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Artykuły w czasopismach na temat "Swiss school"
Meuli, Kaspar. "Swiss NCCR Summer School". PAGES news 10, nr 3 (grudzień 2002): 27. http://dx.doi.org/10.22498/pages.10.3.27.
Pełny tekst źródłaHascher, Tina, i Gerda Hagenauer. "Swiss adolescents’ well-being in school". Swiss Journal of Educational Research 42, nr 2 (14.10.2020): 367–90. http://dx.doi.org/10.24452/sjer.42.2.5.
Pełny tekst źródłaGrgić, Marina, i Michelle Jutzi. "Linking School Culture to Successful Curriculum Reform". Education Sciences 14, nr 6 (23.05.2024): 558. http://dx.doi.org/10.3390/educsci14060558.
Pełny tekst źródłaHowe, 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, nr 1 (kwiecień 2000): 26–38. http://dx.doi.org/10.2307/3345454.
Pełny tekst źródłaScalici, Francesca, i Peter J. Schulz. "School policies and smoking intention in a Swiss sample of adolescents". Health Promotion International 35, nr 5 (20.09.2019): 1005–14. http://dx.doi.org/10.1093/heapro/daz095.
Pełny tekst źródłaCristovão, Vera Lúcia Lopes, i 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, nr 2 (19.10.2018): 101–20. http://dx.doi.org/10.22297/dl.v7i2.3208.
Pełny tekst źródłaArrausi, Juan Jesús. "The Swiss school of design, origins and influences". grafica 4, nr 7 (11.01.2016): 31. http://dx.doi.org/10.5565/rev/grafica.40.
Pełny tekst źródłaLüthi, Hans P., Marie Francine Lagadec, Lauren Gamp, Céline Wittwer, Bill Morandi i Jérome Waser. "Swiss Summer School 2021: Catalysis and Sustainable Chemistry". CHIMIA 75, nr 12 (9.12.2021): 1071. http://dx.doi.org/10.2533/chimia.2021.1071.
Pełny tekst źródłaMaurice, John. "Profile: Swiss School of Public Health, Zurich, Switzerland". Lancet 389, nr 10065 (styczeń 2017): 144. http://dx.doi.org/10.1016/s0140-6736(17)30080-6.
Pełny tekst źródłaKünzli, Nino, Luca Crivelli, Dominique Sprumont i Sandra Nocera. "Does the Swiss School of Public Health exist?" International Journal of Public Health 60, nr 8 (3.11.2015): 873–75. http://dx.doi.org/10.1007/s00038-015-0757-9.
Pełny tekst źródłaRozprawy doktorskie na temat "Swiss school"
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.
Pełny tekst źródłaBuser, 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.
Pełny tekst źródłaThe 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
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.
Pełny tekst źródłaThe 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…
Struppert, Anika Verfasser], Friedrich [Akademischer Betreuer] Krotz i 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.
Pełny tekst źródłaYang, Hua-Ta, i 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.
Pełny tekst źródła國立新竹教育大學
體育學系碩士班
103
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
Corbett, Brad. "The effectiveness of swiss ball training on balance in older adults". Thesis, 2005. https://vuir.vu.edu.au/788/.
Pełny tekst źródłaCarlson, Bridget Rachel. "Immigrant placemaking in colonial Australia : the Italian-speaking settlers of Daylesford". Thesis, 1997. https://vuir.vu.edu.au/15416/.
Pełny tekst źródłaBauer, Thomas G. "The perceptions, holiday expectations and holiday experiences of German speaking visitors to southern Australia". Thesis, 1990. https://vuir.vu.edu.au/15564/.
Pełny tekst źródłaVávrová, Eliška. "Slovní hodnocení na 1. stupni ZŠ v České republice a ve Švýcarsku". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-366583.
Pełny tekst źródłaLEE, TSUNG-TSE, i 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.
Pełny tekst źródła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.
Książki na temat "Swiss school"
Amiel, Henri Frédéric. Amiel et ses amies: Égérie : correspondance, 1853-1868. Lausanne, Suisse: Age d'homme, 2004.
Znajdź pełny tekst źródłaAmiel, Henri Frédéric. Amiel et ses amies: Egérie : correspondance, 1853-1868. Lausanne: Age d'homme, 2004.
Znajdź pełny tekst źródłaMoore, 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.
Znajdź pełny tekst źródłaVerdan, 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.
Znajdź pełny tekst źródłaDickey, 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.
Znajdź pełny tekst źródłaGuarienti, Carlo. Carlo Guarienti: Opere recenti. Milano: Electa, 1997.
Znajdź pełny tekst źródłaGuarienti, Carlo. Carlo Guarienti: Opere 1946-1994. Milano: Charta, 1994.
