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The purpose of this research is to evaluate the feasibility, acceptability, and preliminary efficacy of a household food-waste prevention and minimization intervention, titled the Culinary Home Empowerment for Food Waste Prevention and Minimization (CHEF-WPM), which consists of a culinary education video series for home cooks. The specific aims are to (1) assess the effects of the intervention at a population level across process (feasibility, usage, acceptability, satisfaction) and preliminary efficacy (motivation, opportunity, ability) metrics and (2) assess the effects of the intervention at a community level across process (feasibility, usage, acceptability, satisfaction) and preliminary efficacy (motivation, opportunity, ability, household food waste, sustainable dietary practices) metrics. The intervention includes eight modules, each containing three to five brief videos, as well as downloadable recipes and worksheets. The evaluation will explore the effects of the program through two distinct investigations, namely (1) voluntary access to the intervention content in a population-based setting and (2) intensive delivery of the intervention content as part of a remote class in a community setting. Evaluation of the intervention in the population-based setting will use a single-arm, quasi-experimental post-test only study design. All home cooks who access the videos will be invited to answer a five-question post-video survey about acceptability, satisfaction, and potential implementation of the learning. A separate sample of individuals will be recruited to participate in a more in-depth evaluation (pre- and multiple post-test survey). Evaluation of the community-based intervention will use a mixed methods study design. Findings from the two distinct evaluation studies will be jointly discussed and triangulated to support larger conclusions about the intervention's desirability, impact on motivation, opportunity, ability, and food waste, and the potential directions for further improvement. [ABSTRACT FROM AUTHOR]

Background The rVSVΔG-ZEBOV-GP vaccine (ERVEBO®) is a single-dose, live-attenuated, recombinant vesicular stomatitis virus vaccine indicated for the prevention of Ebola virus disease (EVD) caused by Zaire ebolavirus in individuals 12 months of age and older. Methods The Partnership for Research on Ebola VACcination (PREVAC) is a multicenter, phase 2, randomized, double-blind, placebo-controlled trial of 3 vaccine strategies in healthy children (ages 1–17) and adults, with projected 5 years of follow-up (NCT02876328). Using validated assays (GP-ELISA and PRNT), we measured antibody responses after 1-dose rVSVΔG-ZEBOV-GP, 2-dose rVSVΔG-ZEBOV-GP (given on Day 0 and Day 56), or placebo. Furthermore, we quantified vaccine virus shedding in a subset of children's saliva using RT-PCR. Results In total, 819 children and 783 adults were randomized to receive rVSVΔG-ZEBOV-GP (1 or 2 doses) or placebo. A single dose of rVSVΔG-ZEBOV-GP increased antibody responses by Day 28 that were sustained through Month 12. A second dose of rVSVΔG-ZEBOV-GP given on Day 56 transiently boosted antibody concentrations. In vaccinated children, GP-ELISA titers were superior to placebo and non-inferior to vaccinated adults. Vaccine virus shedding was observed in 31.7% of children, peaking by Day 7, with no shedding observed after Day 28 post-dose 1 or any time post-dose 2. Conclusions A single dose of rVSVΔG-ZEBOV-GP induced robust antibody responses in children that was non-inferior to the responses induced in vaccinated adults. Vaccine virus shedding in children was time-limited and only observed after the first dose. Overall, these data support the use of rVSVΔG-ZEBOV-GP for the prevention of EVD in at-risk children. Clinical Trials Registration. The study is registered at ClinicalTrials.gov (NCT02876328), the Pan African Clinical Trials Registry (PACTR201712002760250), and the European Clinical Trials Register (EudraCT number: 2017-001798-18). [ABSTRACT FROM AUTHOR]

Leadership education is offered in a variety of options at numerous colleges and universities: freestanding courses, seminars or within a program, case studies, online instruction, and umbrella leadership courses within various majors. This paper is about the Leadership Program at the City University of New York (CUNY). The Institute for Virtual Enterprise (IVE) is a CUNY Special Initiative charged with implementing a broad leadership program for the diverse student body found within all 17 CUNY campuses. IVE instituted a multifaceted approach to leadership education with an emphasis on having students apply their newfound leadership skills in the real world. This paper discusses the underlying theory, the curriculum design, and the events that occurred during the first run of the leadership program in 2003. It does not advocate for a particular best practice, but merely relates what worked best for the diverse student body of CUNY.