Science.gov

Sample records for collaboration training grants

  1. Collaborative Job Training in Rural Areas

    ERIC Educational Resources Information Center

    Green, Gary Paul; Galetto, Valeria; Haines, Anna

    2003-01-01

    We examine collaborative efforts by employers to provide job training in rural areas and assess how this collaboration affects the willingness of employers to train workers. Data are drawn from a telephone survey conducted in 2001 of a stratified random sample of 1,590 nonmetropolitan firms in the U.S. The literature on job training suggests that…

  2. Training Grant Scheme, 1969-1970; General Guide to Employers.

    ERIC Educational Resources Information Center

    Ceramics, Glass, and Mineral Products Industry Training Board, Harrow (England).

    In its fourth grant scheme, the Ceramics, Glass, and Mineral Products Industry Training Board of Great Britain gives guidelines on grants available to its industries for training conducted between August 1, 1969 and July 31, 1970. It covers such aspects as grant conditions for external and internal training; training staff qualifications; rates…

  3. Evidence of Community Structure in Biomedical Research Grant Collaborations

    PubMed Central

    Nagarajan, Radhakrishnan; Kalinka, Alex T; Hogan, William R

    2014-01-01

    Recent studies have clearly demonstrated a shift towards collaborative research and team science approaches across a spectrum of disciplines. Such collaborative efforts have also been acknowledged and nurtured by popular extramurally funded programs including the Clinical Translational Science Award (CTSA) conferred by the National Institutes of Health. Since its inception, the number of CTSA awardees has steadily increased to 60 institutes across 30 states. One of the objectives of CTSA is to accelerate translation of research from bench to bedside to community and train a new genre of researchers under the translational research umbrella. Feasibility of such a translation implicitly demands multi-disciplinary collaboration and mentoring. Networks have proven to be convenient abstractions for studying research collaborations. The present study is a part of the CTSA baseline study and investigates existence of possible community-structure in Biomedical Research Grant Collaboration (BRGC) networks across data sets retrieved from the internally developed grants management system, the Automated Research Information Administrator (ARIA) at the University of Arkansas for Medical Sciences (UAMS). Fastgreedy and link-community community-structure detection algorithms were used to investigate the presence of non-overlapping and overlapping community-structure and their variation across years 2006 and 2009. A surrogate testing approach in conjunction with appropriate discriminant statistics, namely: the Modularity Index and the Maximum Partition Density is proposed to investigate whether the community-structure of the BRGC networks were different from those generated by certain types of random graphs. Non-overlapping as well as overlapping community-structure detection algorithms indicated the presence of community-structure in the BRGC network. Subsequent, surrogate testing revealed that random graph models considered in the present study may not necessarily be appropriate

  4. How Allies Collaborate; The NATO Training Experience.

    ERIC Educational Resources Information Center

    Vandevanter, E., Jr.

    A survey was made of North Atlantic Treaty Organization (NATO) coordination of training programs for allied military forces and its implications about collaboration among allies in peacetime. Three types of training were analyzed: (1) higher training, or the coordination of large military formations; (2) unit training of smaller teams; (3)…

  5. Team-Skills Training Enhances Collaborative Learning

    ERIC Educational Resources Information Center

    Prichard, Jane S.; Stratford, Robert J.; Bizo, Lewis A.

    2006-01-01

    This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups…

  6. 77 FR 20437 - Susan Harwood Training Grant Program, FY 2012

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-04

    ...This notice announces availability of approximately $1.2 million for Susan Harwood Training Program Grants under the following categories: Targeted Topic Training, and Training and Educational Materials Development...

  7. 75 FR 38837 - Susan Harwood Training Grant Program, FY 2010

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-06

    ... Occupational Safety and Health Administration Susan Harwood Training Grant Program, FY 2010 AGENCY: Occupational Safety and Health Administration, Labor. ACTION: Notification of Funding Opportunity for Susan...://www.grants.gov . Targeted Topic training grants will support the development of quality safety...

  8. Training Synchronous Collaborative E-Learning

    ERIC Educational Resources Information Center

    Bliesener, Thomas

    2006-01-01

    In order to promote cooperation among students who work separately on their computers at home, the University of Essen has developed training courses with experienced tutors to teach students the required sensitivity and practical skills for tele-collaboration in small groups. A core problem in synchronous collaborative e-learning with speech…

  9. 75 FR 29783 - Susan Harwood Training Grant Program, FY 2010

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-27

    ... Occupational Safety and Health Administration Susan Harwood Training Grant Program, FY 2010 AGENCY: Occupational Safety and Health Administration, Labor. ACTION: Notification of Funding Opportunity for Susan... organization at all levels to address occupational safety and health problems, and provide training...

  10. 76 FR 81521 - Information Collection for Native Employment Training Grant (NET Grant) Program; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-28

    ... graduates; the identities and locations of those expected to employ them; the number of Native Americans who... Native Americans who will be trained; whether potential trainees will be drug tested or screened in other... Bureau of Indian Affairs Information Collection for Native Employment Training Grant (NET Grant)...

  11. Leading, Managing and Participating in Inter-University Teaching Grant Collaborations

    ERIC Educational Resources Information Center

    Willcoxson, Lesley; Kavanagh, Marie; Cheung, Lily

    2011-01-01

    In this paper we examine the leadership and management of multi-university collaborations funded by national teaching grants. The paper commences with a review of literature relating to stages of project development, key operational issues, impediments to collaboration and the leadership and management of teaching grant collaborations. Finally, we…

  12. 42 CFR 63a.10 - How may training grant funds be spent?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... and conditions of the grant award, and the applicable cost principles in 45 CFR 74.27. (b) Authorized..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.10 How may training grant funds...

  13. 42 CFR 63a.10 - How may training grant funds be spent?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... and conditions of the grant award, and the applicable cost principles in 45 CFR 74.27. (b) Authorized..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.10 How may training grant funds...

  14. 42 CFR 63a.10 - How may training grant funds be spent?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... and conditions of the grant award, and the applicable cost principles in 45 CFR 74.27. (b) Authorized..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.10 How may training grant funds...

  15. 42 CFR 63a.10 - How may training grant funds be spent?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... and conditions of the grant award, and the applicable cost principles in 45 CFR 74.27. (b) Authorized..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.10 How may training grant funds...

  16. 42 CFR 63a.10 - How may training grant funds be spent?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... and conditions of the grant award, and the applicable cost principles in 45 CFR 74.27. (b) Authorized..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.10 How may training grant funds...

  17. Research and Research Training Grants; Division of Nursing.

    ERIC Educational Resources Information Center

    National Institutes of Health (DHEW), Bethesda, MD. Div. of Nursing.

    There are available nursing research project grants, special fellowships in nursing research, and nurse scientist graduate training grants. Research awards have been made to support clinical research studies in various medical specialties as well as studies of patient care systems and health care technologies, including the organizational…

  18. Pell Grants, 2002-2003. EDExpress Training. Participant Guide.

    ERIC Educational Resources Information Center

    Office of Federal Student Aid (ED), Washington, DC.

    This training manual describes new features the U.S. Department of Education has developed to improve the administration of the Pell Grant program. It explains how to set up the electronic data transfer system EDExpress for processing Pell Grant information. Six online resources are described to help the institution's financial aid office use…

  19. Capacity-Building for African American Mental Health Training and Research: Lessons from the Howard-Dartmouth Collaborative Summer School

    ERIC Educational Resources Information Center

    Hipolito, Maria M. S.; Malik, Mansoor; Carpenter-Song, Elizabeth; Whitley, Rob

    2012-01-01

    Background: Many psychiatric residents have traditionally received little-or-no training in cross cultural approaches to psychiatric training and research. Method: The Dartmouth-Howard Collaboration summer school training program had a 5-year grant to explore approaches to enhancing understanding of cultural factors in mental health treatment and…

  20. Collaboration in photonics education and training

    NASA Astrophysics Data System (ADS)

    Donnelly, Judith F.; Gladue, Betti J.; Seebeck, Randall G.; Stroup, Margaret H.; Valentin, Marjorie R.

    2004-10-01

    Three Rivers Community College (TRCC), with federal funding from the Connecticut Business & Industry Association (CBIA), partnered with Connecticut's photonics industry to provide an innovative 14.5 credit program in optics, lasers, and fiber optics. This summary highlights the collaborative training effort which provided a distance learning Certificate in Fiber Optics. The program also featured assistance by company mentors. This approach was developed to address training objectives and company goals. In today's global marketplace, companies are looking for ways to stay ahead of the competition. Taking advantage of the latest training and consulting services offered by CBIA is crucial to a company's, and the workforce's, continued growth and prosperity. Hiring and retraining a skilled workforce is one of the most important issues facing employers today. CBIA is the nation's largest statewide business organization, with 10,000 member companies.

  1. Grant opportunities for academic research and training

    USGS Publications Warehouse

    U.S. Geological Survey

    2016-01-01

    As an unbiased, multidisciplinary science organization, the U.S. Geological Survey (USGS) is dedicated to the timely, relevant, and impartial study of the health of our ecosystems and environment, our natural resources, the impacts of climate and land-use change, and the natural hazards that affect our lives. Grant opportunities for researchers and faculty to participate in USGS science through the engagement of students are available in the selected programs described in this publication.

  2. Grant Peer Review: Improving Inter-Rater Reliability with Training

    SciTech Connect

    Sattler, David N.; McKnight, Patrick E.; Naney, Linda; Mathis, Randy

    2015-06-15

    In this study, we developed and evaluated a brief training program for grant reviewers that aimed to increase inter-rater reliability, rating scale knowledge, and effort to read the grant review criteria. Enhancing reviewer training may improve the reliability and accuracy of research grant proposal scoring and funding recommendations. Seventy-five Public Health professors from U.S. research universities watched the training video we produced and assigned scores to the National Institutes of Health scoring criteria proposal summary descriptions. For both novice and experienced reviewers, the training video increased scoring accuracy (the percentage of scores that reflect the true rating scale values), inter-rater reliability, and the amount of time reading the review criteria compared to the no video condition. The increase in reliability for experienced reviewers is notable because it is commonly assumed that reviewers—especially those with experience—have good understanding of the grant review rating scale. Our findings suggest that both experienced and novice reviewers who had not received the type of training developed in this study may not have appropriate understanding of the definitions and meaning for each value of the rating scale and that experienced reviewers may overestimate their knowledge of the rating scale. Lastly, the results underscore the benefits of and need for specialized peer reviewer training.

  3. Grant Peer Review: Improving Inter-Rater Reliability with Training.

    PubMed

    Sattler, David N; McKnight, Patrick E; Naney, Linda; Mathis, Randy

    2015-01-01

    This study developed and evaluated a brief training program for grant reviewers that aimed to increase inter-rater reliability, rating scale knowledge, and effort to read the grant review criteria. Enhancing reviewer training may improve the reliability and accuracy of research grant proposal scoring and funding recommendations. Seventy-five Public Health professors from U.S. research universities watched the training video we produced and assigned scores to the National Institutes of Health scoring criteria proposal summary descriptions. For both novice and experienced reviewers, the training video increased scoring accuracy (the percentage of scores that reflect the true rating scale values), inter-rater reliability, and the amount of time reading the review criteria compared to the no video condition. The increase in reliability for experienced reviewers is notable because it is commonly assumed that reviewers--especially those with experience--have good understanding of the grant review rating scale. The findings suggest that both experienced and novice reviewers who had not received the type of training developed in this study may not have appropriate understanding of the definitions and meaning for each value of the rating scale and that experienced reviewers may overestimate their knowledge of the rating scale. The results underscore the benefits of and need for specialized peer reviewer training. PMID:26075884

  4. Grant Peer Review: Improving Inter-Rater Reliability with Training

    DOE PAGESBeta

    Sattler, David N.; McKnight, Patrick E.; Naney, Linda; Mathis, Randy

    2015-06-15

    In this study, we developed and evaluated a brief training program for grant reviewers that aimed to increase inter-rater reliability, rating scale knowledge, and effort to read the grant review criteria. Enhancing reviewer training may improve the reliability and accuracy of research grant proposal scoring and funding recommendations. Seventy-five Public Health professors from U.S. research universities watched the training video we produced and assigned scores to the National Institutes of Health scoring criteria proposal summary descriptions. For both novice and experienced reviewers, the training video increased scoring accuracy (the percentage of scores that reflect the true rating scale values), inter-ratermore » reliability, and the amount of time reading the review criteria compared to the no video condition. The increase in reliability for experienced reviewers is notable because it is commonly assumed that reviewers—especially those with experience—have good understanding of the grant review rating scale. Our findings suggest that both experienced and novice reviewers who had not received the type of training developed in this study may not have appropriate understanding of the definitions and meaning for each value of the rating scale and that experienced reviewers may overestimate their knowledge of the rating scale. Lastly, the results underscore the benefits of and need for specialized peer reviewer training.« less

  5. Grant Peer Review: Improving Inter-Rater Reliability with Training

    PubMed Central

    Sattler, David N.; McKnight, Patrick E.; Naney, Linda; Mathis, Randy

    2015-01-01

    This study developed and evaluated a brief training program for grant reviewers that aimed to increase inter-rater reliability, rating scale knowledge, and effort to read the grant review criteria. Enhancing reviewer training may improve the reliability and accuracy of research grant proposal scoring and funding recommendations. Seventy-five Public Health professors from U.S. research universities watched the training video we produced and assigned scores to the National Institutes of Health scoring criteria proposal summary descriptions. For both novice and experienced reviewers, the training video increased scoring accuracy (the percentage of scores that reflect the true rating scale values), inter-rater reliability, and the amount of time reading the review criteria compared to the no video condition. The increase in reliability for experienced reviewers is notable because it is commonly assumed that reviewers—especially those with experience—have good understanding of the grant review rating scale. The findings suggest that both experienced and novice reviewers who had not received the type of training developed in this study may not have appropriate understanding of the definitions and meaning for each value of the rating scale and that experienced reviewers may overestimate their knowledge of the rating scale. The results underscore the benefits of and need for specialized peer reviewer training. PMID:26075884

  6. 78 FR 28895 - Susan Harwood Training Grant Program, FY 2013

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-16

    ...), Public Law 111-117, and Public Law 112-10, and Secretary of Labor's Order No. 1-2012 (77 FR 3912). Signed... Occupational Safety and Health Administration Susan Harwood Training Grant Program, FY 2013 AGENCY: Occupational Safety and Health Administration (OSHA), Labor. ACTION: Notice of availability of funds...

  7. 76 FR 35918 - Susan Harwood Training Grant Program, FY 2011

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-20

    ... Occupational Safety and Health Administration Susan Harwood Training Grant Program, FY 2011 AGENCY: Occupational Safety and Health Administration, Labor. ACTION: Notification of Funding Opportunity for Susan... Program.'' Authority: Section 21 of the Occupational Safety and Health Act of 1970, (29 U.S.C....

  8. Creating a Collaborative Environment. Using Culture, Training, and Infrastructure.

    ERIC Educational Resources Information Center

    Plugge, L. A.; Kirschner, P. A.; Beckers, J.

    2001-01-01

    Responses from 204 Dutch employees trained via web-based applications indicated that, if the goal is to increase collaborative work, training should take place in a collaborative environment. Organizational culture change and a supportive infrastructure are required. (Contains 20 references.) (SK)

  9. CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

    ERIC Educational Resources Information Center

    Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert

    2010-01-01

    Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

  10. Training in the Community-Collaborative Context: A Case Study

    ERIC Educational Resources Information Center

    Yamada, Racquel-María

    2014-01-01

    Emerging community-based methodologies call for collaboration with speech community members. Although motivated, community members may lack the tools or training to contribute actively. In response, many linguists deliver training workshops in documentation or preservation, while others train community members to record data. Although workshops…

  11. 42 CFR 63a.5 - How to apply for a training grant.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false How to apply for a training grant. 63a.5 Section 63a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.5 How to apply for a training...

