Energy access for sustainable development

It is abundantly clear that adequate, reliable and clean energy services are vital for the achievement of many of the Sustainable Development Goals (SDGs). In essence, energy access has come to represent one of the intractable challenges in development, and therefore emblematic of the call for poverty eradication, and economic and social transformation. This focus issue on 'Energy Access for Sustainable Development' is initiated to draw broadly from the ideas and emerging experiences with energy activities and solutions that sought to enhance sustainable development through expansion of energy access. The focus issue includes several contributions from authors on some of the knowledge gaps this field, including: (i) the role of off-grid and mini-grid energy systems to meet multiple SDGs; (ii) the impacts of the evolving suite of off-grid and distributed energy services on inequalities across gender, and on minority and disadvantaged communities; (iii) the opportunities that the evolving technology base (both of energy services and information systems) plays in expanding the role of off-grid and mini-grid energy systems; (iv) energy options for cooking; (v) new insights into energy planning as well as the political economy, institutional and decision challenges across the energy system. Drawing from papers in this focus issue and other literature, this paper provides a sketch of the key issues in energy access

A Multidisciplinary Approach to Food Safety Evaluation: Hummus Spoilage and Microbial Analysis of Kitchen Surfaces in Residential Child Care Institutions (rcci) in Massachusetts, U.S.A.

Food borne illnesses continues to be a public health challenge in the United States (U.S.); an estimated 9.4 million incident cases occurred in 2011. In view of this challenge we conducted two food safety studies; 1) related to product formulation (hummus spoilage challenge study) and 2) evaluating the microbial safety of domestic kitchen surfaces in Residential Child Care Institutions (RCCI pilot study). Hummus is of Mediterranean origin but is currently eaten globally. This challenge study evaluates a variety of industrial hummus formulations (four in total, differing in pH and/or addition of a preservative (natamycin). Two batches were setup: batch 1; aseptically inoculated hummus with 100 CFU/g fungal isolates and batch 2; uninoculated hummus. Samples of both hummus batches were stored at both 20oC (10 days accelerated testing) and 4oC (84 days recommended temperature testing). Inoculated samples were analyzed for fungus, whiles both fungi and bacteria (standard plate count (SPC) and Lactococci) counts were done for uninoculated samples. Results indicate that accelerated testing inaccurately predicts fungal growth at 4oC in hummus, also fungal growth inhibition requires a pH ≤ 4.0 ± 0.2 and refrigeration. Limited studies have specifically evaluated the prevalence of pathogenic bacteria in domestic kitchens in the U.S, for this reason we assessed the microbial safety of 6 RCCI locations in MA. Fifteen key food contact surfaces and dish washing sponges, if available at each RCCI facility were assessed for SPC, yeast and molds, total coliform and E. coli, Listeria sp and Salmonella sp. Microbiological assessments were conducted preceding and after a hazard analysis and critical control point (HACCP) food safety training and implementation at each location. Microbial growth varied by surface for each type of microorganism, wet surfaces had higher most probable number (MPN) counts. Compared to dry surfaces, wet surfaces had significantly higher mean total coliform counts. For both E. coli and total coliform, microbial load differed significantly by surfaces sampled (P = 0.0323 and 0.014) respectively. The surface and training interaction effect was highly significant for only E. coli (P = 0.0089). Training overall had no significant effect on reducing the microbial load on kitchen surfaces

Whose Voice the Waters Heard: A Short Story Cycle

Abstract In this collection of short stories, each short story is a unique exploration of the powerful and often enigmatic concept of loss. The common unity for the collection presents itself in two parts: place and theme. Characters of all ages, from all walks of life, go to the river to have their voices heard and to grieve a particular form of loss. The collection takes a dynamic and expansive view on loss, and each short story reflects a different idea or experience of loss. It seeks to examine not only what can be lost, but also what can and cannot be found. Some losses explored include: loss of life, control, direction and sanity. While each story takes place around a different river and examines a different form of loss, the image of the river embodies the collection, as a river is both a thing in itself and a part of something much greater. Disclaimer This collection can be thought of as a first edition of Whose Voice the Waters Heard. Significant additions, deletions and alterations are to be expected in the ongoing revision process of this short story collection

Prolonging assembly through dissociation:A self assembly paradigm in microtubules

We study a one-dimensional model of microtubule assembly/disassembly in which GTP bound to tubulins within the microtubule undergoes stochastic hydrolysis. In contrast to models that only consider a cap of GTP-bound tubulin, stochastic hydrolysis allows GTP-bound tubulin remnants to exist within the microtubule. We find that these buried GTP remnants enable an alternative mechanism of recovery from shrinkage, and enhances fluctuations of filament lengths. Under conditions for which this alternative mechanism dominates, an increasing depolymerization rate leads to a decrease in dissociation rate and thus a net increase in assembly.Comment: accepted for publication in Physical Review

Exploration of Secondary Science Teacher Candidates’ Ideological Shifts in an Initial Teacher Preparation Program

