Guarienti, Carlo. Carlo Guarienti: Opere recenti. Milano: Electa, 1997.
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Guarienti, Carlo. Carlo Guarienti: Opere 1946-1994. Milano: Charta, 1994.
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Guarienti, Carlo. Carlo Guarienti: La pittura e la memoria. Milano: Galleria Tega, 2000.
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Guarienti, Carlo. Carlo Guarienti. Milan: Arnoldo Mondadori, 1988.
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Guarienti, Carlo. Carlo Guarienti. Milano: Charta, 2000.
Buscar texto completoCapítulos de libros sobre el tema "Swiss school"
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Hirschmann, Michael T. y Werner Müller. "Knee Rotation: The Swiss School". En Rotatory Knee Instability, 75–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32070-0_7.
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Dahmen, Stephan. "2.2. Situating the Swiss Transition Regime". En Regulating Transitions from School to Work, 27–39. Bielefeld, Germany: transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.
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Stern, Otto. "Standard Language Acquisition by the Swiss—German Dialect-Speaking Child". En Literacy in School and Society, 199–220. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0909-1_15.
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Stalder, Barbara E. "School-to-Work Transitions in Apprenticeship-Based VET Systems: The Swiss Approach". En Experience of School Transitions, 123–39. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_7.
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Boser, Lukas, Michèle Hofmann y Ingrid Brühwiler. "E Pluribus Unum: One Swiss School System Based on Many Cantonal School Acts". En School Acts and the Rise of Mass Schooling, 67–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13570-6_4.
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Krüger, Maleika. "Data". En Media-Related Out-of-School Contact with English in Germany and Switzerland, 95–109. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-42408-4_5.
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AbstractThis dissertation was part of the project Measuring English Writing at Secondary Level (MEWS). The MEWS project was co-founded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG). The study aimed to be the first large scale study in Germany and the German speaking part of Switzerland that focused especially on English writing skills in upper secondary education.
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Dalehefte, Inger Marie, Tina Seidel y Manfred Prenzel. "Reflecting on Learning from Errors in School Instruction: Findings and Suggestions from a Swiss-German Video Study". En Professional and Practice-based Learning, 197–213. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-3941-5_12.
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Gotling, Nicole, Veronika Maricic y Lukas Boser Hofmann. "“The divine fire … burns within them.” National Davids and Goliaths in Swiss, Danish, and Scottish school lessons". En Education, Curriculum and Nation-Building, 34–54. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003315988-3.
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Mathis, Christian. "‘… They Locked Them Up in Houses and Let Gas in’: Swiss Primary School Pupils’ Conceptions of the Holocaust". En Holocaust Education in Primary Schools in the Twenty-First Century, 239–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73099-8_14.
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Stalder, Barbara E., Marlise Kammermann, Iris Michel y Marie-Theres Schönbächler. "Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme". En Migration, Education and Employment, 133–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.
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AbstractTo support refugees and temporarily admitted persons in their endeavour to access vocational education and training, the Swiss federal government and the cantons have launched the pre-apprenticeship to support integration PAI. Based on a multi-source mixed-method design with 432 participants and 184 employers, we describe the PAI programme and explore participants’ learning environments at the workplace and school, their individual characteristics, and their social environment. We investigate factors contributing to participants’ successful transition to regular apprenticeships by comparing participants who could secure an apprenticeship at the end of the PAI with those who did not. Results show that participants appreciated the learning in the workplace and school and felt well-supported by teachers and in-company trainers. They were highly motivated and had good performances, which the employers also confirmed. Those having secured an apprenticeship found their work more interesting, engaged more in learning, and had better learning outcomes than those with an uncertain pathway. We conclude that the PAI programme is a valuable means to foster the integration of refugees and temporarily admitted persons in vocational education and training and highlight factors contributing to the programme’s success.
Actas de conferencias sobre el tema "Swiss school"
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Nordmann, Th. "The Swiss 1 MWp PV-school demonstration program". En Conference Record of the Twenty Fifth IEEE Photovoltaic Specialists Conference - 1996. IEEE, 1996. http://dx.doi.org/10.1109/pvsc.1996.563937.
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Scharenberg, Katja. "How Tracking and School Composition Shape Students' Pathways Into Adulthood: A Swiss Perspective". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891974.
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Sudirman, Muhamad Seto. "Effectiveness of Ficus Elastica Roxb. Ex Hornem Leaf Extract in Reducing Total Cholesterol Level in High Fat Induced Diet Wistar Male Rats". En The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.10.