  12. 42 CFR 63a.5 - How to apply for a training grant.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false How to apply for a training grant. 63a.5 Section 63a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.5 How to apply for a training...

  13. 42 CFR 63a.5 - How to apply for a training grant.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false How to apply for a training grant. 63a.5 Section 63a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.5 How to apply for a training...

  14. 42 CFR 63a.5 - How to apply for a training grant.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false How to apply for a training grant. 63a.5 Section 63a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.5 How to apply for a training...

  15. 42 CFR 63a.5 - How to apply for a training grant.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false How to apply for a training grant. 63a.5 Section 63a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.5 How to apply for a training...

  16. Designing Simulations for Athletic Training Students through Interprofessional Teaching Collaboration

    ERIC Educational Resources Information Center

    Tivener, Kristin Ann; Gloe, Donna Sue

    2015-01-01

    Context: While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective: The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed…

  17. Training Instructors To Facilitate Collaborative Inquiry.

    ERIC Educational Resources Information Center

    Kerner, Nancy Konigsberg; Black, Beverly; Monson, Eric; Meeuwenberg, Leah

    2002-01-01

    Discusses instructor-training techniques developed for graduate students teaching large introductory science courses. Describes the training materials developed for laboratory-centered introductory chemistry, including e-mail, written cases, and real classroom scenarios captured on videotape. Reports that outcomes of the training indicate that…

  18. Social network analysis to assess the impact of the CTSA on biomedical research grant collaboration.

    PubMed

    Nagarajan, Radhakrishnan; Peterson, Charlotte A; Lowe, Jane S; Wyatt, Stephen W; Tracy, Timothy S; Kern, Philip A

    2015-04-01

    Success of the Clinical Translational Science Award (CTSA) program implicitly demands team science efforts and well-orchestrated collaboration across the translational silos (T1-T4). Networks have proven to be useful abstractions of research collaborations. Networks provide novel system-level insights and exhibit marked changes in response to external interventions, making them potential evaluation tools that complement more traditional approaches. This study is part of our ongoing efforts to assess the impact of the CTSA on Biomedical Research Grant Collaboration (BRGC). Collaborative research grants are a complex undertaking and an outcome of sustained interaction among researchers. In this report, BRGC networks representing collaborations among CTSA-affiliated investigators constructed from grants management system data at the University of Kentucky across a period of six years (2007-2012) corresponding to pre- and post-CTSA are investigated. Overlapping community structure detection algorithms, in conjunction with surrogate testing, revealed the presence of intricate research communities rejecting random graphs as generative mechanisms. The deviation from randomness was especially pronounced post-CTSA, reflecting an increasing trend in collaborations and team-science efforts potentially as a result of CTSA. Intercommunity cross talk was especially pronounced post-CTSA. PMID:25442221

  19. Social Network Analysis to Assess the Impact of the CTSA on Biomedical Research Grant Collaboration

    PubMed Central

    Peterson, Charlotte A.; Lowe, Jane S.; Wyatt, Stephen W.; Tracy, Timothy S.; Kern, Philip A.

    2015-01-01

    Success of the Clinical Translational Science Award (CTSA) program implicitly demands team science efforts and well-orchestrated collaboration across the translational silos (T1-T4). Networks have proven to be useful abstractions of research collaborations. Networks provide novel system-level insights and exhibit marked changes in response to external interventions, making them potential evaluation tools that complement more traditional approaches. The present study is part of our ongoing efforts to assess the impact of the CTSA on Biomedical Research Grant Collaboration (BRGC). Collaborative research grants are a complex undertaking and an outcome of sustained interaction among researchers. In this report, BRGC networks representing collaborations among CTSA-affiliated investigators constructed from grants management system data at the University of Kentucky across a period of six years (2007–2012) corresponding to pre- and post-CTSA are investigated. Overlapping community structure detection algorithms, in conjunction with surrogate testing, revealed the presence of intricate research communities rejecting random graphs as generative mechanisms. The deviation from randomness was especially pronounced post-CTSA, reflecting an increasing trend in collaborations and team-science efforts potentially as a result of CTSA. Inter-community crosstalk was especially pronounced post-CTSA. PMID:25442221

  20. Lewis' Educational and Research Collaborative Intership Program Grant Closeout Report

    NASA Technical Reports Server (NTRS)

    2003-01-01

    The Lewis' Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships and 10 or 12-week fellowships for undergraduate/graduate students and secondary school teachers. Approximately 130 interns are selected to participate in this program each year and begin arriving the second week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, lectures and short courses. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds.

  1. Interdisciplinary Collaborative Training for School-Based Health Professionals.

    ERIC Educational Resources Information Center

    Papa, Patricia A.; Rector, Cherie; Stone, Carol

    1998-01-01

    Interdisciplinary training and education for school-based health professionals is important, but few such programs exist. This paper describes the California State University Interprofessional Collaboration Training Project and the Catholic University of America School Nurse Practitioner Program, offering suggestions for expanding…

  2. Training Teachers for Virtual Collaboration: A Case Study

    ERIC Educational Resources Information Center

    Vinagre, Margarita

    2016-01-01

    This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…

  3. 42 CFR 63a.3 - What is the purpose of training grants?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false What is the purpose of training grants? 63a.3 Section 63a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.3 What is the purpose of...

  4. 42 CFR 63a.4 - Who is eligible for a training grant?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Who is eligible for a training grant? 63a.4 Section 63a.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.4 Who is eligible for a...

  5. 42 CFR 63a.4 - Who is eligible for a training grant?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Who is eligible for a training grant? 63a.4 Section 63a.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.4 Who is eligible for a...

  6. 42 CFR 63a.6 - How are training grant applications evaluated?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false How are training grant applications evaluated? 63a.6 Section 63a.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.6 How are...

  7. 42 CFR 63a.4 - Who is eligible for a training grant?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Who is eligible for a training grant? 63a.4 Section 63a.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.4 Who is eligible for a...

  8. 42 CFR 63a.3 - What is the purpose of training grants?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false What is the purpose of training grants? 63a.3 Section 63a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.3 What is the purpose of...

  9. 42 CFR 63a.6 - How are training grant applications evaluated?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false How are training grant applications evaluated? 63a.6 Section 63a.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.6 How are...

  10. 42 CFR 63a.4 - Who is eligible for a training grant?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Who is eligible for a training grant? 63a.4 Section 63a.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.4 Who is eligible for a...

  11. 42 CFR 63a.6 - How are training grant applications evaluated?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false How are training grant applications evaluated? 63a.6 Section 63a.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.6 How are...

  12. 42 CFR 63a.6 - How are training grant applications evaluated?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false How are training grant applications evaluated? 63a.6 Section 63a.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.6 How are...

  13. 42 CFR 63a.6 - How are training grant applications evaluated?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false How are training grant applications evaluated? 63a.6 Section 63a.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.6 How are...

  14. 42 CFR 63a.3 - What is the purpose of training grants?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false What is the purpose of training grants? 63a.3 Section 63a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.3 What is the purpose of...

  15. 42 CFR 63a.4 - Who is eligible for a training grant?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Who is eligible for a training grant? 63a.4 Section 63a.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.4 Who is eligible for a...

  16. Training Addiction Counselors: Collaborating through Diversity.

    ERIC Educational Resources Information Center

    Miller, Geri; Elliott, Ellen; Finch, Jennifer; Kirkley, Dale; Litten, DeLillian; Nunn, David; Brown, Jacky; Lassiter, Pam

    At the 2002 American Counseling Association Conference, eight individuals presented their experiences in classroom collaboration among four different settings (university classroom, university counseling wellness center, community college classroom, addiction counseling treatment center). Student activities, that were a part of the graduate…

  17. National Aeronautics and Space Administration Training Grant Supplement

    NASA Technical Reports Server (NTRS)

    DeWitt, Kenneth J.

    2005-01-01

    The following section summarizes the impact of the Ohio Space Grant Consortium (OSGC) in Ohio and to NASA over the last four-year period (February 1, 2001 to April 30, 2005) and highlights the important accomplishments of the consortium. The strength of the OSGC network of universities, community colleges, government agencies, industry, and outreach affiliates is well-established and is growing. The OSGC Consortium Management Structure was designed and remains committed to using the talents and diversity of everyone within this collaborative network, and operational policies and procedures are such that all consortium members are active contributors resulting in quality OSGC programs in research, education and service, while receiving a relatively small amount of NASA funds. The number of quality activities, both on- and off-campus, and collaborations/partnerships that OSGC has established with NASA and government agencies, state and local government, educational institutions, and private industry, has been impressive. Further desired university affiliate expansion requires additional funds. Diversity is shown in the OSGC 12-member Executive Committee by the presence of three campus representatives from Central State University, Wilberforce University, and The Ohio State University (two underrepresented minority, one female). One additional female campus representative (Cleveland State University) is currently on sabbatical leave and a valuable alternate member attends. Other additional female and underrepresented minority members are on the larger OSGC Advisory committee. All committee members participate fully in all consortium management and policy decisions. The OSGC Executive Committee strives to achieve and communicate a culture of trust, respect, teamwork, open communication, creativity, and empowerment. These programs have shown results and impact by their visibility and importance to Ohio and to NASA, resulting in strategic alliances created throughout

  18. Identifying Collaborative Behaviours Online: Training Teachers in Wikis

    ERIC Educational Resources Information Center

    Vinagre Laranjeira, Margarita

    2016-01-01

    In this paper we explore the data gathered from a group of nine in-service teachers who were trained online to become future telecollaborative teachers. Participants from different countries worked in two small groups in a wiki designed specially to facilitate discussion and collaboration. Tasks included reading and reviewing articles on…

  19. Training Humanities Doctoral Students in Collaborative and Digital Multimedia

    ERIC Educational Resources Information Center

    Ensslin, Astrid; Slocombe, Will

    2012-01-01

    This study reports on the pedagogic rationale, didactic design and implications of an AHRC-funded doctoral training scheme in collaborative and digital multimedia in the humanities. In the second part of this article we discuss three areas of provision that were identified as particularly significant and/or controversial. These include (1) desktop…

  20. 42 CFR 86.10 - Nature and purpose of training grants.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Nature and purpose of training grants. 86.10 Section 86.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL... AND HEALTH Occupational Safety and Health Training Grants § 86.10 Nature and purpose of...

  1. 42 CFR 86.10 - Nature and purpose of training grants.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Nature and purpose of training grants. 86.10 Section 86.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL... AND HEALTH Occupational Safety and Health Training Grants § 86.10 Nature and purpose of...

  2. 42 CFR 86.10 - Nature and purpose of training grants.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Nature and purpose of training grants. 86.10 Section 86.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL... AND HEALTH Occupational Safety and Health Training Grants § 86.10 Nature and purpose of...

  3. 42 CFR 86.10 - Nature and purpose of training grants.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Nature and purpose of training grants. 86.10 Section 86.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL... AND HEALTH Occupational Safety and Health Training Grants § 86.10 Nature and purpose of...

  4. 34 CFR 75.534 - Training grants-automatic increases for additional dependents.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Training grants-automatic increases for additional dependents. 75.534 Section 75.534 Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS What Conditions Must Be Met by a Grantee? Allowable Costs § 75.534 Training...

  5. 34 CFR 75.534 - Training grants-automatic increases for additional dependents.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Training grants-automatic increases for additional dependents. 75.534 Section 75.534 Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS What Conditions Must Be Met by a Grantee? Allowable Costs § 75.534 Training...

  6. 34 CFR 75.534 - Training grants-automatic increases for additional dependents.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Training grants-automatic increases for additional dependents. 75.534 Section 75.534 Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS What Conditions Must Be Met by a Grantee? Allowable Costs § 75.534 Training...

  7. 34 CFR 75.534 - Training grants-automatic increases for additional dependents.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false Training grants-automatic increases for additional dependents. 75.534 Section 75.534 Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS What Conditions Must Be Met by a Grantee? Allowable Costs § 75.534 Training...

  8. 34 CFR 75.534 - Training grants-automatic increases for additional dependents.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false Training grants-automatic increases for additional dependents. 75.534 Section 75.534 Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS What Conditions Must Be Met by a Grantee? Allowable Costs § 75.534 Training...

  9. 75 FR 24990 - Proposed Information Collection for the Evaluation of the Community-Based Job Training Grants...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-06

    ...-Based Job Training Grants; Comment Request AGENCY: Employment and Training Administration. ACTION... comments on a new data collection for the Evaluation of the Community- Based Job Training Grants. A copy of...@DOL.gov . SUPPLEMENTARY INFORMATION: I. Background The Community-Based Job Training Grants...

  10. Improving interprofessional collaboration: The effect of training in nonviolent communication.

    PubMed

    Museux, Anne-Claire; Dumont, Serge; Careau, Emmanuelle; Milot, Élise

    2016-07-01

    This article examines the effects of nonviolent communication (NVC) training on the interprofessional collaboration (IPC) of two health and social services sector care teams. The study was conducted in 2013 with two interprofessional teams (N = 9) using a mixed method research design to measure the effects of the training. Individual IPC competency was measured using the Team Observed Structured Clinical Encounter tool, and group competency using the Observed Interprofessional Collaboration tool. A focus group was held to collect participant perceptions of what they learned in the training. Results revealed improvements in individual competency in client/family-centered collaboration and role clarification. Improvements in group competency were also found with respect to teams' ability to develop a shared plan of action. Data suggests that participants accepted and adopted training content. After the training, they appeared better able to identify the effects of spontaneous communication, more understanding of the mechanisms of empathy, and in a better position to foster collective leadership. PMID:27116417

  11. Temporal evolution of biomedical research grant collaborations across multiple scales--a CTSA baseline study.

    PubMed

    Nagarajan, Radhakrishnan; Lowery, Curtis L; Hogan, William R

    2011-01-01

    The evolution of biomedical research grant collaborations (BRGC) across time (2006, 2009) and hierarchically related scales (Staff, Department) at the University of Arkansas for Medical Sciences (UAMS) is investigated using network abstractions. This baseline study is a part of the Clinical Translational Science Award (CTSA) efforts in promoting team science and exploring network science approaches for CTSA evaluation. The BRGC data were retrieved from the internally developed grants management system (Automated Research Information Administrator, ARIA). Our analysis revealed the BRGC networks to be disconnected with mutually exclusive research clusters. However, a dominant weakly-connected cluster with positively skewed degree centrality and betweenness distribution was observed across scales and time. Variation in the centrality measures, clustering coefficient, and the impact of perturbing the most-influential nodes as a function of time and scale is investigated. The results presented provide novel insights into the complex nature of BRGC networks that may persist across similar settings. PMID:22195158

  12. A collaborative model for training clinical research staff.

    PubMed

    Reay, Hannah; Sears, Jackie

    2013-06-01

    The challenges of meeting the learning needs of clinical research staff are shared by managers of many groups of specialist practitioners. Such specialists tend, for example, to be few in number, come from a variety of disciplines, have a diversity of roles and work across several organisations or locations in relative isolation. This article gives an overview of a regional training initiative, the Birmingham region Research Training Collaborative, for clinical research staff, and describes how it provides reciprocal access to research-related training across organisational boundaries as well as being a forum where learning resources and events can be shared. It describes the benefits and challenges of this initiative and highlights the main elements of success. PMID:23841234

  13. Public Sector Training: A "Blind" Spot in the 1999 South African National Levy-Grant Policy

    ERIC Educational Resources Information Center

    Paterson, Andrew

    2005-01-01

    In 2000, South Africa implemented a levy-grant policy (Skills Development Levies Act, 1999) to give an incentive for workplace training across private and public sector workplaces alike, but the impact of the levy-grant scheme in the public sector was restricted by financial and management processes unique to that environment. This article shows…

  14. 45 CFR 2524.20 - What are the guidelines for program development assistance and training grants?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false What are the guidelines for program development assistance and training grants? 2524.20 Section 2524.20 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE AMERICORPS TECHNICAL ASSISTANCE AND OTHER SPECIAL GRANTS § 2524.20 What are...

