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Opulenter, grossformatiger Bildband, der mit seiner grossartigen Illustrierung einer immensen Fülle von Objekten die Weltgeschichte von den ersten Steinwerkzeugen bis zum Computer visuell erlebbar macht. Rezension: Dieser opulente, grossformatige Bildband lässt die Weltgeschichte lebendig werden anhand von ca. 1.000 Objekten von den ersten Steinwerkzeugen bis zum Computer, geordnet in 6 Epochen, untergliedert in 84 Kapitel, die jeweils mit einem knappen Text eingeleitet werden. Die diesen Kapiteln zugeordneten Gegenstände sind mit einer kurzen Legende versehen und lose eingeteilt nach Themen wie Technik, Wissenschaft, Kunst, Kultur, Häusliches Leben, Glaube, Rituale, Kriege, Politik. Einige besondere Artefakte werden etwas ausführlicher auf einer Doppelseite vorgestellt. Register. Mit seiner grossartigen Illustrierung und der immensen Materialfülle ist der Band zweifellos geeignet, Weltgeschichte visuell an prägenden Objekten zu erleben. Aber hier muss auch unbedingt N. MacGregors "Eine Geschichte der Welt in 100 Objekten" (2011) erwähnt werden, die ihre Stärke darin hat, die historische Bedeutung dieser "nur" 100 Objekte jeweils mit einem ausführlichen Text herauszuarbeiten. Diese beiden unterschiedlichen Konzepte einer Weltgeschichte in Objekten können sich gut ergänzen. (2)

Background: Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children's physical activity, fundamental movement skills and cardiorespiratory fitness. The 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) study will focus largely on online delivery to enhance translational capacity. Methods/Design: The intervention will be implemented at school and teacher levels, and will include six components: (i) quality physical education and school sport, (ii) classroom movement breaks, (iii) physically active homework, (iv) active playgrounds, (v) community physical activity links and (vi) parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten – Year 6). These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW), Australia. A cluster randomized controlled trial (RCT), involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions), will assess effectiveness and cost-effectiveness at 12 and 24 months. Students' cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students' moderate-to-vigorous physical activity (via accelerometers), fundamental movement skill proficiency, enjoyment of physical education and sport, cognitive control, performance on standardized tests of numeracy and literacy, and cost-effectiveness. A scale-up implementation study guided by the RE-AIM framework will evaluate the reach, effectiveness, adoption, implementation, and maintenance of the intervention when delivered in 160 primary schools in urban and regional areas of NSW. Discussion: This project will provide the evidence and a framework for government to guide physical activity promotion throughout NSW primary schools and a potential model for adoption in other states and countries. Trial registration Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016. ; Other UBC ; Non UBC ; Reviewed ; Faculty

IMPORTANCE: Cardiorespiratory fitness is an important marker of childhood health and low fitness levels are a risk factor for disease later in life. Levels of children's fitness have declined in recent decades. Whether school-based physical activity interventions can increase fitness at the population level remains unclear. OBJECTIVE: To evaluate the effect of an internet-based intervention on children's cardiorespiratory fitness across a large number of schools. DESIGN, SETTING, AND PARTICIPANTS: In this cluster randomized clinical trial, 22 government-funded elementary schools (from 137 providing consent) including 1188 students stratified from grades 3 and 4 in New South Wales, Australia, were randomized. The other schools received the intervention but were not included in the analysis. Eleven schools received the internet-based intervention and 11 received the control intervention. Recruitment and baseline testing began in 2016 and ended in 2017. Research assistants, blinded to treatment allocation, completed follow-up outcome assessments at 12 and 24 months. Data were analyzed from July to August 2020. INTERVENTIONS: The internet-based intervention included standardized online learning for teachers and minimal in-person support from a project mentor (9-10 months). MAIN OUTCOMES AND MEASURES: Multistage 20-m shuttle run test for cardiorespiratory fitness. RESULTS: Of 1219 participants (49% girls; mean [SD] age, 8.85 [0.71] years) from 22 schools, 1188 students provided baseline primary outcome data. At 12 months, the number of 20-m shuttle runs increased by 3.32 laps (95% CI, 2.44-4.20 laps) in the intervention schools and 2.11 laps (95% CI, 1.38-2.85 laps) in the control schools (adjusted difference = 1.20 laps; 95% CI, 0.17-2.24 laps). By 24 months, the adjusted difference was 2.22 laps (95% CI, 0.89-3.55 laps). The cost per student was AUD33 (USD26). CONCLUSIONS AND RELEVANCE: In this study, a school-based intervention improved children's cardiorespiratory fitness when delivered in a large number of ...