Znajdź pełny tekst źródłaGuarienti, Carlo. Carlo Guarienti: La pittura e la memoria. Milano: Galleria Tega, 2000.
Znajdź pełny tekst źródłaGuarienti, Carlo. Carlo Guarienti. Milan: Arnoldo Mondadori, 1988.
Znajdź pełny tekst źródłaGuarienti, Carlo. Carlo Guarienti. Milano: Charta, 2000.
Znajdź pełny tekst źródłaCzęści książek na temat "Swiss school"
Hirschmann, Michael T., i Werner Müller. "Knee Rotation: The Swiss School". W Rotatory Knee Instability, 75–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32070-0_7.
Pełny tekst źródłaDahmen, Stephan. "2.2. Situating the Swiss Transition Regime". W Regulating Transitions from School to Work, 27–39. Bielefeld, Germany: transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.
Pełny tekst źródłaStern, Otto. "Standard Language Acquisition by the Swiss—German Dialect-Speaking Child". W Literacy in School and Society, 199–220. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0909-1_15.
Pełny tekst źródłaStalder, Barbara E. "School-to-Work Transitions in Apprenticeship-Based VET Systems: The Swiss Approach". W Experience of School Transitions, 123–39. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_7.
Pełny tekst źródłaBoser, Lukas, Michèle Hofmann i Ingrid Brühwiler. "E Pluribus Unum: One Swiss School System Based on Many Cantonal School Acts". W 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.
Pełny tekst źródłaKrüger, Maleika. "Data". W 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.
Pełny tekst źródłaDalehefte, Inger Marie, Tina Seidel i Manfred Prenzel. "Reflecting on Learning from Errors in School Instruction: Findings and Suggestions from a Swiss-German Video Study". W Professional and Practice-based Learning, 197–213. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-3941-5_12.
Pełny tekst źródłaGotling, Nicole, Veronika Maricic i Lukas Boser Hofmann. "“The divine fire … burns within them.” National Davids and Goliaths in Swiss, Danish, and Scottish school lessons". W Education, Curriculum and Nation-Building, 34–54. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003315988-3.
Pełny tekst źródłaMathis, Christian. "‘… They Locked Them Up in Houses and Let Gas in’: Swiss Primary School Pupils’ Conceptions of the Holocaust". W 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.
Pełny tekst źródłaStalder, Barbara E., Marlise Kammermann, Iris Michel i Marie-Theres Schönbächler. "Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme". W Migration, Education and Employment, 133–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.
Pełny tekst źródłaStreszczenia konferencji na temat "Swiss school"
Nordmann, Th. "The Swiss 1 MWp PV-school demonstration program". W Conference Record of the Twenty Fifth IEEE Photovoltaic Specialists Conference - 1996. IEEE, 1996. http://dx.doi.org/10.1109/pvsc.1996.563937.
Pełny tekst źródłaScharenberg, Katja. "How Tracking and School Composition Shape Students' Pathways Into Adulthood: A Swiss Perspective". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891974.
Pełny tekst źródłaSudirman, Muhamad Seto. "Effectiveness of Ficus Elastica Roxb. Ex Hornem Leaf Extract in Reducing Total Cholesterol Level in High Fat Induced Diet Wistar Male Rats". W 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.
Pełny tekst źródłaHuber, Stephan. "The Management of the Impact of COVID-19 by German, Swiss, and Austrian School Supervisory Authorities". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005371.
Pełny tekst źródłaWahyuni, Sri, Lilik Hartati, Anna Uswatun Qoyyimah i Ida Nur Hidayah. "Can Swiss Ball Exercise Technique Reduce Menstrual Pain Intensity in Tahfidzul Qur’an Islamic Boarding School Ibnu Abbas Klaten?" W 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.
Pełny tekst źródła"Between regulation and instruction: a cross-linguistic comparison of Swiss grammar school curricula exemplified by the subject “economics and law”". W 5° Convegno sulle didattiche disciplinari. Dipartimento formazione e apprendimento – SUPSI, Svizzera / swissuniversities, Svizzera, 2022. http://dx.doi.org/10.33683/dida.22.05.40.
Pełny tekst źródłaGroeli, Robert. "Building 8500+ Trail Bridges in the Himalayas". W Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.125.
Pełny tekst źródłaCeastina, Ala. "The outstanding architect Alexander Iosifovich Bernardazzi (1831–1907)". W Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.20.
Pełny tekst źródłaFontana, Maria Pia, i Miguel Mayorga. "Le Corbusier. Arquitectura urbana: Millowners Association Building y Carpenter Center". W LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.972.
Pełny tekst źródłaTeghe, Daniel, Bruce A. Knight i Cecily Knight. "The SWIMS CD-ROM Pilot: Using Community Development Principles and Technologies of the Information Society to Address Identified". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2770.
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