  15. Mission Critical Community Colleges Use Business Partnerships, Grants to Train New IT Workers

    ERIC Educational Resources Information Center

    Wong, Wylie

    2015-01-01

    Community colleges are using grants and workforce partnerships to train a new generation of technology workers. In September, the Obama administration awarded $450 million in grants to nearly 270 community colleges that have partnered with more than 400 employers nationally. It was the final installment of a four-year, $2 billion competitive grant…

  16. 42 CFR 86.10 - Nature and purpose of training grants.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Section 86.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES GRANTS FOR EDUCATION PROGRAMS IN OCCUPATIONAL SAFETY AND HEALTH Occupational Safety and Health Training Grants § 86.10 Nature and purpose of...

  17. Investigating the barriers to teaching family physicians' and specialists' collaboration in the training environment: a qualitative study

    PubMed Central

    Beaulieu, Marie-Dominique; Samson, Louise; Rocher, Guy; Rioux, Marc; Boucher, Laurier; Del Grande, Claudio

    2009-01-01

    Background Collaboration between physicians in different specialties is often taken for granted. However, poor interactions between family physicians and specialists contribute significantly to the observed discontinuity between primary and specialty care. The objective of this study was to explore how collaboration between family physicians and specialists was conceptualised as a competency and experienced in residency training curricula of four faculties of medicine in Canada. Methods This is a multiple-case study based on Abbott's theory of professions. Programs targeted were family medicine, general psychiatry, radiology, and internal medicine. The content of the programs' objectives was analyzed. Associate deans of postgraduate studies, program directors, educators, and residents were interviewed individually or in focus groups (47 residents and 45 faculty members). Results The training objectives related to family physicians-specialists collaboration were phrased in very general terms and lacked specificity. Obstacles to effective collaboration were aggregated under themes of professional responsibility and questioned expertise. Both trainees and trainers reported increasing distances between specialty and general medicine in three key fields of the professional system: the workplace arena, the training setting, and the production of academic knowledge. Conclusion The challenges of developing collaborating skills between generalists and specialist physicians are comparable in many ways to those encountered in inter-professional collaboration and should be given more consideration than they currently receive if we want to improve coordination between primary and specialty care. PMID:19500409

  18. Identifying Success Factors in Community College Grants Awarded under the U.S. Department of Labor's Community-Based Job Training Grants Program, 2005-2008

    ERIC Educational Resources Information Center

    Garrison, Debra Linley

    2010-01-01

    This study provides an in-depth analysis of the Community-Based Job Training Grants awarded by the U.S. Department of Labor from 2005 to 2008. The primary research question is designed to identify the most important factors in meeting grant-training outcomes; however, numerous secondary questions were addressed to provide the reader with in-depth…

  19. Scientific-Technical and Business Careers Training Grant

    NASA Technical Reports Server (NTRS)

    Conway, Mary P.

    2001-01-01

    The 1996 renewal of the NGT2-1001 grant included three objectives and expected outcomes. The information highlights the results and progress to address the grant objectives and outcomes for the time period of July 1, 2000 through June 30, 2001. Objective Number One indicated that the internship staff would annually recruit and place at least 90 community college students in internship positions related to their college majors. Internship enrollments for the summer, fall, winter and spring quarters of 2000-2001 show an average enrollment of 121 students per quarter. This number includes (13) interns sponsored by Ames contractors.

  20. An Exploration of the Relationship between Training Grants and Profitability of UK Construction Companies

    ERIC Educational Resources Information Center

    Abdel-Wahab, Mohamed; Dainty, Andrew R. J.; Ison, Stephen G.; Hazlehurst, Guy

    2008-01-01

    A levy/grant system exists in the UK construction industry to provide financial support for companies undertaking training activities. With the current UK government skills policy, there is an emphasis on ensuring that training support provided to employers is aimed at enhancing companies' profitability. This paper explores the profitability of…

  1. Special Project Grants Awarded for Improvement in Nurse Training. A Listing.

    ERIC Educational Resources Information Center

    National Institutes of Health (DHEW), Bethesda, MD. Div. of Nursing.

    This current directory lists alphabetically by state, special projects funded by the Title II Nurse Training Act of the Health Manpower Act of 1968, which are awarded for improvement programs in nurse training. Projects funded through June 1971 are listed and briefly annotated, including planning grants awarded for the first time during the fiscal…

  2. Characteristics of the Community-Based Job Training Grant (CBJTG) Program

    ERIC Educational Resources Information Center

    Eyster, Lauren; Stanczyk, Alexandra; Nightingale, Demetra Smith; Martinson, Karin; Trutko, John

    2009-01-01

    This is the first report from the evaluation of the Community-Based Job Training Grants (CBJTG) being conducted by the Urban Institute, with its partners Johns Hopkins University and Capital Research Corporation. The CBJTG program focuses on building the capacity of community colleges to provide training to workers for high-growth, high-demand…

  3. The Community College and Career Training Grant Program: Lessons Learned from the Field and Recommendations

    ERIC Educational Resources Information Center

    Uhalde, Ray; Kazis, Richard

    2010-01-01

    The new Community College and Career Training Grant Program to be launched this fall presents an important opportunity to help more American workers find better long-term employment more efficiently, through the promotion of innovative training and education programs that incorporate the best of what works for dislocated and unemployed adult…

  4. Practice receptionists: poorly trained and taken for granted?

    PubMed Central

    Copeman, J.P.; Zwanenberg, T.D. Van

    1988-01-01

    Seventy receptionists from 20 general practices in Newcastle upon Tyne were interviewed using a questionnaire to determine their demographic and social characteristics, tasks performed and training experience. The majority of receptionists were mature married women working part-time; only 13% had received any formal training. Most receptionists had no career structure and only 9% had ever been given a written job description. Thirty-one per cent of receptionists did not feel appreciated by their general practitioners and more (49%) felt unappreciated by the general public. However, they believed their main function was to help patients. From the description of their work receptionists are clearly integral and essential members of the primary health care team. To achieve the development of primary care services it is likely that practices will need to employ more ancillary staff, and these staff will require more pre-service and in-service training. PMID:3204542

  5. National Library of Medicine Training Grant Program 1965-1971.

    ERIC Educational Resources Information Center

    National Library of Medicine (DHEW), Bethesda, MD.

    In general, the program has made a significant impact on the field of biomedical librarianship and information sciences. The majority of employees now entering the field are products of these programs and are attaining high levels of professionalism. Their specialized training has provided new and improved skills. Presently there does not appear…

  6. Studies Evaluating NIH Training Grant and Fellowship Programs. Final Report.

    ERIC Educational Resources Information Center

    Holmstron, Engin I.

    The study describes current utilization of National Institute of Health (NIH) and National Institute of Mental Health (NIMH) graduate training support of institutions, departments, and individuals; it also assesses the impact of possible or actual changes in funding mechanisms. Statistical data show that NIH average contributions vary from 8 to…

  7. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training Centers Does the Secretary Assist? § 350.21 What collaboration must a Rehabilitation Research and Training... 34 Education 2 2012-07-01 2012-07-01 false What collaboration must a Rehabilitation Research...

  8. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training Centers Does the Secretary Assist? § 350.21 What collaboration must a Rehabilitation Research and Training... 34 Education 2 2010-07-01 2010-07-01 false What collaboration must a Rehabilitation Research...

  9. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training Centers Does the Secretary Assist? § 350.21 What collaboration must a Rehabilitation Research and Training... 34 Education 2 2011-07-01 2010-07-01 true What collaboration must a Rehabilitation Research...

  10. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training Centers Does the Secretary Assist? § 350.21 What collaboration must a Rehabilitation Research and Training... 34 Education 2 2013-07-01 2013-07-01 false What collaboration must a Rehabilitation Research...

  11. Student Assistants in Government Documents, John Grant Crabbe Library, Eastern Kentucky University: A Training Manual.

    ERIC Educational Resources Information Center

    Etkin, Cynthia

    This update of a 1977 training manual is designed for use by student assistants in the government documents section of John Grant Crabbe Library at Eastern Kentucky University. A brief introduction is followed by: (1) floor plans of the library; (2) a description of the documents collection including types of works and classification systems; (3)…

  12. Developing the next Generation of Education Researchers: UCLA's Experience with the Spencer Foundation Research Training Grant

    ERIC Educational Resources Information Center

    Dorr, Aimee; Arms, Emily; Hall, Valerie

    2008-01-01

    Background/Context: In the early 1990s, the Spencer Foundation instituted an Institutional Research Training Grant (RTG) program to improve the preparation of the next generation of education researchers. UCLA received an RTG in the first round of competition. Purpose/Objective/Research Question/Focus of Study: UCLA's Spencer RTG program sought to…

  13. 42 CFR 63a.3 - What is the purpose of training grants?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., or control of human diseases or disorders, or other aspects of human health or biomedical research... 42 Public Health 1 2010-10-01 2010-10-01 false What is the purpose of training grants? 63a.3 Section 63a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES...

  14. 42 CFR 63a.3 - What is the purpose of training grants?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., or control of human diseases or disorders, or other aspects of human health or biomedical research... 42 Public Health 1 2011-10-01 2011-10-01 false What is the purpose of training grants? 63a.3 Section 63a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES...

  15. Evaluation of Orr's Discretionary Grant Support for Enhanced Skills Training and Multiple Wage Earners. Final Report.

    ERIC Educational Resources Information Center

    Kogan, Deborah; And Others

    An evaluation of the Multiple Wage Earner (MWE) discretionary grant program and Enhanced Skills Training (EST) program developed by the Department of Health and Human Services is reported. The EST program was intended to reach hard-to-employ refugees through improvement of the quality of jobs available to refugees experiencing difficulties…

  16. 75 FR 29447 - Public Health Service Act, Rural Physician Training Grant Program, Definition of “Underserved...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-26

    ... HUMAN SERVICES 42 CFR Part 5a RIN 0906-AA86 Public Health Service Act, Rural Physician Training Grant... Physician Training Grant Program in section 749B of the Public Health Service Act, as amended by the Patient... rural health care. Section 10501(l) of Public Law 111-148 adds Section 749B to the Public Health...

  17. Collaborative Research Seed Grants for Integrating Knowledges and Creating New Knowledge

    ERIC Educational Resources Information Center

    Freitag, Amy

    2015-01-01

    Incorporating different ways of knowing in research and management has the potential to bring creativity to environmental problem-solving through integrating ways of knowing and innovation via co-producing knowledge. To gain these benefits, North Carolina Sea Grant Extension offers small annual grants called Fisheries Resource Grants to paired…

  18. Interfacing mathematics and biology: a discussion on training, research, collaboration, and funding.

    PubMed

    Miller, Laura A; Alben, Silas

    2012-11-01

    This article summarizes the discussion at a workshop on "Working at the Interface of Mathematics and Biology" at the 2012 Annual Meeting of the Society for Integrative and Comparative Biology. The goal of this workshop was to foster an ongoing discussion by the community on how to effectively train students from the biological, physical, engineering, and mathematical sciences to work at the intersection of these fields. One major point of discussion centered on how to be a successful interdisciplinary researcher in terms of where to publish, how to successfully write grants, and how to navigate evaluations for tenure and promotion. An emphasis was placed on the importance of developing strong multidisciplinary collaborations and clearly defining one's career trajectory to the home discipline. Another focus of the discussion was on the training of students and postdoctoral fellows in interdisciplinary work and helping these junior researchers to launch their careers. The group emphasized the need for the development of publicly available resources for biologists to learn basic tools for mathematical modeling and for mathematicians and engineers to see how their fields may be applied to current topics in the life sciences. PMID:22730496

  19. Developing Adaptive Collaboration Support: The Example of an Effective Training for Collaborative Inferences

    ERIC Educational Resources Information Center

    Deiglmayr, Anne; Spada, Hans

    2010-01-01

    Adaptive support for computer-mediated collaboration aims at supporting learners' collaboration in a way that is tailored to their actual needs and by fostering their self-regulation, leading to the acquisition of new collaboration skills. This review gives an example of developing support for a specific collaboration skill: the co-construction of…

  20. Combined infection training-a pioneering collaborative approach to educating infection specialists.

    PubMed

    Sunny, Syba Susan; Nedumaran, Suganya; Aston, Stephen; Neal, Timothy; Taegtmeyer, Miriam

    2016-08-01

    This commentary discusses the recent pioneering overhaul of training for UK doctors wishing to pursue a career in the infection specialities. Changes include the introduction of new curricula that embrace increased collaboration between the laboratory-based and clinical specialties and a broad-based infection training period, named 'Combined Infection Training', which has never been seen before. Here, we discuss the benefits and challenges associated with the collaborative approach to training with particular reference to points that educators responsible for training programme design need to consider. We also describe our own local experiences in adopting a proactive, multidisciplinary approach to address potential obstacles prospectively. PMID:27377893

  1. A Collaborative Strategy with Medical Providers to Improve Training for Teachers of Children with Cancer

    ERIC Educational Resources Information Center

    Brown, Michael B.; Bolen, Larry M.; Brinkman, Tara M.; Carreira, Kay; Cole, Susan

    2011-01-01

    The purpose of this study was to illustrate the collaborative development of a teacher training program for teachers who have a child with cancer in their classroom. Five hundred twenty-eight kindergarten through 12th grade public school teachers were surveyed to identify their training needs. Based on these needs a computer-based training program…

  2. University of Akron: Training Speech-Language Pathology Specialists to Provide Quality Service to Children Who Are Deaf or Hard of Hearing--A Collaborative Preservice Program

    ERIC Educational Resources Information Center

    Wray, Denise; Flexer, Carol

    2010-01-01

    A collaborative team of faculty from The University of Akron (UA) in Akron, Ohio, and Kent State University (KSU) in Kent, Ohio, were awarded a federal grant from the U.S. Department of Education to develop a specialty area in the graduate speech-language pathology (SLP) programs of UA and KSU that would train a total of 32 SLP students (trainees)…

  3. Cancer in Africa: opportunities for collaborative research and training.

    PubMed

    Adebamowo, C A; Akarolo-Anthony, S

    2009-06-01

    Cancer is a worldwide public health problem causing increasing morbidity and mortality, particularly in the developing world. Underlying trends are changing the pattern of cancer and this is also being influenced by the HIV/AIDS pandemic, particularly in Sub-Saharan Africa. Even though the pattern of cancer varies across Africa, there are identifiable trends. Breast and cervical cancers, and Kaposi sarcoma are the commonest cancers in women, while Kaposi sarcoma, liver and prostate cancers are the commonest in men. Cancer causes more morbidity and mortality in Africa compared to other parts of the world. Infections account for a disproportionate amount of cancers in Africa. The HIV epidemic is contributing to increased prevalence of many cancers particularly those associated with Herpes and Papilloma viruses. Tobacco use, another major carcinogen, is increasing, particularly among the young. Dietary factors, alcohol use, physical inactivity and environmental pollution are also important aetiological factors of cancer in Africa. In developing countries, poverty, limited government health budget and poor health care systems complicate cancer prevention, treatment and outcomes. Coordinated response by international agencies and NGOs is needed to help developing countries and several successful models exist. More action is also needed on ensuring safety and quality of chemotherapy and the price needs to be reduced. Responses advocated for cancer control in Africa include banning tobacco use, better regulation of alcohol sale, better environmental planning and immunization against cancer associated viruses. Training of health care workers to diagnose cancer and treat it effectively within limited budgets is needed. Research to develop these new treatments and others, particularly from natural products is urgently needed and this can be done safely within established health research ethics regulatory frameworks. Several opportunities for collaborative research and

  4. The Impact of Generational Awareness Training on Teacher Collaboration

    ERIC Educational Resources Information Center

    Aldridge, Sandra W.

