Community Supported Agriculture, Human Capital, and Community Health

Community supported agriculture (CSA) strengthens the local food system (LFS) and plays a critical role in promoting human capital (HC) and addressing social determinants of health (SDH). Most CSAs develop relationships that build a sense of community, and engage in activities that facilitate access to food and economic opportunities. CSAs may also contribute to personal development, education and income, working experience, and knowledge. CSA principles align with the principles of HC, specifically the pursuit of economic development. While research on the connection between CSA and HC has broadly focused on the economic aspect, the human development dimension has remained at the conceptual level. The purpose of this study was to assess the potential HC contributions by CSA and the implications for health outcomes in central/northern New Mexico. Primary and secondary data were collected through a semi-structured, open-ended questionnaire and an internet search. Purposive sampling was used to select 13 CSAs. Eight (61.5%) responded and reported activities that address HC and SDH such as training, job creation, education, access to healthy food, food security, health education and disease management, social connections, and food justice. Given the potential impact, public health must contribute to CSA by generating evidence on its health and social benefits, training practitioners on supporting local food program, and promoting policy that stimulates the local economy, fosters social relations and food justice, and empowers community members. This study calls for research and practice to take a multilevel perspective on the contribution of LFSs to equity and wellbeing.

Development Education in the Age of COVID-19 and Climate Change

Development education (DE) is a radical learning pedagogy that combines analysis, discussion, and action to engage the learner in active citizenship toward positive social change. This chapter discusses the contribution that DE and other related ‘educations' can make to mitigating the climate crisis and addressing the growing levels of poverty and inequality in the global North and South. Central to this discussion is the neoliberal economic model that has driven ‘development' since the 1970s and placed the needs of the market above the social needs of citizens. This has become particularly apparent during the coronavirus pandemic which has overwhelmed the health services of countries across the world. The chapter argues for a more sustainable form of development based on de-growth and a Green New Deal.

INNOVATIVE APPROACHES IN ORGANIZATION OF THE LESSON "BASICS OF LIFE SAFETY" HIGHER EDUCATIONAL INSTITUTIONS

Innovation - an innovation in the field of technology, technology, labor organization or management, based on the use of scientific achievements and best practices, providing a qualitative increase in the efficiency of the production system or product quality [3]. Pedagogical innovation is changes aimed at improving the development, education and training of students of a higher educational institution. At the present stage of development of pedagogical education, innovative processes have affected various areas. The search for new approaches is carried out in different directions - in the content, technologies, forms of organizing the activities of the subjects of the educational process, in assessing the results. Each pedagogical era gave birth to its own generation of technologies: - the first generation of educational technologies represented traditional methods; - Technologies of the second and third generations were modular-block and all-block training systems; - Integral technology belongs to the fourth generation of educational technologies.

Exploring Maker Innovation: A Transdisciplinary Engineering Design Perspective

Researchers, designers, and engineers embrace the ongoing maker movement and view ‘grassroots innovation’ as essentially important for staying competitive in both academia and in industry. The research team gives full play to its expertise on innovation and entrepreneurship education. In the past five years of actively participating in the China-U.S. Young Maker Competition, the team coached and worked with over five hundred student makers to create innovative engineering prototypes focusing on the areas of community development, education, environmental protection, health and fitness, energy, transportation, and other areas of sustainable development by combining innovative design and emerging technologies. Several conceptual designs and developments are described. A transdisciplinary engineering design and teaching approach is presented and discussed. Due to the limited time allowed by the competition, more thorough design and development iterations will take place in a future study.

Toward Decolonizing Development Education: Study Tours as Embodied, Reflexive, and Mud-up

The relevance of development studies has come under intense scrutiny with increasing calls for development education to decolonize its materials, pedagogies, and discursive practices. This article draws on a short-term study tour to India, where co-building a mud house with a tribal community and local university became a creative, intercultural site, encouraging reflexivity and learning through embodied insights. Such learnings “from” and “with” knowledges negated by Western modernity are in essence decolonial pedagogies, enabling students to critically examine their own preconceived ideas of development, while building skills to meaningfully navigate the contested contemporary field. Study tours, we argue, have immense potential toward decolonizing development education.

Neuroscientific Principles in Labour Adaptation of People with Musculoskeletal Disorders

The article proves that the socialization of adults and children with musculoskeletal disorders (MSDs) is closely related to development, education, rehabilitation and includes the following neuropsychological aspects: social adaptation, labour adaptation, assessment of prospects for one’s adult life and creation of a non-discriminatory environment in society. Besides, the article shows how the photography club implements such goals, as well as evaluates the effectiveness of its activities. The educational aim of the photography club was to familiarize persons with MSDs with the basic types of working with digital photography and basic computer programmes that enable processing of digital information; to develop their knowledge about the photography and design business, computer skills and independent work skills. The experimental group (EG) consists of 40 leavers (18 males and 22 females) from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy and six leavers with mild mental disorders. The age requirement for EG is 14-19 years old. The control group (CG) consists of 40 persons diagnosed with CP and seven persons with mild mental disorders (23 males and 17 females). The respondents managed to study different types of shooting: portraits, landscapes, group and individual photography. The photography club used different methods: verbal methods (mini-lectures, stories, explanations, conversations); practical methods (computer exercises, independent work, role-playing games), as well as paid considerable attention to the psychological correction of persons with MSDs. Unfortunately, most options of the respondents for employment are rather passive. Therefore, it is necessary to prepare persons with MSDs for competition in the labour market through psychological training and counselling. It is also crucial to promptly inform them about the dynamics of the labour market. The international relevance of the article lies in an attempt to adjust available electronic and software technologies to labour adaptation of people with MSDs and consider neurophysiological patterns of such a process.

The influence of coaches’ professional motivation on characteristics of their activities

The necessity to identify motivational factors of the coach’s activity components and of the dominant orientation of this activity makes the study relevant. Moreover, the relevance of the research is determined by the need to create the scientific basis for consideration and correction of the leading motives in sports coaching. The objective of the study is to identify the correlation between the motives of the coach’s professional activity and characteristics of its success. Presumably, the “bifurcation” of orientations among Russian coaches is the result of the qualitative specificity of the dominant motives. The findings of the empirical study of motivational factors which determine the qualitative side of the sports coaching are presented. The study has been carried out on the sample of coaches working at sports schools in St. Petersburg who specialize in various sports (N = 42, men aged from 23 to 67 years old). The following survey methods have been employed: “Need for Professional Activity” (by G. V. Lozova); “Motives of Professional Activity and its Success” (by A. N. Nikolaiev), “Methodology for Studying the Success of Coaches” (during the preparatory and competitive periods) (by A. N. Nikolaiev). The criteria for evaluating the results of the coaches’ work are based on the author’s original concept which determines successful realization of the coaches’ main functions in sports – those providing athletes’ personal development, education, health improvement and competition. Evidently, particular groups of coaches’ motives influence only certain characteristics of their activity, particular components of its success. The motives of activity are expressed quite vividly. The research reveals motives of “activity” affecting sports results, and the personality motives influencing the development of athletes. The coaches have either a “competition complex” or an “effective pedagogy” complex. The former includes motives aimed at the activity results, material well-being and social status, and the latter means motives directed at the activity process and communication. The results of the study authorize the selection of coaches in connection with the specifics of the sports organization. Additionally, the research results encourage to use psychological tools to correct the motivation of coaches as well as the prospective coaches.