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Bibliographies thématiques / Felsberg School (Lucerne, Switzerland)

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Littérature scientifique sur le sujet « Felsberg School (Lucerne, Switzerland) »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Felsberg School (Lucerne, Switzerland)"

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Marolf, Stefanie, and Jonas Dischl. "Repräsentativer Schulhausbau in der zweiten Hälfte des 19. Jahrhunderts - Zwei Beispiele aus der Stadt Luzern und der Stadt Zürich." Historia scholastica 4, no. 1 (2018): 47–58. https://doi.org/10.5281/zenodo.1410411.

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In Switzerland, a variety of demographic, social, pedagogical, political, and economic changes led to an increased demand for schoolroom in the second half of the 19th century. The school system played a crucial role in this early phase of the young liberal federal state which became manifest in the construction of prestigious school buildings. The process of defortification and incorporation of villages into cities generated new public spaces for modern school buildings, which had one main purpose: to create well-educated citizens. This paper analyses these processes by examining the making o

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Kaufmann, Helen. "Lebensgeschichten erzählen – ein Geschichtsprojekt für die Sekundarstufe I." Didactica Historica 9, no. 1 (2023): 173–79. http://dx.doi.org/10.33055/didacticahistorica.2023.009.01.173.

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This article presents one of the digital teaching and learning resources on the website «LEBENGESCHICHTEN – witnesses of genocides» and its trial with secondary school students. In a history project, students analysed video-testimonies of witnesses of the Shoah and other national-socialist crimes and produced their own short video-documentaries. The resources on «LEBENSGESCHICHTEN» are currently being developed by the University of Teacher Education Lucerne and partners from Switzerland, Germany and Austria and are part of the USC Shoah Foundations Website «IWitness». They are freely accessibl

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Galliker, Esther. "Gastfreundschaft durch «gastfreundschaftlichen» Stil?" Linguistik Online 119, no. 1 (2023): 43–66. http://dx.doi.org/10.13092/lo.119.9478.

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This paper analyses interactions between a host of a Swiss mountain destination and her guests. The conversations take place in a scenic gondola. The analysis is conducted in the format of an ethnographic case study and focuses on the interactants’ speech style. The case study constitutes a part of a larger, applied and interdisciplinary project of the Business School of the University of Applied Sciences of Lucerne. The aim of the main project is to specify what could be defined as “hospitality” in a touristic context and to develop tools to enhance hospitality at touristic destinations in Ce

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MacKevett, Douglas, and Martin Gutmann. "High-Stakes Online Exams." International Journal of Emerging Technologies in Learning (iJET) 18, no. 13 (2023): 193–208. http://dx.doi.org/10.3991/ijet.v18i13.38379.

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COVID-19 has affected university assessment procedures on a large scale. This empirical study aims to understand the types of high-stakes exams delivered online at the Lucerne School of Business in Switzerland during the “Corona Semesters” of 2020 and 2021 and the decision-making factors that influenced their implementation. To do so, the authors conducted semi-structured interviews with eight faculty members across a variety of disciplines. Requirements from the exam workflow (preparation, proctoring, grading) were identified and analyzed by course type. Four factors emerged that significantl

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Gummow, Lynn. "Conference report: 5th Lucerne Law and Economics Conference." elni Review, December 2016, 90. http://dx.doi.org/10.46850/elni.2016.014.

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This paper reports on the 5th Lucerne Law and Economics Conference that took place at the University of Lucerne, Switzerland on the 15th and 16th of April, 2016. The conference, on the topic of “Environmental Law and Economics”, was organized by Prof. Dr. Klaus Mathis, in partnership with Prof. Bruce Huber from Notre Dame University Law School. With the ever-increasing pressure to tackle environmental challenges, the interest in this conference was substantial, with participants from all over Europe and the United States.

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Cocard, Yves, and Annette Tettenborn. "In Schule und Unterricht erlebte Praxis reflektieren. Der Studienabschluss im Bereich der Bildungs- und Sozialwissenschaften im Masterstudiengang der Sekundarstufe I der PH Luzern." January 1, 2021. https://doi.org/10.5281/zenodo.5001826.

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At the University of Teacher Education Lucerne (Switzerland), prospective teachers who intend to teach at secondary schools complete their studies in social and educational sciences with a written assignment. In this final paper, teachers to-be are expected to reflect in a methodical and systematic way on school- and teaching-related situations that occurred during their internships. The reflective processes are guided by the phases and categories that form part of the framework model EDAMA (Aeppli & Lötscher, 2016), a model specifically designed for reflection purposes. In our contributio

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Feubli, Patricia, Douglas MacKevett, and Jürg Schwarz. "Hybrid teaching and learning: A conjoint analysis of student preferences in online and onsite scenarios." Journal of Computer Assisted Learning, November 29, 2023. http://dx.doi.org/10.1111/jcal.12913.

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AbstractBackgroundThis research paper presents a cross‐sectional study that examinefs the preferences of students for hybrid teaching and learning scenarios. Unlike previous studies that merely describe hybrid scenarios, this research prioritizes them, offering evidence‐based findings for informed policy decisions.MethodsThe data collection method involved eight choice‐based tasks using the conjoint analysis technique conducted with ‘Sawtooth’ software. The study surveyed students at a mid‐sized university across four departments in Central Switzerland. The sample analysed in this article comp

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Livres sur le sujet "Felsberg School (Lucerne, Switzerland)"

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Jauch, Emil. Fit für die Zukunft: Umbau und Gesamtrestaurierung der Schulanlage Felsberg in Luzern. Kanton Luzern, Bildungs- und Kulturdepartement, Denkmalpflege und Archäologie, 2019.

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