    2013-01-01

    The problem investigated in this quasi-experimental study was to educate teachers in how to overcome generational differences that arose when educators of different generations were required to work together in a collaborative professional learning community. Perceptions of work environment and performance, collaboration, and professional learning…

  5. Training for Fostering Knowledge Co-Construction from Collaborative Inference-Drawing

    ERIC Educational Resources Information Center

    Deiglmayr, Anne; Spada, Hans

    2011-01-01

    Groups typically have difficulties drawing inferences that integrate individuals' unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of university-level students in four training conditions showed, particularly in untrained dyads, that collaborative inferences were less likely to be…

  6. Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training

    ERIC Educational Resources Information Center

    Godin, Joy J.; Leader, Lars F.

    2013-01-01

    The purpose of this study was to identify the factors that influence electronic collaboration technology acceptance and predicted usage for virtual team collaboration projects in higher education courses. The research combined the unified theory of acceptance and usage of technology (UTAUT) with a virtual team-training model. All 108 participants…

  7. NIH grant awards as a metric of clinical and translational research training effectiveness.

    PubMed

    Knapke, Jacqueline M; Haynes, Erin N; Kuhnell, Pierce; Tsevat, Joel

    2015-02-01

    The number of clinical research training programs has increased over the past 5-10 years, but few studies have quantitatively evaluated the effectiveness of these programs. The goal of this study was to evaluate the clinical and translational research training program at the University of Cincinnati by comparing the number of National Institutes of Health grants awarded to pediatric fellows who graduated from the MS degree program between 1995 and 2013 versus fellows who did not pursue an MS degree. Among 394 pediatric fellows, 16 of 81 (20%) MS alumni were awarded at least one NIH grant, as compared with 28 of 313 (9%) fellows who did not obtain an MS degree (p < 0.02). In multivariable analysis, MS alumni were more than three times as likely to have received at least one grant than were non-MS fellows (OR = 3.5, 95% CI [1.7-7.2]; C-statistic = 0.71) and MS alumni were more likely to obtain at least one K-series (OR = 4.1, 95% CI [1.6-10.2]; C-statistic = 0.74), M-series (OR = 11.8, 95% CI [3.4-41.4]; C-statistic = 0.81), or R-series (OR = 10.1, 95% CI [2.4-42.8]; C-statistic = 0.74) grant than were non-MS fellows. These findings suggest that graduate training in clinical and translational research prepares graduates for the highly competitive field of clinical and translational research. PMID:25377275

  8. Exceptional Educators: A Collaborative Training Partnership for the Inclusion of Students with Down's Syndrome

    ERIC Educational Resources Information Center

    Vaughan, Michelle; Henderson, Anne

    2016-01-01

    This article discusses the results of a teacher training initiative in the United States. "Exceptional Educators" is the result of an inter-organisational collaboration between a community-based organisation (Gold Coast Down Syndrome Organization), the local public school system and a university professor. The training focuses on three…

  9. A Typology of Research Training in University-Industry Collaboration: The Case of Life Sciences in Finland

    ERIC Educational Resources Information Center

    Chiang, Kuang-Hsu

    2011-01-01

    This paper examines the educational implications of research collaboration between university and industry for the research training of doctoral students. It is concerned with the issues of how research training is constructed in such collaborations and what might be the effects of collaboration on doctoral students' learning. The study adopts a…

  10. West Virginia Interpretive Guide Training: A Collaborative Effort

    ERIC Educational Resources Information Center

    Balcarczyk, Kelly; McKenney, Kathryn; Smaldone, Dave; Arborgast, Doug

    2013-01-01

    West Virginia University's Extension Service partnered with the Recreation, Parks, and Tourism Resources Program to improve guide performance in West Virginia's tourism industry. The result of this partnership is a West Virginia Interpretive Guide Training program aimed at providing low-cost, widely available training to guides…

  11. Collaborative Business Planning in Initial Vocational Education and Training

    ERIC Educational Resources Information Center

    Laine, Kati; Hämäläinen, Raija

    2015-01-01

    There is a growing demand to enhance entrepreneurship. This study aims at producing knowledge that can assist teachers in designing and supporting collaborative learning of entrepreneurship in vocational education. A qualitative case study approach was adopted. The outcome of this study provides a better understanding of the factors that hinder…

  12. Plant training grant: DE-FG02-94ER20162. Final technical report

    SciTech Connect

    Cashmore, Anthony R.

    2003-02-01

    The aim of this training grant was to educate students of Plant Science in the disciplines of Biochemistry and Chemistry, in addition to the more traditional courses in Plant Biology. Annual retreats were held which involved a day-long meeting and included lectures from Penn faculty as well as famous national and international scientists. Programs for two of these retreats are included. In addition to lecture courses, students performed research within the Departments of Biology, Chemistry, and Biochemistry and Biophysics; a publications list is given.

  13. Development of a Design for Evaluation of the Podiatric Medicine Training Grant Program. Final Report and Executive Summary.

    ERIC Educational Resources Information Center

    American Association of Colleges of Podiatric Medicine, Washington, DC.

    Information is presented on an evaluation design for a federal program, the Podiatric Medicine Training Grant Program. The program supports the clinical training of third- and fourth-year podiatric medical students in underserved areas. Background information is provided on: the supply and distribution of health professionals and podiatrists in…

  14. 20 CFR 663.320 - What are the requirements for coordination of WIA training funds and other grant assistance?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false What are the requirements for coordination of WIA training funds and other grant assistance? 663.320 Section 663.320 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) ADULT AND DISLOCATED WORKER...

  15. CIP Training Manual: Collaborative Information Portal Advance Training Information for Field Test Participants

    NASA Technical Reports Server (NTRS)

    Schreiner, John; Clancy, Daniel (Technical Monitor)

    2002-01-01

    The Collaborative Information Portal (CIP) is a web-based information management and retrieval system. Its purpose is to provide users at MER (Mars Exploration Rover) mission operations with easy access to a broad range of mission data and products and contextual information such as the current operations schedule. The CIP web-server provides this content in a user customizable web-portal environment. Since CIP is still under development, only a subset of the full feature set will be available for the EDO field test. The CIP web-portal will be accessed through a standard web browser. CIP is intended to be intuitive and simple to use, however, at the training session, users will receive a one to two page reference guide, which should aid them in using CIP. Users must provide their own computers for accessing CIP during the field test. These computers should be configured with Java 1.3 and a Java 2 enabled browser. Macintosh computers should be running OS 10.1.3 or later. Classic Mac OS (OS 9) is not supported. For more information please read section 7.3 in the FIASCO Rover Science Operations Test Mission Plan. Several screen shots of the Beta Release of CIP are shown on the following pages.

  16. Academic-Industry Collaboration under Federal Grants and Cooperative Agreements: Financial, Administrative, and Regulatory Compliance

    ERIC Educational Resources Information Center

    Ferreira, William F.

    2011-01-01

    Federal sponsorship of collaboration between academic institutions and industry is on the rise. Many government programs emphasize cooperation between universities and the commercial sector as a means to merge basic and applied research, promote economic development, and enhance knowledge dissemination. The intersection between academia and…

  17. Adaptive Personalized Training Games for Individual and Collaborative Rehabilitation of People with Multiple Sclerosis

    PubMed Central

    2014-01-01

    Any rehabilitation involves people who are unique individuals with their own characteristics and rehabilitation needs, including patients suffering from Multiple Sclerosis (MS). The prominent variation of MS symptoms and the disease severity elevate a need to accommodate the patient diversity and support adaptive personalized training to meet every patient's rehabilitation needs. In this paper, we focus on integrating adaptivity and personalization in rehabilitation training for MS patients. We introduced the automatic adjustment of difficulty levels as an adaptation that can be provided in individual and collaborative rehabilitation training exercises for MS patients. Two user studies have been carried out with nine MS patients to investigate the outcome of this adaptation. The findings showed that adaptive personalized training trajectories have been successfully provided to MS patients according to their individual training progress, which was appreciated by the patients and the therapist. They considered the automatic adjustment of difficulty levels to provide more variety in the training and to minimize the therapists involvement in setting up the training. With regard to social interaction in the collaborative training exercise, we have observed some social behaviors between the patients and their training partner which indicated the development of social interaction during the training. PMID:24982862

  18. Adaptive personalized training games for individual and collaborative rehabilitation of people with multiple sclerosis.

    PubMed

    Octavia, Johanna Renny; Coninx, Karin

    2014-01-01

    Any rehabilitation involves people who are unique individuals with their own characteristics and rehabilitation needs, including patients suffering from Multiple Sclerosis (MS). The prominent variation of MS symptoms and the disease severity elevate a need to accommodate the patient diversity and support adaptive personalized training to meet every patient's rehabilitation needs. In this paper, we focus on integrating adaptivity and personalization in rehabilitation training for MS patients. We introduced the automatic adjustment of difficulty levels as an adaptation that can be provided in individual and collaborative rehabilitation training exercises for MS patients. Two user studies have been carried out with nine MS patients to investigate the outcome of this adaptation. The findings showed that adaptive personalized training trajectories have been successfully provided to MS patients according to their individual training progress, which was appreciated by the patients and the therapist. They considered the automatic adjustment of difficulty levels to provide more variety in the training and to minimize the therapists involvement in setting up the training. With regard to social interaction in the collaborative training exercise, we have observed some social behaviors between the patients and their training partner which indicated the development of social interaction during the training. PMID:24982862

  19. Minority International Research Training Program: Global Collaboration in Nursing Research.

    ERIC Educational Resources Information Center

    McElmurry, Beverly J.; Misner, Susan J.; Buseh, Aaron G.

    2003-01-01

    The Minority International Research Training Program pairs minority nursing students with faculty mentors at international sites for short-term research. A total of 26 undergraduate, 22 graduate, and 6 postdoctoral students have participated. Challenges include recruitment, orientation, and preparation of students; identification and preparation…

  20. Multidisciplinary Training for Educators of Young (3-7) Severely Handicapped Children. Project CoNECT (Collaborative Network for Early Childhood Training). Final Report, October, 1981-September, 1984.

    ERIC Educational Resources Information Center

    Wertlieb, Donald; Place, Patricia

    Project CoNECT (Collaborative Network for Early Childhood Training) provided preservice and inservice training to help multidisciplinary personnel better serve young, severely handicapped children. The project, which was divided into three subcomponents, utilized univerisity-based training as well as field-based training. In Subcomponent I,…

  1. Workplace safety and health improvements through a labor/management training and collaboration.

    PubMed

    Mahan, Bruce; Morawetz, John; Ruttenberg, Ruth; Workman, Rick

    2013-01-01

    Seven hundred thirty-nine workers at Merck's Stonewall plant in Elkton, Virginia, have a safer and healthier workplace because four of them were enthusiastic about health and safety training they received from the union's training center in Cincinnati, Ohio. What emerged was not only that all 739 plant employees received OSHA 10-hour General Industry training, but that it was delivered by "OSHA-authorized" members of the International Chemical Workers Union Council who worked at the plant. Merck created a new full-time position in its Learning and Development Department and filled it with one of the four workers who had received the initial training. Strong plant leadership promoted discussions both during the training, in evaluation, and in newly energized joint labor-management meetings following the training. These discussions identified safety and health issues needing attention. Then, in a new spirit of trust and collaboration, major improvements occurred. PMID:24704812

  2. Use of a Grant Writing Class in Training PhD Students.

    PubMed

    Kahn, Richard A; Conn, Graeme L; Pavlath, Grace K; Corbett, Anita H

    2016-07-01

    A well-written application for funding in support of basic biological or biomedical research or individual training fellowship requires that the author perform several functions well. They must (i) identify an important topic, (ii) provide a brief but persuasive introduction to highlight its significance, (iii) identify one or two key questions that if answered would impact the field, (iv) present a series of logical experiments and convince the reader that the approaches are feasible, doable within a certain period of time and have the potential to answer the questions posed, and (v) include citations that demonstrate both scholarship and an appropriate command of the relevant literature and techniques involved in the proposed research study. In addition, preparation of any compelling application requires formal scientific writing and editing skills that are invaluable in any career. These are also all key components in a doctoral dissertation and encompass many of the skills that we expect graduate students to master. Almost 20 years ago, we began a grant writing course as a mechanism to train students in these specific skills. Here, we describe the use of this course in training of our graduate students as well as our experiences and lessons learned. PMID:27061800

  3. Collaborative Academic Training of Psychiatrists and Psychologists in VA and Medical School Settings

    ERIC Educational Resources Information Center

    Scaturo, Douglas J.; Huszonek, John J.

    2009-01-01

    Objective: The authors review the background and contemporary strengths of Dean's Committee Veterans Affairs Medical Centers in the collaborative academic training of psychiatrists and psychologists. Methods: The authors discuss the problems and prospects of the current health care environment as it impacts the behavioral health treatment of…

  4. Innovations in Social Work Training: A Pilot Study of Interprofessional Collaboration Using Standardized Clients

    ERIC Educational Resources Information Center

    Olson, Mark D.; Lewis, Melinda; Rappe, Paula; Hartley, Sandra

    2015-01-01

    A pilot study depicting a collaborative learning experience involving students in the helping professions (i.e., social work and paramedic) is presented, whereby students put discipline-specific practice behaviors into action in a training exercise using standardized clients (SCs). Real world scenarios commonly encountered in emergency response…

  5. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What collaboration must a Rehabilitation Research and Training Center engage in? 350.21 Section 350.21 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION DISABILITY AND REHABILITATION...

  6. Turning Experience into Learning: Educational Contributions of Collaborative Peer Songwriting during Music Therapy Training

    ERIC Educational Resources Information Center

    Baker, Felicity; Krout, Robert

    2012-01-01

    This article reports on a study of 21 Australian and United States (US) tertiary/university students involved in training to become professional music therapists. The study aimed to identify the learning outcomes--musical, professional, and personal--that occurred when students participated in collaborative peer songwriting experiences. Student…

  7. Learn by Doing: A Collaborative Model for Training Teacher-Candidate Students in Autism

    ERIC Educational Resources Information Center

    Ruef, Michael B.; Openden, Daniel; Harris, Kathleen C.; Nefdt, Nicolette; Elmensdorp, Sharon; Robinson, Suzanne

    2009-01-01

    With the large number of students with autism entering the educational system, the need for empirically supported treatment (EST) in the classroom and special education teachers with training in autism and ESTs is necessary now more than ever. This paper describes a collaborative model between 2 universities aimed at providing teacher-candidate…

  8. Integrative Pre-Service Elementary Teacher Training: The Role of Interdisciplinary Collaborative Mathematics

    ERIC Educational Resources Information Center

    Chiatula, Victoria Oliaku

    2015-01-01

    This primer summarizes interdisciplinary collaborative mathematics as an integrative approach to train pre-service elementary teachers to teach math utilizing Junior Achievement USA (JA) educational programs within an elementary Math Methods course. The primer provides a JA historical background/program overview, summarizes the interdisciplinary…

  9. A Collaborative Model for Teaching E-Resources: Northwestern University's Graduate Training Day

    ERIC Educational Resources Information Center

    Lightman, Harriet; Reingold, Ruth N.

