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Die beiden Verbundprojekte „Level – Lehrerbildung vernetzt entwickeln“ und das Folgeprojekt „The Next Level“ an der Goethe-Universität Frankfurt am Main im Zuge des Bund-Länder-Programms „Qualitätsoffensive Lehrerbildung“ bilden den Rahmen für einen fächerübergreifenden Austausch zum Lehr-Lern-Format „ePortfolio“ in der Ausbildung von Lehrkräften. Die gemeinsamen Themen sind die konkrete ePortfolioarbeit, die Reflexion und das Feedback als zentrale Elemente eines reflexiven Portfolioansatzes wie auch Formate des Assessments. Die didaktischen Kommentare aus den Fächern Bildungswissenschaft, Englischdidaktik, Mathematikdidaktik und Didaktik des Sachunterrichts geben Einblicke in die konkrete ePortfolioarbeit in den jeweiligen Lehrveranstaltungen der Fächer und zeigen die Gemeinsamkeiten wie auch unterschiedliche Ausdifferenzierungen.

This commentary on Schönbrodt et al. (2022) and Gärtner et al. (2022) aims at complementing the ideas regarding an implementation of DORA for the domain of teaching. We describe some pragmatic ideas for indicators of good teaching and formulate desiderates for future research programs and validation.

Sammendrag Bakgrunn Pasienter med kreft i palliativ fase er mennesker man som sykepleier vil møte i flere sammenhenger innen helsetjenesten. Kreft i palliativ fase kan være krevende for mennesket. Håp blir gjerne et sentralt fenomen og er medvirkende for pasientens opplevelse av situasjonen. Som sykepleier kan man bidra til å fremme håp til pasienten, men det krever kunnskap om pasientene og hva som bidrar til å fremme deres håp. Dette ønsker vi å lære mer om før vi går ut som ferdig utdannede sykepleiere. Hensikt Hensikten med oppgaven er å undersøke hvordan man som sykepleier kan bidra med å fremme håp i egen omsorgsutøvelse hos pasienter med kreftdiagnose i palliativ fase. Metode I oppgaven er det anvendt litteraturoversikt. Det er analysert fire kvalitative artikler, hvor funnene er satt sammen til en ny helhet, og svarer på hensikten med oppgaven. Resultat Å fremme håp til pasienter med kreft i palliativ fase vil være individuelt fordi det erfares av den enkelte. Gjennom funn i studiene har vi kommet frem til at informasjon, kommunikasjon og relasjon, samt å tilrettelegge for individuelle ønsker og å unngå unødig lidelse er sentralt for å fremme pasientens håp. Summary Background Patients with cancer in the palliative phase are people you, as a nurse, will meet in several contexts within the health service. Cancer in the palliative phase can be demanding for people. Hope often becomes a central phenomenon and contributes to the patient's experience of the situation. As a nurse, you can help to promote hope to the patient, but this requires knowledge about the patients and what helps to promote their hope. We want to learn more about this before we go out as fully qualified nurses. Purpose The purpose of the assignment is to investigate how one, as a nurse, can contribute to promoting hope in one's own practice of care for patients diagnosed with cancer in the palliative phase. Method In the thesis, a literature review is used. Four qualitative articles have been analysed, where the findings have been compiled into a new whole, and answer the purpose of the task. Result Promoting hope to patients with cancer in the palliative phase will be individual because it is experienced by the individual. Through findings in the studies, we have come to the conclusion that information, communication and relationship, as well as facilitating individual wishes and avoiding unnecessary suffering are central to promoting the patient's hope.

