Accuracy of Risk Perception of Zoonoses Due to Intensive Animal Farming and People’s Willingness to Change Their Animal Product Consumption

Zoonoses have become more frequent and intense. As intensive animal farming plays a role in the emergence of zoonoses, the increase in intensive animal farming increases the risk of future zoonotic outbreaks. This raises the question of to what extent people are aware that intensive animal farming poses a risk to zoonoses. Furthermore, if people would be made aware, would they be willing to take protective measures, such as reducing their animal food consumption? This was investigated in a representative descriptive study of 1009 Dutch citizens. We measured participants’ perception of the risk of intensive animal farming and their perception of the way animals are treated. We measured their willingness to consume fewer animal products and their opinions on governments banning intensive animal farms. Additionally, participants estimated the percentage of meat from intensive farms that they consume. The main results showed that most participants were aware that zoonoses can occur through intensive animal farming, but not where their meat comes from. The majority of participants were willing to change their animal consumption behavior if this could reduce future zoonotic outbreaks.

School Safe Route in Sumbersari District, Jember Regency

The number of underage accidents in Jember Regency in 2011-2012 increased from 37 to 190 cases. Therefore, bicycle and pedestrian paths were planned through the School Safe Route program that could encourage students to choose to ride a bicycle or walking. The method of this study was the Level of Service analysis (LOS), student and travel characteristics, cross tabs, bicycle lanes, pedestrians, and road equipment facilities. The results showed that the level of road service on each road section varied, including LOS A, B, D and E. The characteristic and common cross tabs analysis results showed that most transportations used by students were motorcycles. Still, there was a relatively large proportion of students’ willingness to change their transportation mode in operational conditions if bicycle and pedestrian path facilities were provided. Cycle path analysis showed that the types of bicycle lanes were planned, specifically type A and C, with a bicycle lane width was 1.44 m for each lane. From the calculation of the minimum effective width of the sidewalk obtained 1.01 m with a crossing facility in the form of a pelican crossing with waiting stalls. Several road equipment facilities were planned, such as traffic signs, road markings and Traffic Signaling Equipment (TSE). Bicycle and pedestrian routes were planned at Tawang Mangu Street, Danau Toba Street, Mastrip Barat Street, Kalimantan Street, Jawa Street, Karimata Street, M.T. Haryono Street, Letjen S. Parman Street, Letjen Panjaitan Street and Letjen Suprapto Street.

Emigration attitudes of young people in the northern and southern regions of Kazakhstan, depending on individual values

The relevance of the problem is caused with the lack of comparative studies on the problem of emigration attitudes and their predictors in the context of the cultural characteristics of Kazakhstan regions. The article analyzes the research conducted, the purpose of which was to compare the severity of emigration attitudes determined by the individual values of Kazakhs depending on the region of residence, and the following hypotheses are put forward: 1. The degree of expressing emigration attitudes among the Kazakh youth from the northern regions is higher compared to the same of the southern regions; 2. The meta-values of Preservation and Self-overcoming are more signifi cant for the young people of Southern Kazakhstan (in comparison with Northern Kazakhstan); 3. The emigration attitudes of the youth in Northern Kazakhstan are associated with the meta-values of Willingness to change and Self-affi rmation; 4. The emigration attitudes of the youth of Southern Kazakhstan are associated with the metavalues of Preservation and Self-Overcoming. The study participants, including young people (N=364) aged from 17 to 35, where 78% (285) is represented by women, were examined using such methods as the “Scale of migration attitudes” (S.A. Kuznetsova, I.Yu. Kuznetsov, A.V. Feshchenko), modifi ed into the “Scale of emigration attitudes”, which allows to identify the degree of severity of emigration attitudes; PVQ-21-ESS7 that is the version of a questionnaire for measuring individual values (Sh. Schwartz), aimed at studying the signifi cance of values, and the method of multiple linear regression analysis, the Student›s t-test. It is revealed that the Kazakhs of the northern regions of Kazakhstan (compared with the Kazakhs of Southern Kazakhstan) have more pronounced emigration attitudes, the importance of the Self-affi rmation metavalue is higher, emigration attitudes are positively associated with the Willingness to change meta-value; among the Kazakhs of Southern Kazakhstan (in comparison with the Kazakhs of Northern Kazakhstan), the meta-value of Preservation is of great importance, emigration attitudes are negatively associated with the meta-value of Self-overcoming; the meta-value of Self-overcoming is equally signifi cant for both the Kazakhs of the northern and the southern regions; emigration attitudes of the Kazakhs of both the southern and northern regions are negatively associated with the meta-value of Preservation and are positively associated with the meta-value of Self-Affi rmation. The obtained research results can be used in forecasting the migration behavior of Kazakh youth, as well as in the process of realizing a program “Rukhani Zhangyru – Public Consciousness Modernization” in Kazakhstan.