    2005-01-01

    The authors report on the planning, execution, and future of Northwestern University's Introduction to Electronic Resources/Humanities Computing Training Day, a mandatory one-day set of classes for first-year doctoral students in humanities disciplines. The project is a collaborative effort among the Office of the Dean of the Weinberg College of…

  10. Reflecting Teams and Microcounseling in Beginning Counselor Training: Practice in Collaboration

    ERIC Educational Resources Information Center

    Hawley, Lisa D.

    2006-01-01

    This study examined the integration of the Reflecting Team Method (T. Andersen, 1991) and the Microcounseling Model (A. E. Ivey & M. B. Ivey, 2003) as a collaborative counselor training option. Reflecting team reflections, client-counselor role plays, and feedback from master's-level students were transcribed and analyzed for themes; 10 themes…

  11. Collaboration among Grandparents and Professionals with Discrete Trial Training in the Treatment for Traumatic Brain Injury

    ERIC Educational Resources Information Center

    Devlin, Sandra D.; Krenzer, Daniels J.; Edwards, Jennifer

    2009-01-01

    This study evaluated the impact of collaborative efforts of grandparents and school professionals in the treatment of Traumatic Brain Injury in a six-year-old boy. The method of treatment was discrete trial training across settings (e.g., home and school) and the change agents were the child's grandparents, special education teacher, and a teacher…

  12. Collaboration

    ERIC Educational Resources Information Center

    King, Michelle L.

    2010-01-01

    This article explores collaboration between library media educators and regular classroom teachers. The article focuses on the context of the issue, positions on the issue, the impact of collaboration, and how to implement effective collaboration into the school system. Various books and professional journals are used to support conclusions…

  13. Training Initiative for Embedded Software Engineers through Collaborative Research Project and Open Educational Course

    NASA Astrophysics Data System (ADS)

    Ishida, Rieko; Yamamoto, Masaki; Unagami, Tomoaki; Mori, Takao; Hond, Shinya; Ichiba, Toshiyuki; Takase, Hideki; Takada, Hiroaki

    The authors developed two types of human resource development program consisting of a) one-year collaborative research project, and b) open education course, aimed to train embedded software engineers to high technical standards. In the collaborative research oriented approach, the authors train engineers through research project at Nagoya University. In the open education course, the authors reflect and adopt the latest outcome of the aforementioned research project to one or two days open education course to educate engineers. This allowed the authors to design and provide several courses aimed to train engineers with the latest contents that reflect the rapid technical advances in the embedded software industry. The courses were highly evaluated by the participants.

  14. 75 FR 57503 - Application for Training Grant; Extension of the Office of Management and Budget's (OMB) Approval...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-21

    ... Occupational Safety and Health Administration Application for Training Grant; Extension of the Office of...: Occupational Safety and Health Administration (OSHA), Labor. ACTION: Request for public comment. SUMMARY: OSHA... burden is accurate. The Occupational Safety and Health Act of 1970 (the OSH Act) authorizes...

  15. Exploring the Investment: Four Universities' Experiences with the Spencer Foundation's Research Training Grant Program--A Retrospective

    ERIC Educational Resources Information Center

    Neumann, Anna; Pallas, Aaron; Peterson, Penelope

    2008-01-01

    Background: This article serves as a conclusion to a TCR special issue devoted to understanding the impact of the Spencer Foundation's Research Training Grant (RTG) initiative. We examine four case reports prepared by scholars at the University of Wisconsin-Madison, the University of Pennsylvania, the University of California at Los Angeles…

  16. A Follow-up Study of the Classes of 1968-1972: Nursing Capitation Grant Project B. Training for New Roles, Types, or Levels of Nursing Personnel.

    ERIC Educational Resources Information Center

    Research Medical Center, Kansas City, MO. School of Nursing.

    In June 1972, the Research Medical Center School of Nursing was awarded a Capitation Grant for approximately $66,000 under the Nurse Training Act of 1971. This report focuses on one of three projects delineated under this grant: Training for new roles, types, or levels of nursing personnel. The purpose of the project was to gather data relative to…

  17. Collaborate!

    ERIC Educational Resources Information Center

    Villano, Matt

    2007-01-01

    This article explores different approaches that facilitate online collaboration. The newest efforts in collaboration revolve around wikis. These websites allow visitors to add, remove, edit, and change content directly online. Another fairly affordable approach involves open source, a programming language that is, in many ways, collaborative…

  18. An Early Childhood Collaboration Project in India. Cross-Continent Training of Trainers: A Relationship-Based Approach

    ERIC Educational Resources Information Center

    Stine, Helen; Aviles, Jill; McCreedy, Barbara; Rajesh, Anubha; Sethi, Ridhi; Gupta, Vini

    2007-01-01

    When a Virginia-based international consulting company extended its early education services to India, a model of collaborative, interactive training--Training of Trainers--was born. To apply the principles of quality early childhood education in India, training must be meaningful, sustainable, and relationship based. In this article,…

  19. EBT Fidelity Trajectories Across Training Cohorts Using the Interagency Collaborative Team Strategy

    PubMed Central

    Hecht, Debra; Aarons, Greg; Fettes, Danielle; Hurlburt, Michael; Ledesma, Karla

    2015-01-01

    The Interdisciplinary Collaborative Team (ICT) strategy uses front-line providers as adaptation, training and quality control agents for multi-agency EBT implementation. This study tests whether an ICT transmits fidelity to subsequent provider cohorts. SafeCare was implemented by home visitors from multiple community-based agencies contracting with child welfare. Client-reported fidelity trajectories for 5,769 visits, 957 clients and 45 providers were compared using three-level growth models. Provider cohorts trained and live-coached by the ICT attained benchmark fidelity after 12 weeks, and this was sustained. Hispanic clients reported high cultural competency, supporting a cultural adaptation crafted by the ICT. PMID:25586878

  20. CarerSupport - An Innovative Approach to Informal Carers' Training and Collaboration.

    PubMed

    Lunde, Lene; Moen, Anne

    2016-01-01

    EU and national policies for long-term care acknowledge the role of informal carers. However, there is still little adequate support to prepare or ease informal carers in terms of training to allow them improve their skills, alleviate psychosocial stress and maintain their own health and well-being. In the CarerSupport project, we seek to integrate services, deploy and test an integrated ICT platform enabling participation and collaboration of informal carers, psychologists and health professionals to collaborate, facilitate training and orientation, offer tele-consulting services and psychosocial support to carers. Based on this platform and its content, we will deploy and report on informal carers' experiences with the wide range of offered service. The poster will present the first experiences and suggest potentials for a service like CarerSupport. PMID:27332409

  1. Graduate primary care training: a collaborative alternative for family practice, internal medicine, and pediatrics.

    PubMed

    Strelnick, A H; Bateman, W B; Jones, C; Shepherd, S D; Massad, R J; Townsend, J M; Grossman, R; Korin, E; Schorow, M

    1988-08-15

    The Residency Program in Social Medicine at Montefiore Medical Center is a collaborative, integrated training program for primary care pediatricians, internists, and family physicians within one interdisciplinary organization. Since 1970 we have trained more than 200 physicians, prepared them for board certification in their specialty, emphasized the psychosocial aspects and social determinants of health and illness, and shared a faculty, curriculum, and commitment to provide medical care for inner-city, underserved populations. We discuss the program's history and curriculum, administrative and academic structure, shared "cross-track" faculty units (psychosocial; social medicine; and research, education, and evaluation), and graduates' practice outcomes. The interdisciplinary character of the Residency Program in Social Medicine helps physicians successfully serve the underserved and exemplifies that interdisciplinary medical education succeeds when interdisciplinary health care teams are organized for optimal patient care. Only the federal government has the perspective and power to foster more interdisciplinary collaboration and strengthen primary care education in a period of shrinking resources. PMID:3395040

  2. Innovation in collaborative health research training: the role of active learning.

    PubMed

    Poole, Gary; Egan, John P; Iqbal, Isabeau

    2009-03-01

    This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called "clusters", PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed. PMID:19283545

  3. [ACCOMPANY THE LEARNING OF INTERPROFESSIONAL COLLABORATION: A REQUIRED REFLEXIVE GOVERNANCE OF THE TRAINING PROJECT].

    PubMed

    Aiguier, Grégory; Poirette, Sabine; Pélissier, Marie-France

    2016-01-01

    Comprehensive care for patients in hospital requires a collective practice of care. Interprofessional collaboration becomes a major issue for organizations of care but also for health schools. This text questions the pedagogical practices that promote an effective interprofessional collaboration of actors in caregiving situation. Theoretical reflection will lead to consider interprofessionality education as a collective learning process actors and organizations. Therefore, this learning must necessarily supported by an inter-institutional project (the care and training institutions) making this a common learning problems and requiring a reflective governance. The presentation of an inter-institutional learning project currently experienced and dedicated to interprofessional collaboration in the geriatric field will illustrate the point. It will present the activities of educational intervention and research-intervention performed by a group of actors (caregivers, health trainers and researchers in health ethics and pedagogy) responsible for ensuring the reflective control. PMID:27305795

  4. Activity confrontation methods: A reflexive and metacognitive approach for interprofessional collaboration training.

    PubMed

    Aiguier, Gregory; Oboeuf, Alexandre; Cobbaut, Jean-Philippe; Vanpee, Dominique

    2015-01-01

    Integration of interprofessional collaboration into healthcare education and training programmes has become a fundamental issue. Its objective is to learn how to collectively build collaborative care practice that addresses the uniqueness of each context and the specific situation of the patient. It is also about understanding the process of collectively building collaborative care practice in order to be able to apply it in different contexts. This article describes a study that aimed to examine the value of relying on activity confrontation methods to develop training. These methods consist of filming practitioners during an activity and encouraging them to analyse it. It was found that these methods encourage reflexive analysis of the motives for pursuing interprofessional action (identifying constitutive factors) but also a metacognitive approach on the conditions of learning (p < 0.01). In addition to the educational dimensions (methods and leadership positions) and organisational dimensions (frameworks), it was found that the patient's role is essential in developing interprofessional care practice and training (p < 0.01). Given the nature of these findings, this article goes on to suggest that the patient must be considered a "partner" in development and delivery of interprofessional learning and care. PMID:25625891

  5. Transforming the present--discovering the future: the University of Pittsburgh's NLM grant on education and training of health sciences librarians.

    PubMed Central

    Detlefsen, E G; Epstein, B A; Mickelson, P; Detre, T

    1996-01-01

    BACKGROUND: The University of Pittsburgh was awarded a grant by the National Library of Medicine to study the education and training needs of present and future medical librarians and health information specialists through a collaboration of the university's School of Information Sciences and Health Sciences Library System. Goals and objectives for the year-long project included (1) assessment of education and training needs of medical librarians, (2) development of a master of library science curriculum and an internship program that would prepare graduates to take leadership roles in medical librarianship or information management, (3) development of continuing education programs for medical librarians in different formats, and (4) development of targeted recruitment efforts to attract minority group members and individuals with undergraduate science majors. The importance of this project, present practice, and success factors for programs seeking excellence in the preparation of health sciences information professionals are reviewed. A needs assessment involving a national advisory panel and a follow-up study of individuals who have participated in previous specialized training programs in health sciences information, compared with a peer group of medical librarians who did not participate in such programs, is described. This paper presents the goals and objectives of the project, describes the methods used, and outlines a curriculum, continuing education initiatives, and recruitment activities. PMID:8913555

  6. Anthropology and Geosciences: Training and Collaboration Advancing Interdisciplinary Research of Human-environment Interaction

    NASA Astrophysics Data System (ADS)

    Brondizio, E.; Moran, E.

    2005-05-01

    Over the past thirteen years the Anthropological Center for Training and Research on Global Environmental Change (ACT) at Indiana University has pioneered the use of anthropological and environmental research approaches to address issues of land use change, and population-environment interaction, particularly in the Amazon. Our research and training objectives focus on how particular local populations manage resources and how those activities may be studied by integrating time-tested ethnographic methods, survey instruments, ecological field studies, and the spatial and temporal perspectives of remote sensing and Geographical Information Systems. The globalization of the environment crisis bears the risk of the research and training at universities being purely global or large scale in nature. This would fail to take into account the highly variable local causes of human activities or to discover sustainable solutions to the use, conservation, and restoration of human ecosystems. Our approach combines institutional and international collaboration, formal and hands-on laboratory and field activities developed within an interdisciplinary environment, but based on the strength of disciplinary programs. Over the past years, we have particularly emphasized collaboration between American and Brazilian scholars and students and intense work with local farmers and communities both during data collection and field research, as well as in returning data and results using different formats. In this paper, we address our experience, the challenges and advantages of theoretical and methodological development for students approaching interdisciplinary problems, innovations in linking levels of analysis, and new opportunities for international and collaborative training and research on human-environment interaction.

  7. Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans

    2016-01-01

    The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

  8. A Study of Cooperation/Collaboration among Employment Training Systems in Illinois. Final Report of the Project Designing and Implementing a Plan for the Collaboration, Cooperation, and Coordination of the Providers of Employment Training.

    ERIC Educational Resources Information Center

    Leach, James A.; Barnard, Wynette S.

    To collect information related to seven research questions regarding cooperation/collaboration among employment training delivery systems, a three-step approach was used. This included a literature review, interviews with local representatives of employment training systems, and a questionnaire mailed to representatives of the seven major…

  9. Remote access to crystallography beamlines at SSRL: novel tools for training, education and collaboration

    PubMed Central

    Smith, Clyde A.; Card, Graeme L.; Cohen, Aina E.; Doukov, Tzanko I.; Eriksson, Thomas; Gonzalez, Ana M.; McPhillips, Scott E.; Dunten, Pete W.; Mathews, Irimpan I.; Song, Jinhu; Soltis, S. Michael

    2010-01-01

    For the past five years, the Structural Molecular Biology group at the Stanford Synchrotron Radiation Lightsource (SSRL) has provided general users of the facility with fully remote access to the macromolecular crystallography beamlines. This was made possible by implementing fully automated beamlines with a flexible control system and an intuitive user interface, and by the development of the robust and efficient Stanford automated mounting robotic sample-changing system. The ability to control a synchrotron beamline remotely from the comfort of the home laboratory has set a new paradigm for the collection of high-quality X-ray diffraction data and has fostered new collaborative research, whereby a number of remote users from different institutions can be connected at the same time to the SSRL beamlines. The use of remote access has revolutionized the way in which scientists interact with synchrotron beamlines and collect diffraction data, and has also triggered a shift in the way crystallography students are introduced to synchrotron data collection and trained in the best methods for collecting high-quality data. SSRL provides expert crystallographic and engineering staff, state-of-the-art crystallography beamlines, and a number of accessible tools to facilitate data collection and in-house remote training, and encourages the use of these facilities for education, training, outreach and collaborative research. PMID:22184477

  10. Stimulating reflective practice using collaborative reflective training in breaking bad news simulations.

    PubMed

    Kim, Lana; Hernandez, Barbara Couden; Lavery, Adrian; Denmark, T Kent

    2016-06-01

    Medical simulation has long been used as a way to immerse trainees in realistic practice scenarios to help them consolidate their formal medical knowledge and develop teamwork, communication, and technical skills. Debriefing is regarded as a critical aspect of simulation training. With a skilled debriefing facilitator, trainees are able to go beyond a rote review of the skills and steps taken to explore their internal process and self-reflect on how their experience during the simulation shaped their decision making and behavior. However, the sense of vulnerability is an aspect of experiential training that can raise a trainee's defensiveness. Anxiety increases when trainees anticipate being evaluated for their performance, or when the simulation scenario pertains to complex interpersonal activities such as learning how to break bad news (BBN), a commonly encountered aspect of medical practice with inadequate training. Thus, collaborative reflective training (CRT), developed out of ideas based in family therapy, was designed as an approach for facilitating open dialogue and greater self-reflection while receiving training in BBN. This article will discuss the conceptual framework of CRT, explain how it was developed, and describe the nature of how it was used with a team of neonatology and pediatric fellows and medical family therapy interns. (PsycINFO Database Record PMID:27077393

  11. The Development of Web-Based Collaborative Training Model for Enhancing Human Performances on ICT for Students in Banditpattanasilpa Institute

    ERIC Educational Resources Information Center

    Pumipuntu, Natawut; Kidrakarn, Pachoen; Chetakarn, Somchock

    2015-01-01

    This research aimed to develop the model of Web-based Collaborative (WBC) Training model for enhancing human performances on ICT for students in Banditpattanasilpa Institute. The research is divided into three phases: 1) investigating students and teachers' training needs on ICT web-based contents and performance, 2) developing a web-based…

  12. High-Skill Training: Grants from H-1B Visa Fees Meet Specific Workforce Needs, But at Varying Skill Levels. Report to Congressional Requesters.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Education, Workforce, and Income Security Issues.