Die beiden Verbundprojekte „Level – Lehrerbildung vernetzt entwickeln“ und das Folgeprojekt „The Next Level“ an der Goethe-Universität Frankfurt am Main im Zuge des Bund-Länder-Programms „Qualitätsoffensive Lehrerbildung“ bilden den Rahmen für einen fächerübergreifenden Austausch zum Lehr-Lern-Format „ePortfolio“ in der Ausbildung von Lehrkräften. Die gemeinsamen Themen sind die konkrete ePortfolioarbeit, die Reflexion und das Feedback als zentrale Elemente eines reflexiven Portfolioansatzes wie auch Formate des Assessments. Die didaktischen Kommentare aus den Fächern Bildungswissenschaft, Englischdidaktik, Mathematikdidaktik und Didaktik des Sachunterrichts geben Einblicke in die konkrete ePortfolioarbeit in den jeweiligen Lehrveranstaltungen der Fächer und zeigen die Gemeinsamkeiten wie auch unterschiedliche Ausdifferenzierungen., Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht., Bd. 4 Nr. 3 (2022): Portfolioarbeit "out of the box" – Einblicke in fachdidaktische Lehrkonzepte und hochschuldidaktische Materialien

Status matters to all states. For some from the Global South, status ambitions drive foreign policies. International venues like the G20 are perfect tools to pursue such ambitions. How, then, does status drive the foreign policies of the Global South and how does it inform their leadership of the G20? How and why should the Global North engage with such status ambitions? Status is about one's standing in a social hierarchy and can be understood as a set of shared beliefs about a state. States often communicate their status ambitions through "vanity projects" such as a space programme or become diplomatically very proactive in international forums. On the one hand, status ambitions can contribute to efforts that strengthen international stability and global governance, such as conflict mediation and humanitarianism. They can also deepen instability in the form of revisionism, regional interventions, and challenges to the rules-based international order. The year 2023 will see an Indian presidency of the G20. For a country that has long aspired to a seat in global multilateral institutions, India is mobilising the platform - and will continue to do so - to amplify its status ambitions. With India's rise potentially impacting the global balance of power, a careful reading of its status concerns as manifested in its G20 presidency is both valuable and necessary. At the current conjuncture of a global polycrisis, it is imperative to create conditions conducive to cooperation between large developing countries and the European Union / Germany. Attention to status concerns implies acknowledgement of hierarchies between states and can create the foundations for establishing relations and partnerships on a level playing field. Seeking status is an important driver of foreign policy in the Global South. Intangible and challenging to identify, status considerations sometimes explain puzzling policy outcomes. They draw attention to the role of the reputational gains that lead states to prioritise certain issues over others. For European decision-makers, attention to status concerns when engaging with the Global South can make for better understanding among partners and help strengthen diplomatic interaction.

The need to cooperate in matters of climate change requires partnerships among states, such as India and China, that in other contexts are competitors - if not rivals. This simultaneity of cooperation and competition is one of the key features of the emerging multipolar order and should take centre stage for both policy and research. Climate change is the key challenge for the coming decade, requiring cooperation from major emitters on mitigation, adaptation, climate finance, and the decarbonisation of the energy supply. No state will be able to achieve sufficient climate action alone. Simultaneously, geopolitical and geo-economic tensions between these actors in the increasingly multipolar global order are growing, not only in today's most obvious case of Ukraine but also on the Indo-Chinese border. This juxtaposition of cooperation and conflict also plays out in the United Nations Framework Convention on Climate Change: at COP26 in 2021, India and China aligned to ensure that in the final agreement the commitment to a global coal phase-out became to a coal phase-down. Despite regional and global rivalry, cooperation at the intersection of issue-specific interests can yield both positive and negative outcomes. For example, the decarbonisation of energy systems and the expansion of renewables, including solar power and (green) hydrogen offers such a field of competition over technology and trade leadership. This competition increasingly draws in the European Union and other global actors who are looking for new and reliable energy partners. Climate change is a global challenge and requires cooperation at that level. Germany and the EU have an important role in helping to foster such cooperation even despite clashes of values and interests. Engagement with India has been given greater impetus more recently, also regarding diversification of energy sources. In the face of escalating geopolitical tensions this will be more difficult in the case of China, though nevertheless still crucial to achieve the Paris goals.