BACKGROUND: People experiencing homelessness (PEH) commonly experience “tri-morbidity,” whereby the effects of physical illness, mental illness, and substance use disorder combine to produce complex healthcare needs. Tiny home villages, or communities comprised of dwellings that are 400-square feet or smaller, have emerged in the U.S. as one option to bridge the gap between living on the street and temporary or permanent shelter. However, whether these communities have been successful in connecting PEH to health services has not been well explored. House of Hope Community Development Corporation sought recommendations for health care services organization and delivery at ECHO Village, a temporary tiny home village in Rhode Island, to meet the health care needs of its clients. AIMS: (1) To characterize barriers and opportunities to engage PEH in care from the perspective of health care providers using the CDC’s 6 Guiding Principles to a Trauma Informed Approach; (2) to assess the health care priorities and barriers and facilitators to care from the perspective of PEH using the Behavioral Model for Vulnerable Populations, and (3) to inform recommendations for health services delivery for ECHO Village and for similar homelessness service settings more broadly. METHODS: Literature was reviewed on evidence-based practices for providing health care to PEH, tiny home villages for PEH, and emergency, temporary housing. A matrix was developed to collect and organize descriptive data to select a comparison tiny home village. In Aim 1, 18 in-depth interviews were conducted with health care providers and other key informants in Rhode Island and at Avivo Village, a tiny home village for PEH in Minneapolis, Minnesota, to characterize barriers and opportunities to engage PEH in health care. In Aim 2, 10 in-depth interviews with Avivo Village residents were conducted to identify health care priorities, barriers, and facilitators to care. The 6 Guiding Principles to a Trauma-Informed Approach and the Behavioral Model were used to create initial coding frameworks for provider and resident interviews, respectively. Through an iterative process, codes were refined to aggregate data into patterns of meaning, emerging themes were revealed, and similarities and differences were identified through consensus coding for interpretation purposes. The Behavioral Model was used to assess the role of predisposing, enabling, and needs factors in health services utilization through a structured survey of 93 adults aged ≥18 experiencing homelessness in Rhode Island. Associations between subsistence difficulty and five health utilization outcomes using bivariate tests of survey data were evaluated. Binomial logistic regressions were run to explore the effects of predictor variables on these outcomes. RESULTS: Thematic analysis revealed that the tiny home village setting could facilitate the care of PEH by (1) overcoming many of the common barriers to receiving care for people who had been excluded from traditional shelters and other critical services, (2) affording a sense of safety and security for PEH, and (3) allowing PEH time and space to gain stability to focus on self-identified goals at their own pace. The importance of patient empowerment, peer support, mixed communities in which people in various stages of recovery live together, and non-judgmental providers also emerged as facilitators of care. Quantitative results showed that subsistence difficulty predicted going without needed care for the past 12 months at p <.05. Adjustment for potential confounders did not change our inferences. CONCLUSION: Several promising practices exist for health service organization and delivery in the tiny home village setting that can be replicated, scaled, and sustained regardless of model or service mix. Given the significant barriers to accessing healthcare faced by PEH, the tiny home village setting can serve as an effective engagement point for PEH, particularly for those averse to traditional shelters or care settings. / 2024-07-05T00:00:00Z

In the face of high population growth and declining natural resource base, tackling rural poverty necessitates an increase in overall factor productivity or a rise in the market rate of return of assets possessed by the poor. Towards achieving these objectives, the role of spatial integration of markets and the efficiency with which these markets operate are considerably important, as these factors shape the structure of incentives and the level of opportunities open to the rural poor. As a result, factors that hinder the spatial integration of markets and their efficient operation will have significant impact on rural poverty. In Ethiopia markets are often segmented mainly due to high transport cost associated with poor road infrastructure. The existing poor quality and low road density are expected to contribute to rural poverty through limiting the size of the market, increasing market risk (price volatility), widening the spatial prices gaps, reducing the market return to land and labour, inflating the profitability of new technologies and reducing the incentive to produce for market. This research endeavours to empirically substantiate if there is a robust link between farm income and the quality of road infrastructure farm households have access to as well as the pathways through which the effects of road on rural income are felt. The empirical result consistently showed that improving rural road access will have significant impact on rural income in general and the income of the poor in particular. The mechanisms by which road boosts rural income and reduce poverty are also found to work through narrowing down spatial price gaps, promoting technology adoption, boosting resource allocation efficiency and raising the market return to land and labour. The result also showed that the rural poor benefits from road induced income growth.

There are many approaches taken by teachers in order to effectively teach students the information they will need to be successful. One of these approaches is that of brain-based instruction. No one single definition is the same as another when it comes to brain-based teaching and learning. Definitions may include incorporating music and movement into lessons, using techniques to reach both hemispheres of the brain, and differentiating instruction to teach to the needs of the individual students. This study takes a closer look at the perspective of teachers when it comes to what brain-based instruction strategies are. Teachers were given a survey to voice their opinions about brain-based instruction and how they incorporate it into their classrooms. This study gathered information about how teachers perceive and understand brain-based instruction. The use of brain-based instruction is quickly becoming vital to the education field. Understanding more about it will help teachers effectively teach students.

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