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Bibliographies thématiques / Swiss school / Livres

Livres sur le sujet « Swiss school »

Pour voir les autres types de publications sur ce sujet consultez le lien suivant : Swiss school.

Auteur : Grafiati

Publié le 26 juillet 2024

Mis à jour le 26 juillet 2024

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1

Amiel, Henri Frédéric. Amiel et ses amies : Égérie : correspondance, 1853-1868. Lausanne, Suisse : Age d'homme, 2004.

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2

Amiel, Henri Frédéric. Amiel et ses amies : Egérie : correspondance, 1853-1868. Lausanne : Age d'homme, 2004.

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3

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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4

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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5

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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6

Guarienti, Carlo. Carlo Guarienti : Opere recenti. Milano : Electa, 1997.

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7

Guarienti, Carlo. Carlo Guarienti : Opere 1946-1994. Milano : Charta, 1994.

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8

Guarienti, Carlo. Carlo Guarienti : La pittura e la memoria. Milano : Galleria Tega, 2000.

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9

Guarienti, Carlo. Carlo Guarienti. Milan : Arnoldo Mondadori, 1988.

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10

Guarienti, Carlo. Carlo Guarienti. Milano : Charta, 2000.

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11

Guarienti, Carlo. Carlo Guarienti. Milano : Arnoldo Mondadori, 1988.

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12

Ziegler, Sonia. La primera escuela de Colonia Suiza : Una encrucijada para "los gringos"en el Uruguay de la modernización. [Montevideo, Uruguay ? : s.n., 2003.

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13

Ziegler, Sonia. La primera escuela de Colonia Suiza : Una encrucijada para "los gringos" en el Uruguay de la Modernización. Montevideo : S. Ziegler, 2003.

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14

Consensus democracy ? : Swiss education policy between federalism and subsidiarity. New York : P. Lang, 1999.

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15

Senn, Andy. Landwirtschaftliches Zentrum St. Gallen in Salez. St. Gallen] : Baudepartement des Kantons St. Gallen, Hochbauamt, 2019.

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16

Cashman, Pat. The Stolen Swiss Cowbell : Adventures at a Swiss Travel School. Eclectic Travel Editions, 1994.

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17

Besson, Frederic. E-money : A new private currency ? (Publikation der Swiss Banking School, Zurich). Haupt, 1999.

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18

Books, Be Inspired Sports. Composition Book Wide Ruled : School Notebook with Swiss Flag Cover for Soccer Lovers. Independently Published, 2019.

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19

Moore, Thomas. School for Genius : The Story of the ETH --The Swiss Federal Institute of Technology, from 1855 to the Present. Front Street Press, 2006.

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20

Green, Dawn. In the swish. 2016.

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21

Silvin, Richard Rene. I Survived Swiss Boarding Schools. Thomas Max Publishing, 2006.

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22

DeVito, Laura. Notebook : Greater Swiss Mountain Dog Vintage Sunset Dog College Ruled Medium Lined Journal Notebook Size 6 X 9 120 Pages Taking System for School and University Student Teacher. Independently Published, 2020.

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23

Slater, David Michael. Comin' Through (Missy Swiss & More). Abdo & Daughters, 2007.

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24

Guarienti, Carlo, et Jean Leymarie. Guarienti 1942-2000. Charta, 2000.

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25

Schulhausbau : Der Stand der Dinge ; der Schweizer Beitrag im internationalen Kontext ; [anlässlich der Ausstellung : "Schulhausbau. Der Stand der Dinge", Zürich, 29. Juni bis 11. Juli 2004] = School buildings : the state of affairs ; the Swiss contribution in an international context. Basel : Birkhäuser, 2004.

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26

Plehwe, Dieter. Neoliberal Think Tanks and the Crisis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190676681.003.0011.

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The global financial and economic crisis is widely considered a fundamental crisis of neoliberalism. But the contribution of neoliberals to the ongoing debate on causes and consequences of the crisis has been a substantial, if belittled or even ignored, factor of influence. A review of postcrisis activities of organized neoliberal networks directs attention to their continuing influence in shaping the interpretation of the crisis and preference formation processes with regard to proposed solutions. An agenda of minimal welfare state solutions that are compatible with the market systems has been reconfirmed; it both accepts temporary increases of welfare budgets and aims at constitutionalizing the long-term decrease of welfare budgets through austerity regimes at the same time. Different reservoirs of neoliberal thinking, like the distinct Austrian school and German-Swiss ordoliberal traditions, play an important role in the contemporary controversies on economics and welfare.

