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One possibility of successfully dealing with the increasing heterogeneity of students is cooperative learning. However, this learning structure is still rarely used in physical education. To substantiate positive effects of cooperative learning in physical education and to support the commitment of pedagogical staff, the aim of this research was to evaluate physical, social, behavioral and psychological effects of interventions implementing cooperative learning structures in physical education lessons. The current systematic review was designed based on the PRISMA guidelines. Five databases were used to select articles that evaluated effects of cooperative learning in physical education of children and adolescents with an average age within the range of five to 19 years in August 2022. Studies had to report quantitative measured outcomes of cooperative learning. Two authors independently screened studies for eligibility and assessed risk of bias. Descriptive analyses were conducted to evaluate intervention effects. In total, 23 articles reporting 36 outcomes were included in the analysis with an overall sample size of 3699 children and adolescents aged between 6.5 and 17.5 years. Summarized 71% of all reported outcomes resulted in significant positive effects on cooperative learning compared to traditional teaching styles with most positive effects on social outcomes (92%). It is recommended to integrate different teaching styles, e.g. cooperative learning, to improve children’s development and to engage them in lifelong physical activity. Furthermore, interdisciplinary cooperation (e.g. between researchers and pedagogical school staff) should be sought in order to develop pedagogical approaches that consider the needs and prerequisites of students.

Past efforts to synthesize and quantify the magnitude and change in carbon dioxide (CO2) fluxes in terrestrial ecosystems across the rapidly warming Arctic–boreal zone (ABZ) have provided valuable information but were limited in their geographical and temporal coverage. Furthermore, these efforts have been based on data aggregated over varying time periods, often with only minimal site ancillary data, thus limiting their potential to be used in large-scale carbon budget assessments. To bridge these gaps, we developed a standardized monthly database of Arctic–boreal CO2 fluxes (ABCflux) that aggregates in situ measurements of terrestrial net ecosystem CO2 exchange and its derived partitioned component fluxes: gross primary productivity and ecosystem respiration. The data span from 1989 to 2020 with over 70 supporting variables that describe key site conditions (e.g., vegetation and disturbance type), micrometeorological and environmental measurements (e.g., air and soil temperatures), and flux measurement techniques. Here, we describe these variables, the spatial and temporal distribution of observations, the main strengths and limitations of the database, and the potential research opportunities it enables. In total, ABCflux includes 244 sites and 6309 monthly observations; 136 sites and 2217 monthly observations represent tundra, and 108 sites and 4092 observations represent the boreal biome. The database includes fluxes estimated with chamber (19 % of the monthly observations), snow diffusion (3 %) and eddy covariance (78 %) techniques. The largest number of observations were collected during the climatological summer (June–August; 32 %), and fewer observations were available for autumn (September–October; 25 %), winter (December–February; 18 %), and spring (March–May; 25 %). ABCflux can be used in a wide array of empirical, remote sensing and modeling studies to improve understanding of the regional and temporal variability in CO2 fluxes and to better estimate the terrestrial ABZ CO2 budget. ABCflux is openly and freely available online (Virkkala et al., 2021b, https://doi.org/10.3334/ORNLDAAC/1934).

Hintergrund und Stand (inter)nationaler Forschung: Die ‚besonders qualifizierte und koordinierte palliativmedizinische Versorgung‘ (BQKPMV) ist im Zuge der Ausgestaltung des Hospiz- und Palliativgesetzes aus dem Jahr 2015 entstanden. Die BQKPMV kann als Zwischenstufe zwischen der allgemeinen [zum vollständigen Text gelangen Sie über die oben angegebene URL]

Disagreement persists about the origin of confidence and the internal signals that influence its formation. Using combined individual participant data from four studies (N = 181), we examined confidence in relation to the perceived source of uncertainty for a risk judgment and explored the roles of domain-specific experience and affective evaluations in the formation of confidence. In each study, participants with domain-specific experience (backcountry skiers) performed complex risk judgments (judging avalanche risk) for multiple highly uncertain contexts (hypothetical scenarios in avalanche terrain). We examined whether more experienced participants could better recognize the inherent uncertainty of the decision environment, and if they did so with greater confidence. For complex tasks such as judging avalanche risk, experience should increase a person’s understanding of the probabilistic, unpredictable nature of that environment. Yet our findings suggests that participants of all levels of experience attributed uncertainty to their own judgment process rather than to the limitations and inherent uncertainty of the environment. We also examined whether participants’ affective evaluations influenced confidence in their risk judgments. Affective evaluations are understood to play a crucial orienting role in the risk judgment process. We found evidence of an interplay between affective and cognitive judgments in the formation of confidence. Participants were more confident when their affective evaluation matched their risk judgment, and less confident when there was a mismatch between the two. Our research illustrates a troubling limitation in the development of confidence with experience and the potential (dis)advantageous effect of affective evaluations on confidence in certain contexts.