The role of poultry transfers in diet diversity: A cluster randomized intent to treat analysis

Poultry has gained renewed attention as a promising value chain for women because it is an asset that is widely accessible to women, has low start-up costs, and provides a good source of nutritious animal-sourced foods for children in chicken meat and, especially, eggs. The current study presents evidence from an experimental intervention that randomly provided women either a poultry package transfer of vaccinated, improved-breed chickens and related inputs, or a cash grant of equivalent value within a sample of households participating in a social safety net program. These transfers were embedded in a set of intensive livelihood and enhanced nutrition interventions as part of a broader experiment in rural Ethiopia. We assess the impact of the poultry package transfer as well as the enhanced nutrition intervention on the consumption of eggs by both children and adult women. We find that the poultry transfer increased the frequency of egg consumption as well as the sale of eggs, falling between the extreme of an autarkic household and one in which production decisions are fully separable from consumption choices

United in Separation? Lozi Secessionism in Zambia and Namibia

Secessionism perseveres as a complex political phenomenon in Africa, yet often a more in-depth analysis is overshadowed by the aspirational simplicity of pursuing a new state. Using historical and contemporary approaches, this edited volume offers the most exhaustive collection of empirical studies of African secessionism to date. The respected expert contributors put salient and lesser known cases into comparative perspective, covering Biafra, Katanga, Eritrea and South Sudan alongside Barotseland, Cabinda, and the Comoros, among others. Suggesting that African secessionism can be understood through the categories of aspiration, grievance, performance, and disenchantment, the book's analytical framework promises to be a building block for future studies of the topic

Monte-Carlo dosimetry on a realistic cell monolayer geometry exposed to alpha particles

The energy and specific energy absorbed in the main cell compartments (nucleus and cytoplasm) in typical radiobiology experiments are usually estimated by calculations as they are not accessible for a direct measurement. In most of the work, the cell geometry is modelled using the combination of simple mathematical volumes. We propose a method based on high resolution confocal imaging and ion beam analysis (IBA) in order to import realistic cell nuclei geometries in Monte-Carlo simulations and thus take into account the variety of different geometries encountered in a typical cell population. Seventy-six cell nuclei have been imaged using confocal microscopy and their chemical composition has been measured using IBA. A cellular phantom was created from these data using the ImageJ image analysis software and imported in the Geant4 Monte-Carlo simulation toolkit. Total energy and specific energy distributions in the 76 cell nuclei have been calculated for two types of irradiation protocols: a 3 MeV alpha particle microbeam used for targeted irradiation and a 239Pu alpha source used for large angle random irradiation. Qualitative images of the energy deposited along the particle tracks have been produced and show good agreement with images of DNA double strand break signalling proteins obtained experimentally. The methodology presented in this paper provides microdosimetric quantities calculated from realistic cellular volumes. It is based on open-source oriented software that is publicly available

Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

The Cottrell Scholars Collaborative New Faculty Workshop (CSC NFW) is a professional development program that was initiated in 2012 to address absences in the preparation of chemistry faculty at research universities as funded researchers and educators (i.e., teacher–scholars). The primary focus of the workshop is an introduction to evidence-based teaching methods; other topics including mentoring, work–life balance, time management, and grant writing are also addressed. A longer-term aim of the workshop is to develop lifelong teacher–scholars by encouraging workshop participants to engage with teaching-focused faculty learning communities through the CSC NFW and at their institutions. The workshop also provides a platform to investigate the adoption of student-centered pedagogies among new faculty, and a study of that process was initiated concurrently. Thus, the aim of the workshop program is to address professional development needs as well as understand the efficacy of that effort

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development