Science teacher candidates (STC) enter an initial teacher preparation program with ideas of what it means to be an educator (Russel & Martin, 2014). Yet, they encounter ideologies about science education for all students that are often different from what they know (Arellano et al., 2016). This study explores how science teacher candidates respond to the ideologies of 3D teaching and learning and social justice. When presented together as one ideology, these ideas are intended to lead science teacher candidates to implement critical pedagogy. Teachers who use critical pedagogy seek to help students develop their identities, utilize community resources, and work to co-construct knowledge and action with students (Arellano et al., 2016). Teacher candidates encounter an ideology that asks them to question how their instruction and curriculum helps students understand themselves, others, power, equity, and anti-oppression (Muhammad, 2020). STCs’ ideologies around what should and should not be talked about in the science classroom may be challenged. The purpose of this descriptive case study is to explore the alignment and/or resistance to critical science education ideologies for STCs in an initial teacher preparation program. Using a conceptual framework that combines the Teacher-Centered Systemic Reform (TCSR) model (Woodbury & Gess-Newsome, 2002) and critical theory learning tasks for adults (Brookfield, 2005), the experiences of five science teacher candidates were explored. This descriptive case study took place during the 2021-2022 methods sequence. Three findings emerged from the study: (1) The consistency with which science teacher candidates\u27 prior learning experiences are addressed in the ITP program influences their willingness to align with or resist program ideologies, (2) When placement schools\u27 ideologies do not align with the ITP program, science teacher candidates are consistently positioned to critique their understanding of critical science ideologies, and (3) Teacher candidates combine the ideologies of social justice and 3D science teaching and learning into one through their own reasoning and practice. Implications include a need for explicit critical instruction and reflection for STCs, mentor teacher professional development, and consideration for one ideology grounded in critical science rather than two separate, as mentioned above

Obtaining gains in efficiency when water is free

Presented during the Third international conference on irrigation and drainage held March 30 - April 2, 2005 in San Diego, California. The theme of the conference was "Water district management and governance."Includes bibliographical references.Improvements in on-farm water use efficiencies in the Jordan Valley have been demonstrated by a USAID project. A GTZ project is establishing water users' organizations in the Jordan Valley that demonstrate increased water distribution equity. With improved distribution equity, the demonstrated gains in efficiency should increase. Water delivery service fees or a "water price" played no role in the average 20% reduction in water use and average 5% increase in production or yield. Also, in Jordan at the time of the project neither the responsible water distribution agency nor the Ministry of Agriculture Extension Service offered assistance to farmers in on-farm water management. The key for unlocking the potential for water conservation was knowledge transfer to the farmer. On a few selected farms the benefits to be gained from improved management were demonstrated, extension information on irrigation system management was provided to farmers, and a resource of trained irrigation specialists from the Jordan Valley Authority was available to farmers.Sponsored by USCID; co-sponsored by Association of California Water Agencies and International Network for Participatory Irrigation Management

1996 USCID water management conference

Presented at Competing interests in water resources - searching for consensus: proceedings from the USCID water management conference held on December 5-7, 1996 in Las Vegas, Nevada.Jordan does not have a water supply sufficient for current and future irrigation, domestic, and industrial needs. The Jordan Valley Authority (JVA) provides irrigation water to about 23,000 hectares (57,000 acres) of land in the Jordan Valley where a variety of crops are raised. Water supplied from the Jordan River and its tributaries is limited, and storage is very limited. Domestic and industrial water supplies are also taken from the river, and demands will increase as the population and industrial base expands. Per capita water use is very low, so opportunities to conserve domestic water are limited. Thus the agricultural sector is faced with losing an ever increasing amount of water to domestic and industrial uses; however, much of this water will return to the agricultural sector as treated waste water. There are several opportunities for improving the efficiency of water use in the Jordan Valley including: rehabilitation of the irrigation water delivery system; improvement of the operation and maintenance of the system; upgrading the skills of JVA operations and maintenance personnel; development of water delivery schedules that are compatible with cropping patterns and on-farm irrigation systems, particularly micro-irrigation systems; providing water of adequate quality for use with micro-irrigation delivery systems; training and providing information and technical assistance to farmers; and assisting in the development of water user organizations. This paper discusses the activities that are currently underway and are proposed to conserve water in the Jordan Valley

Towards Identifying Peer Supervision Competencies for Graduate-level Occupational Therapy Students: A Scoping Review

In the occupational therapy (OT) profession, peer supervision groups are recommended for professional development, lessening attrition, and relieving stress. Peer supervision is under researched, thus competencies to support this practice are unknown. The purpose of this scoping review was to: (1) summarize the research knowledge around peer supervision to support evidence-based practice in OT, (2) map supervision competencies and key themes in the literature, and (3) isolate peer supervision competencies that may be especially relevant to graduate-level OT students. The long-term aim of this research is to develop a framework for evidence-based peer supervision training. Researchers investigated the question: What competencies related to peer supervision, supervision in OT clinical education, and supervision in allied health are relevant to the education of graduate-level OT students? Using a six-step methodological framework, a scoping review of empirical, conceptual, and grey literature was conducted. Studies relevant to peer supervision, supervision in OT clinical education, and supervision practices in allied health professions were searched and appraised, yielding 15 high quality studies. Competencies were extracted and mapped, resulting in the following OT peer supervision competencies: flexibility, professional enculturation, providing constructive feedback, psychosocial support, teaching, and clinical skill acquisition. Findings suggest OT peer supervision competencies center on skillful relationship abilities, as supervision skills are not innate, not dependent on clinical skill, and typically need to be taught. This study warrants the need for additional efforts around supervision practices