Biologists From Ivory Coast

"At the same time the CDC in Abidjan wanted to give its collections of samples to the Institut Pasteur in Cote d'Ivoire."

"The majority of biobanks are then located in the developed countries and the Institut Pasteur in Côte d'Ivoire."

"In March 2014, the Institut Pasteur thanks to the BSL4 laboratory of the National Reference Center for Viral Hemorrhagic Fevers, confirms the presence of the Zaire species of the Ebola virus (ZEBOV) in a patient sample from Guinea."

"This is the starting point of an unprecedented international mobilization to stem what will prove to be the most severe Ebola epidemic ever recorded in West Africa."

"In June 2016, when the WHO announced the official end of the epidemic, the figures were sad: at least 28,000 officially declared cases."

"More than 11,000 deaths. "Neighboring countries have been hit hard."

"We had 70 suspect patients but fortunately no confirmed cases."

"The health infrastructures implemented with the Government and our partners have enabled us to rapidly face the situation."

"During this lifecycle, Toxoplasma also undergoes transcriptional changes."

"I am also looking at the transcriptional regulation in the parasite and how this affects its metabolism and virulence."

"I am collaborating with Professor Scott Roy at San Francisco State, an evolutionary biologist, who is interested in alternative splicing, and he is trying to find unique splicing features of Toxoplasma."

"Another feature of Toxoplasma is the presence of specialized secretory organelles (micronemes, rhoptries and dense granules) found in the apical complex."

"How proteins are trafficked to these organelles is not known, and is something we also hope to uncover."

"We have become interested in understanding the interactions of Toxoplasma with mucus."

"When you ingest Toxoplasma, it has to get through the microbiota, cross the mucous layer, get to the epithelium, cross the epithelium, find its way into the blood."

"I never really paused and thought about the impact of mucus on that initial infection until I taught immunology."

"I'm interested in looking at the interaction of Toxoplasma with goblet cells."

"We just started this project, which I am very excited about."

"I am not very focused and have lots of questions, but I now have teams of undergraduate students working on each of these questions."

"Being at an undergraduate institution, I don't see my science as ‘I need to get data."

"There are many aspects of T. gondii biology we know very little about."

"In a way the techniques we use are a bit more basic and the students need to learn how to perform them."

"If we need to make some knockout lines, I have to teach them about bacterial growth, aseptic technique, PCR, gel electrophoresis, CRISPR-Cas9."

"I enjoy that, and it's about reinforcing the students' skills and getting the data is almost a result of the students learning those things."

"There are obviously risks with this approach, and the progress can be slow well it is slow."

"I find teaching science and how to do it so rewarding that this is my primary focus."

"My approach to effective teaching and learning is akin to manoeuvring a railway handcar whereby both learner and teacher work as partners in an environment conducive to learning."

"I strongly believe that with the active participation of both individuals."

"My primary objective is to fully engage my students so that they can acquire these values and skills that transcend degree requirements."

"They are lifelong proficiencies applicable to other aspects of their lives."

"I always say if I had to do it all over again, I would be a marine microbiologist."

"It's fascinating how we or rather I know so little about microorganisms in the oceans or their interactions with sea creatures."

"I need to publish’ but more as an extension of my teaching."

"Our lab aims to uncover novel differentiation and virulence determinants, especially in the gastrointestinal tract, and understand the molecular regulation of gene expression during developmental differentiation."

"There are a lot of people who are sick in the Ivory Coast."

"t that time, I thought, okay, medicine is something that I could do to help people."

"Feeling helpless wasn’t too fun."

"That was my journey into my interest in science."

"As an immigrant and a Black woman in science, I understand the challenges that students and faculty from historically excluded and underprivileged communities encounter at institutions of higher education."

"I am excited to join the faculty at SCU and look forward to engaging with colleagues and students from all backgrounds in a supportive."

"I can share my passion for microbiology, introduce students to the rigor and the thrill of scientific research, discovery, and innovation."

"Opportunities for students to connect with science in a way that enriches their day-to-day lives and contributes to making them fully informed citizens."

"I am excited to join the faculty at SCU and look forward to engaging with colleagues and students from all backgrounds in a supportive and collaborative environment where I can share my passion for microbiology."

"Introduce students to the rigor and the thrill of scientific research, discovery, and innovation, and provide opportunities for students to connect with science in a way that enriches their day-to-day lives and contributes to making them fully informed citizens."

"If the university would hire lecturers to provide relief from teaching loads."

"Tenure track faculty could get back into research labs and make up for work and time lost to the pandemic."

"The impact of the pandemic on faculty workload, especially faculty with children, was not explicitly addressed by Cal State, and the amount of extra work faculty did was not fully appreciated."

"What they demonstrated to us is that they will continue to operate, whether individual faculty are there or not."

"It’s up to faculty to stand up and say, ‘There is no university without the faculty.’"

"It all started with a plant; when I was in the last year of middle school."