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ABSTRACT Background: Kebo rubber leaves (ficus elastica roxb) contain flavonoids, polyphenols, and tannins. Flavonoids in the leaves of ficus elastica roxb such as catechins, isoflavones are polyphenolic antioxidants from plant metabolites. The leaves of ficus elastica roxb are trusted and proven empirically in the community to reduce cholesterol levels in the blood. Mice choose animals because they are considered to have physiological similarities with humans. This study aimed to determine the effect of ethanol extract of ficus elastica roxb leaves on reducing total cholesterol level in male Swiss Webster mice. Subjects and Method: This was a quasi-experimental study conducted at Biology Laboratory of the Faculty of Agriculture, Fisheries and Biology, University of Bangka Belitung from April to June, 2017. A sample of 25 male Swiss Webster mice was selected at random and allocated into groups. The dependent variable was total cholesterol. The independent variable was the extract of ficus elastica rox. The data were tested by One-Way ANOVA. Result: There were statistically significant mean differences among the study groups (p= 0.002), indicating the effect of ethanol extract of Ficus Elastica Roxb leaves on reducing total cholesterol level in male Swiss Webster mice at various doses. Conclusion: There are statistically significant mean differences among the study groups, indicating the effect of ethanol extract of Ficus Elastica Roxb leaves on reducing total cholesterol level in male Swiss Webster mice at various doses. Keyword: Ethanol extract of Ficus Elastica Roxb leaves, total cholesterol, mice Correspondence: Muhamad Seto Sudirman. School of Health Polytechnic, Pangkalpinang. Email: MuhamadSeto@gmail.com DOI: https://doi.org/10.26911/the7thicph.05.10
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Huber, Stephan. "The Management of the Impact of COVID-19 by German, Swiss, and Austrian School Supervisory Authorities". En 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005371.
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Wahyuni, Sri, Lilik Hartati, Anna Uswatun Qoyyimah y Ida Nur Hidayah. "Can Swiss Ball Exercise Technique Reduce Menstrual Pain Intensity in Tahfidzul Qur’an Islamic Boarding School Ibnu Abbas Klaten?" En 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.075.
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"Between regulation and instruction: a cross-linguistic comparison of Swiss grammar school curricula exemplified by the subject “economics and law”". En 5° Convegno sulle didattiche disciplinari. Dipartimento formazione e apprendimento – SUPSI, Svizzera / swissuniversities, Svizzera, 2022. http://dx.doi.org/10.33683/dida.22.05.40.
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Groeli, Robert. "Building 8500+ Trail Bridges in the Himalayas". En Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.125.
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<p>Mobility is one of the most challenging fundamentals of rural livelihood in the Himalayan hills and mountains. More than 8500 trail bridges, comprising an overall span-length of about 650 kilometers have been constructed to date, saving millions of walking hours for people living in the rural Himalayan areas. Previously, crossing rivers was dangerous and sometimes impossible, especially in the rainy season. These bridges created vital connections which enabled children to go to school and people to access public services and visit medical centers and sanctuaries. They also boost local economic output by reducing the effort required to run local farms, gather crops and visit regional markets.</p><p>Fig. 1:The struggles and dangers of crossing a river and its solution</p><p>Swiss technical assistance for rural trail bridges started in the early sixties with the construction of a few suspension bridges in the hill areas of Nepal. In 1964 the Nepalese Government established the Suspension Bridge Division (SBD), and starting in 1972 the Swiss Government began providing continuous technical and financial assistance. Similarly, the Public Works Department in Bhutan initiated a country wide trail bridge construction program in 1971 for which assistance was provided from 1985-2010. Exchanges of experiences between these programs created a collaborative environment where new ideas could be evaluated and tested in the field. After SBD initially developed the basic technical norms, design parameters and standard designs suitable for long-span bridges, demand for simpler shorter span bridges rose tremendously. This prompted the program to develop “community executable bridge designs” adapted to the local skills and materials while conforming to established engineering standards. As a result, cost-effective, easy to implement technologies and community-based approaches were developed, which have been replicated in numerous countries leading to multiple successful partnerships in international development cooperation.</p><p>The purpose of this paper is to highlight the following outcomes of the trail bridge-program:</p><ul><li><p>Standardized cost-effective trail bridge designs based on local capabilities and bridge-building techniques</p></li><li><p>Published of manuals, technical drawings and teaching resources for design, construction and fabrication</p></li><li><p>Engaged local communities in the construction, operation and maintenance of trail bridges</p></li><li><p>Compiled comprehensive trail bridge directory for planning, monitoring and maintenance</p></li><li><p>Established Sector Wide Approach (SWAp) with institutional frameworks at national and local level</p></li><li><p>‘South-South Cooperation’ with Bhutan, Tanzania, Ethiopia, Indonesia, Laos, Burundi, Honduras, Guatemala</p></li></ul>
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Ceastina, Ala. "The outstanding architect Alexander Iosifovich Bernardazzi (1831–1907)". En Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.20.