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27

Van Raalte, Theodore G. Distinct Roles for Scholastic Method and Cultured Eloquence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882181.003.0003.

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This chapter provides a comprehensive overview of scholarship regarding humanism and scholastic method in the early-modern period, then focuses on developments in scholastic method in the Swiss cantons, particularly between c. 1530 and c. 1590. The place of Aristotle’s works and the role of disputations receive detailed treatment. From the classical period onward, writers had several ways of distinguishing the expansive and persuasive rhetorical style from the tightly argued method of the schools and academies. Chandieu promoted this distinction, with his own approach being but one example of many in which the humanist concern for the original sources fit seamlessly within the scholastic method in use in the academies and universities.

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Carter, Sarah Anne. Windows and Ladders. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225032.003.0002.

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This chapter introduces the intellectual and cultural history of the continental theories and theorists that led to the development of object lessons. Johann Heinrich Pestalozzi and his followers developed classroom practices premised on the notion that information was to be drawn out of children, not crammed into them. Physical engagement with the world was a way to draw that information from children through sense training exercises, or Anschauungunterricht. From Pestalozzi’s famed (but only marginally successful) Swiss schoolrooms, his student Charles Mayo transplanted the ideas that became the basis of object lessons to England. There, through the work of Charles’s sister Elizabeth Mayo, they became the highly regimented foundation for the Home and Colonial Schools teacher training programs and were employed in England, Scotland, India, and Canada, among other places.

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Scaglia, Ilaria. The Emotions of Internationalism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198848325.001.0001.

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By examining a broad range of individuals and institutions engaged in international cooperation in the Alps in the 1920s and 1930s, this book explains how internationalists constructed and used emotions to attain their goals. It undertakes a journey through the most diverse terrains and venues, from the international art exhibitions and congresses organized by the Union Internationale des Associations d’Alpinisme (also known as UIAA, or the International Mountaineering and Climbing Federation), to the summer camps and schools run by transnational bodies such as the League for Open-Air Education, to the international sanatoria for students, workers, and soldiers healing from tuberculosis in the Swiss village of Leysin. Along the way, this study encounters a broad spectrum of state and non-state actors involved a variety of cross-border endeavors, from large-scale infrastructure projects akin to the tunnel under the Mont Cenis, to the League of Nations and its propaganda efforts, to the plethora of smaller international organizations emulating the League’s work in fields as diverse as leisure, health, and education. Through this metaphorical travel, this book thus argues that starting from the nineteenth century and accelerating in the interwar years emotions became a fundamental feature of internationalism, shaped its development, and constitute an essential dimension of international history to this day.

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30

Geisshuesler, Flavio A. Tibetan Sky-Gazing Meditation and the Pre-History of Great Perfection Buddhism. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350428843.

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Through a rigorous analysis of original scriptures and later commentaries, this open access book unearths a cornucopia of idiosyncratic motifs pervading the famous Tibetan sky-gazing meditation known as "Skullward Leap" (thod rgal). Flavio Geisshuesler argues that these motifs suggest that the practice did not originate in the context of Buddhism, but rather within indigenous Tibetan culture and in close contact with the early Bön tradition. The book argues that Dzogchen once belonged to a cult centered on the quest for vitality, which involved the worship of the sky as primordial source of life and endorsed the hunting of animals, as they were believed to be endowed with the ability to move in between the divine realm of the heavens and the world of humans. The book also traces the historical development of the Great Perfection, delineating a complex process of buddhicization that started with the introduction of Buddhism in the 7th century, intensified with the rise of new schools in the 11th century, and reached its climax in the systematization of the teachings by the great scholar-yogi Longchenpa in the 14th century. The study advances an innovative model of meditation as an open-ended practice that animates practitioners to face the most challenging moments of their lives with courage and curiosity, imagination and creativity, and playfulness and excitement; qualities that are oftentimes overlooked in contemporary descriptions of contemplation. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Swiss National Science Foundation.

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