Development & Evaluation of a Teaching Assistant Institute to Build Near-Peer Teaching Capacity in Delivering Inclusive Public Health Education.

Teaching assistants (TAs) play a significant role in students' learning environment and experience but receive limited training in the non-curricular aspects of teaching and student support. Graduate students frequently engage in near-peer teaching, with student teachers with one or more years' experience compared to learners engaged in a structured teaching role. Academic institutions may perpetuate racism and its effects on health through institutional norms and pedagogy; training TAs to foster inclusive learning environments is therefore essential.

Columbia Public Health Core Curriculum: Short-Term Impact.

We evaluated a transformed core curriculum for the Columbia University, Mailman School of Public Health (New York, New York) master of public health (MPH) degree. The curriculum, launched in 2012, aims to teach public health as it is practiced: in interdisciplinary teams, drawing on expertise from multiple domains to address complex health challenges. We collected evaluation data starting when the first class of students entered the program and ending with their graduation in May 2014.

Impact of heat stress on germinal vesicle breakdown and lipolytic changes during in vitro maturation of bovine oocytes.

Two studies were conducted with the overarching goal of determining the extent to which lipolytic changes relate to germinal vesicle breakdown (GVBD) in bovine oocytes matured under thermoneutral or hyperthermic conditions. To this end, cumulus-oocyte complexes underwent in vitro maturation for 0, 2, 4, 6 or 24 h at 38.5 (first study) or 38.