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Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective. Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students' perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students' feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time. Participants and settings: 249 students (grades 8-11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91 + 1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41 + 1.25 years), which experienced a traditional teaching approach during the same length of time. Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed. Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale "Cooperative Learning" of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: "Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education". Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management. Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students' responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment). Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students' perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.

Many corporations assumed the role that corresponded to them during the pandemic and, more specifically, during the state of alarm decreed in Spain at the beginning of 2020, in terms of Corporate Social Responsibility. Although there are many who interpret this type of action as voluntary contributions or actions, in reality it is a matter of assuming a series of obligations included in the so called culture standard, which undoubtedly pay considerable dividends to the organization in terms of reputation and image. [ABSTRACT FROM AUTHOR]

Most survival outcomes in out-of-hospital cardiac arrest (OHCA) are provided by emergency medical services (EMS) without a doctor on board. Our objective was to determine such outcomes in a whole country with public physician-led EMS.Methods: We analyzed data from a nationwide prospective registry of OHCA cases attended by 19 public EMS in Spain, covering the period from 1-October 2013 to 30-October 2014.Results: Advanced life support (ALS) was initiated in 9347 cases (incidence 18.6 cases/105 inhabitants per year). Resuscitation was considered futile in 558 cases (5.9%), and ALS was continued in 8789 cases (94.1%); mean age 63.5±17 years, 72.1% men. Initial rhythm was shockable in 22.1% of cases. Basic life support (BLS) was provided by bystanders in 1602 (24%) cases (635 of them with telephone assistance from the dispatch center). Of 8789 patients receiving ALS, 72.1% men, 2669 (30.4%) patients had return of spontaneous circulation on hospital arrival, 50.6% when the initial rhythm was shockable. Hospital discharge with good neurological status (CPC1-2) was found in 11.1% of the study population and in 27.6% when considering the Utstein comparator group of patients. A total of 216 (2.5%) patients arrived at the hospital with ongoing resuscitation, of whom only one survived with CPC1-2, and 165 (1.9%) patients were included in non-heart-beating donation programs.Conclusions: In Spain with physician-led EMS, OHCA survival with CPC1-2 reached a reasonable percentage despite only a modest contribution of bystander BLS. Ongoing resuscitation strategy seems to be futile except when considering non-heart beating donation programs. [ABSTRACT FROM AUTHOR]