    A study examined the skill grant and scholarship grant programs. Findings indicated skill grantees offered training through various service delivery options to people needing skill upgrading; scholarship grantees provided scholarships to low income students for college degree programs in computer science, mathematics, and engineering. The skill…

  13. Promoting environmental public health in rapidly urbanizing areas of less-developed countries in Africa: a collaborative interdisciplinary training in Ibadan, Nigeria.

    PubMed

    Shendell, Derek G; Ana, Godson R E E

    2011-01-01

    Globally, urbanization has been occurring more rapidly in small-to-medium-sized cities in less-developed countries of Africa and Asia. Studies have suggested associations between traffic and industry-related air pollutants and adverse health outcomes. These chemical and physical exposure agents have also received increased attention for environmental quality concerns like global climate change. Most research to date, however, was conducted in larger industrialized country urban centers. Ibadan, Nigeria, is a historic city characterized by urban sprawl and increasing modernization as an academic and medical training center but is lacking in the implementation of environmental laws. The authors conducted their first training in Ibadan, Nigeria, May 19-23, 2008, based on initial collaborative work during 2006-2008 as well as a trip in mid-March 2007. They describe the rationale for and components of the training, likely one of the first of its kind in Africa. The title of the training was "Advances in Community Outdoor and Indoor Air and Environmental Quality Monitoring and Exposure Assessment." Content was multimedia and interdisciplinary. The authors included lectures, group discussions, field experiences at community and industrial sites with cross-sectional environmental monitoring, and planned pilot studies including master's thesis projects based on real-time, grant-funded monitoring equipment provided to the University of Ibadan, including protocol development demonstrations. PMID:21830687

  14. Fifteen Years of Collaborative Innovation and Achievement: NASA Nebraska Space Grant Consortium 15-Year Program Performance and Results Report

    NASA Technical Reports Server (NTRS)

    Schaaf, Michaela M.; Bowen, Brent D.; Fink, Mary M.; Nickerson, Jocelyn S.; Avery, Shelly; Carstenson, Larry; Dugan, James; Farritor, Shane; Joyce, James; Rebrovich, Barb

    2003-01-01

    Condensing five years of significant work into a brief narrative fitting PPR requirements gave the affiliates of the Nebraska Space Grant a valuable chance for reflection. Achievements of Space Grant in Nebraska were judiciously chosen for this document that best illustrate the resultant synergism of this consortium, keeping in mind that these examples are only a representation of greater activity throughout the state. Following are highlights of many of the finer and personal achievements for Nebraska Space Grant. The Consortium welcomes inquiries to elaborate on any of these accomplishments.

  15. U.S.-Russian experts NATO collaborative research grant exchange visit meeting on excess Pu ceramics formulations and characterizations

    SciTech Connect

    Jardine, L.J., LLNL

    1998-11-24

    This document contains the agenda and meeting notes. Topics of discussion included US Pu disposition ceramics activities, Russian experience and proposals in Pu ceramics, and development of possible Russian ceramic proposals or collaborations.

  16. Interprofessional collaboration: implications for Combined-Integrated doctoral training in professional psychology.

    PubMed

    Johnson, Carolyn E; Stewart, Anne L; Brabeck, Mary M; Huber, Vida S; Rubin, Hank

    2004-10-01

    Interprofessional collaboration (IPC) is becoming "best practice" in the field of professional psychology and other health care professions. It was named as a core competency at Competencies 2002 and the Consensus Conference and has been endorsed by the American Psychological Association on several occasions. The authors provide a definition of IPC, present conceptual, scholarly, and pragmatic support for IPC, and offer guidance on how Combined-Integrated (C-I) doctoral programs in professional psychology can include IPC to ensure students are well equipped to respond to a client's complex needs. Furthermore, although C-I programs might be particularly well prepared to incorporate IPC into their training, it is argued that programs in the single practice areas of clinical, counseling, and school psychology also may benefit from the inclusion of IPC. PMID:15372458

  17. Building a Collaborative Network for Education and Training in International Trade Facilitation Clusters

    NASA Astrophysics Data System (ADS)

    Clendenin, John A.; Petrova, Nadya N.; Gill, Joshua K.

    The authors present the benefits of collaboration rather than competition in developing educational and training resources for international trade within a geographic region and explore the challenges for business partners, governments and educational institutions. The paper indicates that flexibility in the 21st Century is critical, particularly when striving for virtual implementations of the solution services. It is essential, say the authors, for educators, governments and business executives to focus on performance and the careful orchestration and integration of business, policy and information technology for “Networking” that successfully stimulates inter-governmental cooperation and innovative policies that foster Regional trade facilitation. An innovative way to enhance 21st Century Trade Facilitation is offered with Supply Chain Centers of Regional Excellence (SCcORE).

  18. Implementing a K-12 Train the Trainer Professional Development Model through the School Improvement Grant

    ERIC Educational Resources Information Center

    Pollnow, Michele

    2012-01-01

    Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the…

  19. Fifteen Years of Collaborative Innovation and Achievement: NASA Nebraska Space Grant Consortium 15-Year Program Performance and Results Report

    NASA Technical Reports Server (NTRS)

    Schaaf, Michaela M. (Editor); Bowen, Brent D.; Fink, Mary M.; Nickerson, Jocelyn S.; Avery Shelly; Calamaio, Caprice; Carstenson, Larry; Dugan, James; Farr, Lynne; Farritor, Shane

    2003-01-01

    This 15-year evaluation serves as a summary document highlighting the numerous and complete successes of the Nebraska Space Grant Program. Innovation has been highlighted through significant new endeavors during this 5-year period, such as placement of students and faculty at NASA Centers and the expansion of NSGC Native American Outreach Programs. While the last national program evaluation resulted in Nebraska s ranking as the top Capability Enhancement Consortium, and 5th best overall, Nebraska felt there was room for significant growth and development. This has been validated through the recent competitive attainment of Designated Grant status and has allowed for the exploration of new initiatives, as well as the expansion of already successful programs. A comprehensive strategic planning effort has involved all Nebraska representative entities and has guided Nebraska Space Grant through the evaluation period, providing a basis for continual advancement. Nebraska rigorously employs evaluation techniques to ensure that stated outcomes and metrics are achieved and that weaknesses are identified and corrected. With this coordinated approach, Nebraska expects that the next 5 years will yield new opportunities for significant achievement. Nebraska Space Grant will embrace new national endeavors, including the integration of Pender Public Schools -Nebraska s NASA Explorer School, geospatial initiatives, and the National Student Satellite Program.

  20. Training for the Self-Catering Industry. An Example of College/Employer Collaboration in Training for Unemployed Adults. FEU/REPLAN.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    A Local Collaborative Project was developed by an employers' association (Best of British Holidays), Evesham College of Further Education, the Department of Education and Science PICKUP Unit, and Hereford and Worcester Local Education Authority to train workers for the self-catering (travel and tourism) industry in England. During the project,…

  1. 75 FR 53689 - Creation of the Fiscal Year (FY) 2011 “Environmental Workforce Development and Job Training...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-01

    ... AGENCY Creation of the Fiscal Year (FY) 2011 ``Environmental Workforce Development and Job Training Grants Program,'' Formerly Referred to as the ``Brownfields Job Training Grants Program'' AGENCY... 2010, OBLR lead an effort to more closely collaborate on workforce development and job training...

  2. Role of collaborative academic partnerships in surgical training, education, and provision.

    PubMed

    Riviello, Robert; Ozgediz, Doruk; Hsia, Renee Y; Azzie, Georges; Newton, Mark; Tarpley, John

    2010-03-01

    The global disparities in both surgical disease burden and access to delivery of surgical care are gaining prominence in the medical literature and media. Concurrently, there is an unprecedented groundswell in idealism and interest in global health among North American medical students and trainees in anesthesia and surgical disciplines. Many academic medical centers (AMCs) are seeking to respond by creating partnerships with teaching hospitals overseas. In this article we describe six such partnerships, as follows: (1) University of California San Francisco (UCSF) with the Bellagio Essential Surgery Group; (2) USCF with Makerere University, Uganda; (3) Vanderbilt with Baptist Medical Center, Ogbomoso, Nigeria; (4) Vanderbilt with Kijabe Hospital, Kenya; (5) University of Toronto, Hospital for Sick Children with the Ministry of Health in Botswana; and (6) Harvard (Brigham and Women's Hospital and Children's Hospital Boston) with Partners in Health in Haiti and Rwanda. Reflection on these experiences offers valuable lessons, and we make recommendations of critical components leading to success. These include the importance of relationships, emphasis on mutual learning, the need for "champions," affirming that local training needs to supersede expatriate training needs, the value of collaboration in research, adapting the mission to locally expressed needs, the need for a multidisciplinary approach, and the need to measure outcomes. We conclude that this is an era of cautious optimism and that AMCs have a critical opportunity to both shape future leaders in global surgery and address the current global disparities. PMID:20049438

  3. Scholars Revive Boycott of U.S. Grants To Promote Language Training.

    ERIC Educational Resources Information Center

    Borrego, Anne Marie

    2002-01-01

    Describes how some scholars are turning their backs on a federally financed language-training program (the National Security Education Program), which sponsors fellowships abroad, because of its links to the Pentagon. (EV)

  4. Training Math and Science Teacher-Researchers in a Collaborative Research Environment: Implications for Math and Science Education

    ERIC Educational Resources Information Center

    Kyei-Blankson, Lydia

    2014-01-01

    In this mixed-methods study, the effect of training teacher-researchers in a collaborative research environment is examined for a cohort of teachers enrolled in a Math and Science Partnership (MSP) master's degree program. The teachers describe changes in their research views and in their application of research in practice, and detail the…

  5. Flexible Learning for the Information Economy: A Framework for National Collaboration in Vocational Education and Training, 2000-2004.

    ERIC Educational Resources Information Center

    2000

    Vocational education and training (VET) has a fundamental role to play in enabling Australia's successful transition to the information economy. Competitive advantage can be supported by intelligent competition and creative collaboration. Governments have played the fundamental role in building a coordinated VET system in Australia and in helping…

  6. Preservice and Inservice Training for Early Intervention Collaboration: Across Agencies, Professionals and Families. October 1, 1993 to September 30, 1997. Final Report.

    ERIC Educational Resources Information Center

    Bruder, Mary Beth

    This report describes the activities of a personnel preparation special project which developed, implemented, and evaluated a training model focusing on materials and collaborative activities necessary for effective delivery of early intervention. The collaborations focused on three areas: interagency collaborations, cross-disciplinary…

  7. Training Grant in Radiochemistry and Radiotracer Development. Design and Synthesis of Molecular and Nanoparticulate Probes

    SciTech Connect

    Hanson, Robert N.

    2015-01-15

    Original overall objective was to develop a training program within the Department of Chemistry and Chemical Biology that would provide an experience in radiochemistry. A combination of educational and research experiences would prepare organic chemistry graduate students to enter the field.

  8. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education

    ERIC Educational Resources Information Center

    Robinson, A. Helene

    2012-01-01

    This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, multi-agency teacher training program funded by one collaborative grant. In this time of economic uncertainties,…

  9. The Training Process of the Maryland Guardianship Assistance Project: A Collaborative Model for Kinship Foster Care

    ERIC Educational Resources Information Center

    Thornton, Pamela L.; Okundaye, Joshua N.; Harrington, Donna

    2007-01-01

    Understanding models of multidisciplinary collaborations in child welfare has become essential for policy development, program success, and improving outcomes for children in foster care. The authors present the state of Maryland's Guardianship Assistance Project (GAP) as a model of multidisciplinary collaboration in child welfare and describe the…

  10. Effects of Training in Collaborative Norms on the Development of Professional Learning Communities

    ERIC Educational Resources Information Center

    Sterr, Ronald

    2011-01-01

    Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that this highly collaborative model is difficult to implement. One reason for this was that conflict among team members often limited communication and therefore halted collaboration. In an…

  11. Biomedical Big Data Training Collaborative (BBDTC): An effort to bridge the talent gap in biomedical science and research

    PubMed Central

    Purawat, Shweta; Cowart, Charles; Amaro, Rommie E.; Altintas, Ilkay

    2016-01-01

    The BBDTC (https://biobigdata.ucsd.edu) is a community-oriented platform to encourage high-quality knowledge dissemination with the aim of growing a well-informed biomedical big data community through collaborative efforts on training and education. The BBDTC collaborative is an e-learning platform that supports the biomedical community to access, develop and deploy open training materials. The BBDTC supports Big Data skill training for biomedical scientists at all levels, and from varied backgrounds. The natural hierarchy of courses allows them to be broken into and handled as modules. Modules can be reused in the context of multiple courses and reshuffled, producing a new and different, dynamic course called a playlist. Users may create playlists to suit their learning requirements and share it with individual users or the wider public. BBDTC leverages the maturity and design of the HUBzero content-management platform for delivering educational content. To facilitate the migration of existing content, the BBDTC supports importing and exporting course material from the edX platform. Migration tools will be extended in the future to support other platforms. Hands-on training software packages, i.e., toolboxes, are supported through Amazon EC2 and Virtualbox virtualization technologies, and they are available as: (i) downloadable lightweight Virtualbox Images providing a standardized software tool environment with software packages and test data on their personal machines, and (ii) remotely accessible Amazon EC2 Virtual Machines for accessing biomedical big data tools and scalable big data experiments. At the moment, the BBDTC site contains three open Biomedical big data training courses with lecture contents, videos and hands-on training utilizing VM toolboxes, covering diverse topics. The courses have enhanced the hands-on learning environment by providing structured content that users can use at their own pace. A four course biomedical big data series is planned

  12. Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

    ERIC Educational Resources Information Center

    Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

    2014-01-01

    This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

  13. The Role of Collaborative Learning on Training and Development Practices within the Australian Men's Shed Movement: A Study of Five Men's Sheds

    ERIC Educational Resources Information Center

    Cavanagh, Jillian; Southcombe, Amie; Bartram, Tim

    2014-01-01

    This study examines the role and impact of collaborative learning on training and development practices in Australian Men's Sheds. We use a case study approach, underpinned by Peters and Armstrong's theoretical framework of collaborative learning in adult education, to investigate five Men's Sheds. Semi-structured interviews were…

  14. Effects of Computer Support, Collaboration, and Time Lag on Performance Self-Efficacy and Transfer of Training: A Longitudinal Meta-Analysis

    ERIC Educational Resources Information Center

    Gegenfurtner, Andreas; Veermans, Koen; Vauras, Marja

    2013-01-01

    This meta-analysis (29 studies, k = 33, N = 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory,…

  15. Plant Biology Personnel and Training at Doctorate-Granting Institutions. Higher Education Surveys Report. Survey Number 13.