Sustainability in quality improvement (SusQI): a case-study in undergraduate medical education

Background There is a pressing need for more sustainable healthcare. UK medical graduates are required to apply social, economic, and environmental principles of sustainability to their practice. The Centre for Sustainable Healthcare has developed a sustainability in quality improvement (SusQI) framework and educator’s toolkit to address these challenges. We aimed to develop and evaluate SusQI teaching using this toolkit at Bristol Medical School. Methods We facilitated a SusQI workshop for all third-year Bristol Medical School students. We used mixed methods including questionnaires, exit interviews and follow-up focus groups to evaluate the outcomes and processes of learning. Results Students reported: improvements in knowledge, confidence, and attitudes in both sustainable healthcare and quality improvement; increased self-rated likelihood to engage in SusQI projects; and willingness to change practices to reduce environmental impact in their healthcare roles. Factors for successful teaching included: interactivity; collaboration and participation; and real-life, relevant and tangible examples of projects delivered by credible role models. Conclusions Students reported that SusQI education supported by the toolkit was effective at building knowledge and skills, and reframed their thinking on sustainability in quality improvement. Combining the two topics provided enhanced motivation for and engagement in both. Further research is needed on the clinical impacts of SusQI learning.

More than a method: trusting relationships, productive tensions, and two-way learning as mechanisms of authentic co-production

Background Knowledge mobilisation requires the effective elicitation and blending of different types of knowledge or ways of knowing, to produce hybrid knowledge outputs that are valuable to both knowledge producers (researchers) and knowledge users (health care stakeholders). Patients and service users are a neglected user group, and there is a need for transparent reporting and critical review of methods used to co-produce knowledge with patients. This study aimed to explore the potential of participatory codesign methods as a mechanism of supporting knowledge sharing, and to evaluate this from the perspective of both researchers and patients. Methods A knowledge mobilisation research project using participatory codesign workshops to explore patient involvement in using health data to improve services. To evaluate involvement in the project, multiple qualitative data sources were collected throughout, including a survey informed by the Generic Learning Outcomes framework, an evaluation focus group, and field notes. Analysis was a collective dialogic reflection on project processes and impacts, including comparing and contrasting the key issues from the researcher and contributor perspectives. Results Authentic involvement was seen as the result of “space to talk” and “space to change”. "Space to talk" refers to creating space for shared dialogue, including space for tension and disagreement, and recognising contributor and researcher expertise as equally valuable to the discussion. ‘Space to change’ refers to space to adapt in response to contributor feedback. These were partly facilitated by the use of codesign methods which emphasise visual and iterative working, but contributors emphasised that relational openness was more crucial, and that this needed to apply to the study overall (specifically, how contributors were reimbursed as a demonstration of how their input was valued) to build trust, not just to processes within the workshops. Conclusions Specific methods used within involvement are only one component of effective involvement practice. The relationship between researcher and contributors, and particularly researcher willingness to change their approach in response to feedback, were considered most important by contributors. Productive tension was emphasised as a key mechanism in leading to genuinely hybrid outputs that combined contributor insight and experience with academic knowledge and understanding.

Innovative competence of the teacher of financial disciplines of the institution of professional preliminary education

The paper is devoted to the innovative competence of the teacher of financial disciplines of the institution of professional higher education. The definition of the concept of innovative competence in scientific sources is considered, the content and structure of this phenomenon are outlined. Innovative competence is understood as a mandatory competence of a specialist, without which it is impossible to effectively perform professional activities by a person, as it requires a willingness to change in connection with the constant innovations and modernizations taking place in society. The modern tendencies of development of professional higher education are covered and the character of pedagogical technologies with the use of innovative tools is analyzed. On the basis of generalization of thematic researches and practice separate offers concerning application of an innovative technique on a researched profile of preparation of the competitive expert are formulated. A review of current research suggests that the question of the importance and feasibility of introducing innovative pedagogical technologies in training to ensure a system of defined competencies of the modern specialist is axiomatic. The analyzed thematic literature sources show that the development of pedagogical technologies (content, nature, selection of tools) in the system of pedagogical science is proposed on the basis of the use of variable technologies. The innovative competence of the teacher is shown in the updated, more effective forms, ways, methods and, accordingly, qualitatively new results of educational activity which are received as a result of realization of innovations. More systematically innovative competence of the teacher is revealed in the content of components of its structure, which includes: social competence, motivational and value competence, theoretical and methodological competence, technological competence, information and communication competence, reflexive and regulatory competence.