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This year marks the 190th birthday of the famous Swiss architect of Italian origin A.I. Bernardazzi, who is also known for creating various historic buildings in Ukraine, Bessarabia and Poland. Archival documents were an evidence of the beginning of architectural career of Bernardazzi, when the Bessarabian Road and Construction Commission appointed him as the technician for urban planning of Akkerman and Bendery in 1853 and also for building some bridges and causeways in those districts. He took part in the organization of the third market in the Forest Square in Kishinev in September of 1855. This was the first mission of his creativity in Kishinev. Alexander Bernardazzi executed his duty as municipal architect from 1856 to 1878 having taken the place of another architect Luca Zaushkevich. All his subsequent monumental buildings became the best examples of European architecture by their style, shape, and quality. . In Bessarabia, he participated in the design and construction of many buildings such as the temporal theatre, the Lutheran school, the railway station, the Greek Church, the Manuk-Bei’s palace, etc. As for Kishinev, the architect Bernardazzi performed the beautification of paving many streets, the construction of urban water supply and the cast-iron railing in the city park. Also, he participated in many architects’ meetings where he submitted interesting reports referring to the theater, some windows, fire safety of buildings and so on. After his arrival to Odessa in 1878, Alexander Bernardazzi continued to participate in designing social and civil buildings in Bessarabia. For his enormous creative contribution to urban development, he was appreciated with the title of honorable citizen of Kishinev and appointed member of the Bessarabian department of the Imperial Russian Technical Society.
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Fontana, Maria Pia y Miguel Mayorga. "Le Corbusier. Arquitectura urbana: Millowners Association Building y Carpenter Center". En LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.972.
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Resumen: La obra de Le Corbusier es una amplia exploración de soluciones urbanas y arquitectónicas que plantean relaciones de continuidad entre edificio y ciudad, arquitectura y entorno, espacio interior y espacio exterior: rampas, cuerpos bajos, entrantes y salientes, plantas libres y fachadas con espesor, son algunos de los elementos de integración y/o de mediación utilizados por el maestro suizo. El Millowners Association Building de 1954 ubicado en la ciudad de Almedabad en la India, y el Carpenter Center for Visual Arts de la Graduate School of Design of Harvard de 1961-1964 en la ciudad de Cambridge, en Estados Unidos, son dos edificios que presentan rasgos característicos en común: una volumetría básica, uso del hormigón armado visto, uso de similares elementos de fachada y una rampa que sobresale del edificio y que confiere a ambos un carácter reconocible y peculiar. Los dos edificios ya han sido puestos en relación por diferentes críticos como Giedion 1967, o Frampton 1975, e incluso se ha considerado uno como antecedente del otro. Sin embargo, un análisis comparativo permite verificar que aunque la rampa es el elemento común más evidente, éste juega un papel muy diferente en la definición de las relaciones urbanas de cada uno de los edificios con su entorno inmediato y con la ciudad. Y además que también, en la relación del edificio con la ciudad entran en juego otros elementos y soluciones arquitectónicas, que de manera solidaria, son determinantes definidores de su relación con el entorno y su carácter urbano. Abstract: The work of Le Corbusier is a comprehensive exploration of urban and architectural solutions which show continuity relationships between city and building, architecture and environment, interior and exterior space throughout elements of integration and / or mediation used by the Swiss master like ramps, lower volumes, incoming and outgoing, open floor plans and thick facades. The Association Millowners Building (1954) located in the city of Almedabad in India, and the Carpenter Center for Visual Arts at the Graduate School of Design of Harvard (1961 to 1964) located in the city of Cambridge, in the United States, are two buildings that have some characteristics in common, like a basic volume, use of reinforced concrete, using similar facade elements and a projected ramp gives a recognizable and distinctive character of both buildings. Different authors compared the two buildings as Giedion 1967 or 1975 Frampton, and have stated that one has been based on the other. However, a comparative analysis verifies that although the ramp is the most obvious common element, it plays a very different role in the definition of urban relationships of each of the buildings with their immediate environment and the city. Moreover other elements configure crucial aspects in the relationship between the buildings and the urban space creating architectural solutions and interesting relations that are crucial for the definition of the relationship with the environment and the urban character of every building. Palabras clave: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Urban Architecture. Keywords: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Arquitectura Urbana. DOI: http://dx.doi.org/10.4995/LC2015.2015.972
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Teghe, Daniel, Bruce A. Knight y Cecily Knight. "The SWIMS CD-ROM Pilot: Using Community Development Principles and Technologies of the Information Society to Address Identified". En InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2770.
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In this paper we describe a pilot project to develop and assess the potential of CD-ROM based resources to address the identified informational needs of a community of education professionals. We focus on the development process, although we also briefly describe the project evaluation and its results. The context in which the pilot was developed and implemented was the Social Well-being in Mackay Schools Program, in which a model was being developed to address issues of young people presenting ‘at risk’ within educational settings. The development and distribution of the CD-ROM was not an easy or straightforward task, requiring extensive research and community consultation. It also required drawing on theoretical and methodological insights from across disciplines (especially from Community Development and Education) to develop a contextually relevant understanding of the factors affecting the informational needs of the community, and of the ways in which the process of addressing these needs might lead to the empowerment of its members. The ease with which the relevant technologies were accessed and used by researchers and community workers who possessed no formal or advanced training in the use of ICTs indicated that the ‘new’ technologies can readily complement and assist in community development, thus giving impetus to the thesis that new forms of empowerment are possible because of the advent of the Information Society.