    ERIC Educational Resources Information Center

    Chaney, Bradford; And Others

    A survey instrument was sent to all doctorate-granting institutions and all institutions identified as offering doctorates in plant biology. Doctorate-granting institutions were identified using the U.S. Department of Education's Higher Education General Information Surveys (HEGIS) listings. Responses were received from plant biology program…

  16. The Shortage of Clinical Training Sites in an Era of Global Collaboration.

    PubMed

    Burdick, William P; van Zanten, Marta; Boulet, John R

    2016-05-01

    The increasing number of health professions students, coupled with a shift to ambulatory care and shorter hospital stays, has created a shortage of clinical training sites around the world. The authors present data on accreditation, quality, cost, and student indebtedness related to medical schools in the Caribbean-schools that some view as taking clinical training sites in the United States away from U.S. medical schools. Accredited medical schools around the world may benefit from considering a mechanism for global educational exchange to meet the challenge of clinical training. PMID:26910899

  17. The Campbell Collaboration's Systematic Review and Meta-Analysis Online Training Videos

    ERIC Educational Resources Information Center

    Polanin, Joshua R.; Pigott, Terri D.

    2013-01-01

    Systematic reviews and meta-analysis are techniques for synthesizing primary empirical studies to produce a summary of effects. To facilitate this goal, the Campbell Collaboration (C2) supports reviews within the disciplines of crime and justice, education, international development, and social welfare. At the annual Campbell Colloquium, experts…

  18. One Source Training: Iowa Community Colleges Leverage Resources through Statewide Collaboration

    ERIC Educational Resources Information Center

    Saylor, Collette

    2006-01-01

    Locally governed Iowa Community Colleges are very effective at meeting the needs of local constituencies. However, this focus on local needs can hinder collaborative efforts. The Iowa Associations of Community College Trustees and Presidents determined there was a need for a single point of contact for the development and purchase of training…

  19. Implementation and Outcomes of a Collaborative Multi-Center Network Aimed at Web-Based Cognitive Training – COGWEB Network

    PubMed Central

    Pais, Joana; Ruano, Luis; Mateus, Cátia; Colunas, Márcio; Alves, Ivânia; Barreto, Rui; Conde, Eduardo; Sousa, Andreia; Araújo, Isabel; Bento, Virgílio; Coutinho, Paula; Rocha, Nelson

    2014-01-01

    Background Cognitive care for the most prevalent neurologic and psychiatric conditions will only improve through the implementation of new sustainable approaches. Innovative cognitive training methodologies and collaborative professional networks are necessary evolutions in the mental health sector. Objective The objective of the study was to describe the implementation process and early outcomes of a nationwide multi-organizational network supported on a Web-based cognitive training system (COGWEB). Methods The setting for network implementation was the Portuguese mental health system and the hospital-, academic-, community-based institutions and professionals providing cognitive training. The network started in August 2012, with 16 centers, and was monitored until September 2013 (inclusions were open). After onsite training, all were allowed to use COGWEB in their clinical or research activities. For supervision and maintenance were implemented newsletters, questionnaires, visits and webinars. The following outcomes were prospectively measured: (1) number, (2) type, (3) time to start, and (4) activity state of centers; age, gender, level of education, and medical diagnosis of patients enrolled. Results The network included 68 professionals from 41 centers, (33/41) 80% clinical, (8/41) 19% nonclinical. A total of 298 patients received cognitive training; 45.3% (n=135) female, mean age 54.4 years (SD 18.7), mean educational level 9.8 years (SD 4.8). The number enrolled each month increased significantly (r=0.6; P=.031). At 12 months, 205 remained on treatment. The major causes of cognitive impairment were: (1) neurodegenerative (115/298, 38.6%), (2) structural brain lesions (63/298, 21.1%), (3) autoimmune (40/298, 13.4%), (4) schizophrenia (30/298, 10.1%), and (5) others (50/298, 16.8%). The comparison of the patient profiles, promoter versus all other clinical centers, showed significant increases in the diversity of causes and spectrums of ages and education

  20. 76 FR 22147 - Solicitation for Grant Applications (SGA); Trade Adjustment Assistance Community College and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-20

    ... Community College and Career Training Grants Program; Amendment Three AGENCY: Employment and Training... College and Career Training grant program (TAACCCT) to be awarded through a competitive process....

  1. Win/win: creating collaborative training opportunities for behavioral health providers within family medicine residency programs.

    PubMed

    Ruddy, Nancy Breen; Borresen, Dorothy; Myerholtz, Linda

    2013-01-01

    Integrating behavioral health into primary healthcare offers multiple advantages for patients and health professionals. This model requires a new skill set for all healthcare professionals that is not emphasized in current educational models. The new skills include interprofessional team-based care competencies and expanded patient care competencies. Health professionals must learn new ways to efficiently and effectively address health behavior change, and manage behavioral health issues such as depression and anxiety. Learning environments that co-train mental health and primary care professionals facilitate acquisition of both teamwork and patient care competencies for mental health and primary care professional trainees. Family Medicine Residency programs provide an excellent opportunity for co-training. This article serves as a "how to" guide for residency programs interested in developing a co-training program. Necessary steps to establish and maintain a program are reviewed, as well as goals and objectives for a co-training curriculum and strategies to overcome barriers and challenges in co-training models. PMID:24261270

  2. Smithsonian grants

    NASA Astrophysics Data System (ADS)

    The Smithsonian Institution has announced the deadlines for a fellowship in residence program and a foreign currency grants program.The residence fellowships support independent research and study in fields that are actively pursued by the various bureaus of the institution. The primary objective of the fellowships is to further the research training of scholars and scientists in the early stages of their professional careers. Proposals will be considered for research, among other topics, in earth sciences; paleobiology; ecological, behavioral, and environmental studies of tropical and temperate zones; and history of science and technology.

  3. 78 FR 16871 - Notice of Availability of Funds and Solicitation for Grant Applications for Training to Work...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-19

    ... Applications for Training to Work--Adult Reentry AGENCY: Employment and Training Administration, Labor. ACTION... Second Chance Act of 2007 to serve adult offenders enrolled in state and/or local work-release...

  4. A Common Vision: Teacher Quality Enhancement in the Middle Grades in Illinois. Collaborating for Success: Lessons Learned from Illinois' TQE Grant Implementation

    ERIC Educational Resources Information Center

    Klostermann, Brenda K.; Presley, Jennifer B.

    2005-01-01

    Findings are presented from our case study evaluating the implementation of the IBHE's federally funded grant, "A Common Vision: Teacher Quality Enhancement in the Middle Grades in Illinois." Four sites were examined in terms of how they organized to attain the grant goals, and what aspects of organizational culture and leadership behavior…

  5. Educational Training in a Pre-Release Correctional Center/A Collaborative Model.

    ERIC Educational Resources Information Center

    Langan, A. Bud

    A prerelease program was developed to provide job training to persons who were within 90 to 120 days of their scheduled release date from a Washington State prison. The Geiger program was sponsored and operated jointly by Spokane County and State agencies. Because it was determined that the 84-bed unit would handle approximately 30 arrivals and 30…

  6. Current Practices and Future Directions in Psychopharmacological Training and Collaboration in School Psychology

    ERIC Educational Resources Information Center

    Sulkowski, Michael L.; Jordan, Cary; Nguyen, Matthew L.

    2009-01-01

    School psychologists frequently examine children who are prescribed psychotropic medications. With advanced training in psychological assessment and professional consultation, school psychologists may play an integral role in assisting with children's psychopharmacological treatment regimens. In this vein, this article discusses various ways for…

  7. Riding Tandem: An Organic and Collaborative Approach to Research in Vocational Education and Training

    ERIC Educational Resources Information Center

    Ellis, Cathy; Dyer, Alec; Thompson, Dominic

    2014-01-01

    This study set out to explore the use of the Internet in peer-to-peer learning environments within vocational education and training and to investigate whether this approach could replace traditional teaching and learning. A mixed methods design, including classroom observations, design experiments, interviews and questionnaires was adopted.…

  8. Building Collaboration between Professionals in Health and Education through Interdisciplinary Training

    ERIC Educational Resources Information Center

    O'Toole, Ciara; Kirkpatrick, Vickie

    2007-01-01

    This study examined the impact of a training programme which aimed to support language-, literacy- and social-communication-promoting strategies for professionals working with children with language delay. Sixteen teachers, special needs assistants and therapists based in services for children with mild to severe learning difficulties attended…

  9. Asynchronous Training in Pharmaceutical Manufacturing: A Model for University and Industrial Collaboration

    ERIC Educational Resources Information Center

    Elliot, Norbert; Haggerty, Blake; Foster, Mary; Spak, Gale

    2008-01-01

    The present study documents the results of a 17-month program to train Cardinal Health Pharmaceutical Technology Services (PTS) employees in an innovative model that combines investigative and writing techniques. Designed to address the Code of Federal Regulations (CFR) for the United States Food and Drug Administration (FDA), the program is a…

  10. Indo-Canadian Collaboration for Suicide Prevention: Training Needs Assessment for Healthcare Professionals in India.

    PubMed

    Shah, Ravi; Eynan, Rahel; Srivastava, Amresh; Reiss, Leanna; Sathyanarayana Rao, T S; Parkar, Shubhangi; Dutt, Lakshman; Kadam, Kranti; Links, Paul S

    2016-07-01

    The main purpose of the study was to conduct a comprehensive needs assessment of primary healthcare professionals in order to develop a training program aimed at enhancing competencies in suicide risk assessment and management. A total of 144 primary healthcare professionals (physicians = 46; primary care workers = 98) completed the needs assessment questionnaire. The majority of healthcare professionals rated their level of comfort and competence in assessing, treating, and referring suicidal patients as medium or high. However, their knowledge about suicide, risk factors for suicide, asking about suicidal behaviour, and helping a suicidal patient was rated low or medium. Overall, the scarcity of qualified healthcare professionals and the existing gaps in core competencies for suicide risk assessment and management was identified. Development of innovative and effective competencies-based suicide specific training for primary care providers in India is urgently required. PMID:26007647

  11. Interprofessional collaborative practice incorporating training for alcohol and drug use screening for healthcare providers in rural areas.

    PubMed

    Puskar, Kathy; Mitchell, Ann M; Albrecht, Susan A; Frank, Linda R; Kane, Irene; Hagle, Holly; Lindsay, Dawn; Lee, Heeyoung; Fioravanti, Marie; Talcott, Kimberly S

    2016-07-01

    Interprofessional collaborative practice expands resources in rural and underserved communities. This article explores the impact of an online education programme on the perceptions of healthcare providers about interprofessional care within alcohol and drug use screening for rural residents. Nurses, behavioural health counsellors, and public health professionals participated in an evidence-based practice (screening, brief intervention, and referral to treatment-SBIRT) model that targets individuals who use alcohol and other drugs in a risky manner. SBIRT is recommended by the United States Preventive Services Task Force as a universal, evidence-based screening tool. Online modules, case simulation practice, and interprofessional dialogues are used to deliver practice-based learning experiences. A quasi-experimental method with pre-tests and post-tests was utilised. Results indicate increased perceptions of professional competence, need for cooperation, actual cooperation, and role values pre-to-post training. Implications suggest that online interprofessional education is useful but the added component of professional dialogues regarding patient cases offers promise in promoting collaborative practice. PMID:27295396

  12. 9 CFR 332.12 - Transition grants.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Transition grants. 332.12 Section 332... CARCASSES, MEAT, AND MEAT FOOD PRODUCTS § 332.12 Transition grants. (a) Transition grants are funds that a... grant must use grant funds to reimburse the training costs of one employee per each...

  13. 9 CFR 381.522 - Transition grants.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 9 Animals and Animal Products 2 2014-01-01 2014-01-01 false Transition grants. 381.522 Section 381... Interstate Shipment of Poultry Products § 381.522 Transition grants. (a) Transition grants are funds that a... grant must use grant funds to reimburse the training costs of one employee per each...

  14. 9 CFR 381.522 - Transition grants.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Transition grants. 381.522 Section 381... Interstate Shipment of Poultry Products § 381.522 Transition grants. (a) Transition grants are funds that a... grant must use grant funds to reimburse the training costs of one employee per each...

  15. 9 CFR 332.12 - Transition grants.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 9 Animals and Animal Products 2 2014-01-01 2014-01-01 false Transition grants. 332.12 Section 332... CARCASSES, MEAT, AND MEAT FOOD PRODUCTS § 332.12 Transition grants. (a) Transition grants are funds that a... grant must use grant funds to reimburse the training costs of one employee per each...

  16. Training Program for Practical Engineering Design through the Collaboration with Regional Companies

    NASA Astrophysics Data System (ADS)

    Gofuku, Akio; Tabata, Nobuhisa; Tomita, Eiji; Funabiki, Nobuo

    An education program to bring up engineering design capabilities through long-term internship by the collaboration with regional companies has been put in practice for five years. The program is composed of two types of long-term internships and several lectures for patent systems and engineering ethics. This paper describes the outline of the program, educational effects, and our experiences. The program was improved into two educational programs in 2011. The one is a special course to educate engineers and scientists who can lead the technologies of their domains. The other is a long-term internship program for master students in engineering divisions of graduate school. This paper also describes the current activities of the latter program.

  17. School Resegregation: Residential and School Process Study. A Collaborative Leadership Planning/Training Project, Third Year: 1978-79. Final Report.

    ERIC Educational Resources Information Center

    Williams, Georgia

    This report summarizes the work undertaken by the Berkeley Unified School District's (BUSD) project to define a collaborative leadership planning/training model to combat school resegregation. In 1972, four years after full desegregation, the BUSD experienced a marked shift in the school population and its distribution. In 1976, the BUSD committed…

  18. A dignified approach to improving the patient experience: promoting privacy, dignity and respect through collaborative training.

    PubMed

    Chadwick, Angelina

    2012-07-01

    Globally there is a plethora of literature surrounding patients' privacy, dignity and respect, consequently highlighting the need for healthcare professionals to ensure such basic human rights are upheld when delivering care. For qualified practitioners this is further emphasised through the professional bodies and their varying codes of practice. To ensure privacy, dignity and respect move from rhetoric to reality in professional practice many pre-registration programmes promote service user involvement. Evidence suggests that involving service users in the delivery of educational programmes by directly telling their own stories enhances patient centred care. However given a number of recent patient surveys and/or audits reporting the lack of privacy, dignity and respect in health and social care settings there seems to be a growing need to reaffirm practitioners' knowledge, skills and values once qualified and practising in healthcare organisations. This paper reports on a project in a UK NHS Mental health Trust where service users, in collaboration with Trust staff, planned and delivered a series of privacy and dignity workshops to healthcare practitioners with the aim of improving the patient experience. Although the project took place within a Mental Health Trust the issues of privacy, dignity and respect apply to all healthcare sectors. PMID:22245653

  19. Eumetcal blended courses: European cutting edge know-how and collaboration will into meteorological training

    NASA Astrophysics Data System (ADS)

    Chiariello, A.; Nietosvaara, V.

    2009-09-01

    Eumetcal is the European virtual meteorological training organization pooling knowledge in distance and e-learning throughout Europe. The Eumetcal programme is managed by the Finnish Meteorological Institute (FMI). Beyond the traditional activities, in the latest years Eumetcal has combined the experience and know-how gained so far to deliver several complete training courses in meteorology using a blended learning approach. The courses have been delivered through cooperation between European NMSs using both classroom sessions and distance learning material and lectures. This approach has significantly reduced the cost associated with travel and subsistence when compared to traditional courses. Moreover this approach has turned out successful: the relatively long distance phase creates an optimal background, both of specific know-how and reciprocal contacts, for the traditional classroom phase. Attendees and teachers from all over Europe meet together after a solid warm up and exploit the course like if they had known each other for a long time. On the other hand the distance phase allows teachers to assess the level and background of the participants and gives attendees the possibility to improve and reach the required skills and know-how to exploit with the best profit the classroom phase. This approach has revealed an optimal solution to carry out meteorological courses with participants coming from several different countries and therefore bearing with them not only different know-how but also different cultural approaches, needs and expectations. The presentation aims at illustrating to the audience the structure of the blended courses, the experience gathered in the last years of blended course activities (with some real life examples), challenges and future plans and developments.

  20. Collaborative Approaches to Increase the Utility of Spatial Data for the Wildfire Management Community Through NASA's Applied Remote Sensing Training Program

    NASA Astrophysics Data System (ADS)

    McCullum, A. J. K.; Schmidt, C.; Blevins, B.; Weber, K.; Schnase, J. L.; Carroll, M.; Prados, A. I.

    2015-12-01

    The utility of spatial data products and tools to assess risk and effectively manage wildfires has increased, highlighting the need for communicating information about these new capabilities to decision makers, resource managers, and community leaders. NASA's Applied Remote Sensing Training (ARSET) program works directly with agencies and policy makers to develop in-person and online training courses that teach end users how to access, visualize, and apply NASA Earth Science data in their profession. The expansion of ARSET into wildfire applications began in 2015 with a webinar and subsequent in-person training hosted in collaboration with Idaho State University's (ISU) GIS Training and Research Center (TReC). These trainings featured presentations from the USDA Forest Service's Remote Sensing Training and Applications Center, the Land Processes DAAC, Northwest Nazarene University, NASA Goddard Space Flight Center, and ISU's GIS TReC. The webinar focused on providing land managers, non-governmental organizations, and international management agencies with an overview of 1) remote sensing platforms for wildfire applications, 2) products for pre- and post-fire planning and assessment, 3) the use of terrain data, 4) new techniques and technologies such as Unmanned Aircraft Systems and the Soil Moisture Active Passive Mission (SMAP), and 5) the RECOVER Decision Support System. This training highlighted online tools that engage the wildfire community through collaborative monitoring and assessment efforts. Webinar attendance included 278 participants from 178 organizations in 42 countries and 33 US states. The majority of respondents (93%) from a post-webinar survey indicated they displayed improvement in their understanding of specific remote-sensing data products appropriate for their work needs. With collaborative efforts between federal, state, and local agencies and academic institutions, increased use of NASA Earth Observations may lead to improved near real

  1. UMCP-BG and E collaboration in nuclear power engineering in the framework of DOE-Utility Nuclear Power Engineering Education Matching Grant Program

    SciTech Connect

    Wolfe, Lothar PhD

    2000-03-01

    The DOE-Utility Nuclear Power Engineering Education Matching Grant Program has been established to support the education of students in Nuclear Engineering Programs to maintain a knowledgeable workforce in the United States in order to keep nuclear power as a viable component in a mix of energy sources for the country. The involvement of the utility industry ensures that this grant program satisfies the needs and requirements of local nuclear energy producers and at the same time establishes a strong linkage between education and day-to-day nuclear power generation. As of 1997, seventeen pairs of university-utility partners existed. UMCP was never a member of that group of universities, but applied for the first time with a proposal to Baltimore Gas and Electric Company in January 1999 [1]. This proposal was generously granted by BG&E [2,3] in the form of a gift in the amount of $25,000 from BG&E's Corporate Contribution Program. Upon the arrival of a newly appointed Director of Administration in the Department of Materials and Nuclear Engineering, the BG&E check was deposited into the University's Maryland Foundation Fund. The receipt of the letter and the check enabled UMCP to apply for DOE's matching funds in the same amount by a proposal.

  2. MEDXVIEWER: PROVIDING A WEB-ENABLED WORKSTATION ENVIRONMENT FOR COLLABORATIVE AND REMOTE MEDICAL IMAGING VIEWING, PERCEPTION STUDIES AND READER TRAINING.

    PubMed

    Looney, P T; Young, K C; Halling-Brown, M D

    2016-06-01

    MedXViewer (Medical eXtensible Viewer) has been developed to address the need for workstation-independent, picture archiving and communication system (PACS)-less viewing and interaction with anonymised medical images. The aim of this paper is to describe the design and features of MedXViewer as well as to introduce the new features available in the latest release (version 1.2). MedXViewer currently supports digital mammography and tomosynthesis. The flexible software design used to develop MedXViewer allows it to be easily extended to support other imaging modalities. Regions of interest can be drawn by a user, and any associated information about a mark, an image or a study can be added. The questions and settings can be easily configured depending on the need of the research allowing both ROC and FROC studies to be performed. Complex tree-like questions can be asked where a given answer presents the user to new questions. The hanging protocol can be specified for each study. Panning, windowing, zooming and moving through slices are all available while modality-specific features can be easily enabled, e.g. quadrant zooming in digital mammography and tomosynthesis studies. MedXViewer can integrate with a web-based image database OPTIMAM Medical Image Database allowing results and images to be stored centrally. The software can, alternatively, run without a network connection where the images and results can be encrypted and stored locally on a machine or external drive. MedXViewer has been used for running remote paper-less observer studies and is capable of providing a training infrastructure and coordinating remote collaborative viewing sessions. PMID:26628613

  3. Grants Process

    Cancer.gov

    The NCI Grants Process provides an overview of the end-to-end lifecycle of grant funding. Learn about the types of funding available and the basics for application, review, award, and on-going administration within the NCI.

  4. Collaborations: Challenging, but Key

    SciTech Connect

    Wiley, H. S.

    2009-10-01

    Collaborations are becoming increasing important in biology because of the need to apply multiple technologies to tackle the most complex current problems. The U.S. National Institutes of Health recognizes this need, and has created the “multi-investigator” granting mechanism to facilitate this process. I have reviewed a number of proposals that utilize the multi-investigator mechanism and have generally found them to be superior to individual investigator grants. Setting up a good collaboration, however, can be extremely difficult. Like any relationship, collaborations take time and energy. Still, there is nothing that can accelerate your research faster or expand your intellectual horizons more.

  5. Technology Training for Older Job-Seeking Adults: The Efficacy of a Program Offered through a University-Community Collaboration

    ERIC Educational Resources Information Center

    Taha, Jessica; Czaja, Sara J.; Sharit, Joseph

    2016-01-01

    Many older adults who lose their jobs face challenges in finding new employment due to fundamental limitations in their technology skills. While training could give them the skills they need, older workers often have less access to training programs than younger workers. This study examined the feasibility of using an e-learning training program…

  6. Taking Soft Skills for Granted?

    ERIC Educational Resources Information Center

    Dutton, Gail

    2012-01-01

    The U.S. Department of Labor will award a total of $2 billion over the next four years through the Trade Adjustment Assistance Community College and Career Training Grant Program. Grants will support the development and improvement of postsecondary programs of two years or less that use evidence-based or innovative strategies to prepare students…

  7. USGS grants

    NASA Astrophysics Data System (ADS)

    Wendel, JoAnna

    2014-04-01

    The U.S. Geological Survey (USGS) has announced that it will award up to $5 million in grants for earthquake hazards research in 2015. The USGS Earthquake Hazards program awards research grants to universities, state geological surveys, and private institutions every year for new and innovative proposals. Interested researchers can apply online at http://www.grants.gov under funding opportunity number G14AS00036. Applications are due 22 May 2014.

  8. 42 CFR 86.14 - Evaluation and grant award.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND... Occupational Safety and Health Training Grants § 86.14 Evaluation and grant award. Within the limits of funds..., taking into account: (a) In the case of long-term training grants: (1) The need for training in the...

  9. C-ME: A 3D Community-Based, Real-Time Collaboration Tool for Scientific Research and Training

    PubMed Central

    Kolatkar, Anand; Kennedy, Kevin; Halabuk, Dan; Kunken, Josh; Marrinucci, Dena; Bethel, Kelly; Guzman, Rodney; Huckaby, Tim; Kuhn, Peter

    2008-01-01

    The need for effective collaboration tools is growing as multidisciplinary proteome-wide projects and distributed research teams become more common. The resulting data is often quite disparate, stored in separate locations, and not contextually related. Collaborative Molecular Modeling Environment (C-ME) is an interactive community-based collaboration system that allows researchers to organize information, visualize data on a two-dimensional (2-D) or three-dimensional (3-D) basis, and share and manage that information with collaborators in real time. C-ME stores the information in industry-standard databases that are immediately accessible by appropriate permission within the computer network directory service or anonymously across the internet through the C-ME application or through a web browser. The system addresses two important aspects of collaboration: context and information management. C-ME allows a researcher to use a 3-D atomic structure model or a 2-D image as a contextual basis on which to attach and share annotations to specific atoms or molecules or to specific regions of a 2-D image. These annotations provide additional information about the atomic structure or image data that can then be evaluated, amended or added to by other project members. PMID:18286178

  10. The Better Ways to Win a Grant: Tips from "T&L" Grant Guru

    ERIC Educational Resources Information Center

    Carnow, Gary A.

    2008-01-01

    Funding from grants is often at the core of a successful technology plan, but writing proposals requires a bit of magic and a lot of time. Grants can be a good way for educators to collaborate on building strong programs, but some creative thinking is also required. In this article, the author provides tips on how to win a grant: (1) Find a…

  11. 42 CFR 430.30 - Grants procedures.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... quarterly grant awards to the State to cover the Federal share of expenditures for services, training, and... be reported on the basis of estimates. (d) Grant award—(1) Computation by CMS. Regional office staff...) Content of award. The grant award computation form shows the estimate of expenditures for the...

  12. Multilevel Training in the Field of Educational Management: An Experiment in Collaboration between the Universities of Russia and Germany

    ERIC Educational Resources Information Center

    Pevzner, M. N.; Petriakov, P. A.; Graumann, O.

    2011-01-01

    Universities are facing the challenge of becoming more market-oriented and financially entrepreneurial in their activities as they face increasing competition at home and abroad. This requires new ways of managing, as can be seen from collaborative programs at universities in Russia and Germany. (Contains 1 note.) [This article was translated by…

  13. Report on activities and findings under DOE grantCollaborative research. An Interactive Multi-Model for Consensus on Climate Change”

    SciTech Connect

    Duane, Gregory S.; Tsonis, Anastasios; Kocarev, Ljupco; Tribbia, Joseph

    2015-10-30

    The project takes a hierarchical approach. The supermodeling scheme was first studied exhaustively with simple systems of ordinary differential equations. Results were described in detail in the previous report. The principal findings were that 1) for highly non-linear systems, such as Lorenz-63, including systems which describe phenomena on very different (atmosphere/ocean) times scales, supermodeling is far superior to any form of output-averaging; 2) negative coefficients can be used to advantage in situations where all models err in the same way, but to different degrees; 3) an interesting variant of supermodeling, “weighted supermodeling”, is the limiting case where inter-model nudging coefficients in the originally conceived “connected supermodel” become infinite, but with fixed ratios, corresponding to a direct combination of the tendencies that appear in corresponding equations for the alternative models; 4) noise is useful for avoiding local optima in training the inter-model coefficients in the supermodel. The supermodeling scheme was then investigated with simple quasigeostrophic (QG) models. As described in the previous report, it was found that QG models on a sphere can be coupled most efficaciously by working in a basis which captures the most variance, rather than the most instability, a somewhat unexpected result that still deserves scrutiny in a broader context. Further studies (since the last report) with QG channel models addressed the central question of when supermodeling is superior to output averaging in situations where nonlinearites are less extreme than with the ODEs initially studied. It was found that for realistic variations in a parameter in the QG model, output averaging is sufficient to capture all but the most subtle quantitative and qualitative behavior. Supermodeling helps when qualitative differences between the models result from unrealistically large parameter differences, or when very detailed spatial structure of the

  14. Didactic and experiential training to teach communication skills: the University of Wisconsin-Madison School of Veterinary Medicine collaborative experience.

    PubMed

    Chun, Ruthanne; Schaefer, Susan; Lotta, Corissa C; Banning, Jane A; Skochelak, Susan E

    2009-01-01

    Teaching communication skills to veterinary students is recognized as important; however, incorporation of this into an already crowded curriculum is difficult. At the University of Wisconsin-Madison School of Veterinary Medicine we provide mandatory communication lectures to freshmen and sophomores, and offer elective experiential courses to juniors and seniors. Providing both didactic and experiential training allows students to learn and practice communication techniques in a "safe" setting. Our approach to experiential training is unique in that graduate students in counseling psychology (masters and doctoral level) act as "clients" for the juniors, and professional simulated pet owners are hired for digitally captured role-plays with the seniors. A unique inter-professional partnership has been formed between the Schools of Veterinary Medicine, Education (Department of Counseling Psychology), and (Human) Medicine and Public Health to provide this experiential training for our students. The purpose of this article is to describe the communication training program at the University of Wisconsin-Madison School of Veterinary Medicine and to encourage other programs to reach across campus and partner with other colleges with the goal of improving training for all of the individuals involved. PMID:19625668

  15. Learning Collaborations between ACE and Vocational Education and Training Providers: Good Practice Partnerships. A National Vocational Education and Training Research and Evaluation Program Report

    ERIC Educational Resources Information Center

    Gelade, Sue; Stehlik, Tom; Willis, Peter

    2006-01-01

    This project developed in response to the national research priority of the role of vocational education and training (VET) in building economic and social capital in regions and communities. Several key streams of work have been identified in relation to this objective, including regional segmentation, indicators and performance measures, and…

  16. Collaborative Approaches to Increasing the Participation and Outcomes of People with a Disability in Vocational Education and Training.

    ERIC Educational Resources Information Center

    Harrison, Craig; Barnett, Kate

    One strategy to increase participation in vocational education and training (VET) by Australians with a disability involves intervention at the secondary school level to reduce early school leaving by providing structured VET learning and work placement opportunities. The Enterprise Career Education Foundation's Lighthouse initiative, which was…

  17. News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

    NASA Astrophysics Data System (ADS)

    2012-03-01

    Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

  18. 23 CFR 1350.8 - Use of grant funds.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... grant funds only for motorcyclist safety training and motorcyclist awareness programs, including— (1) Improvements to motorcyclist safety training curricula; (2) Improvements in program delivery of motorcycle... motorcyclist safety training instructors; and (4) Public awareness, public service announcements, and...

  19. 78 FR 9943 - Notice of Availability of Funds and Solicitation for Grant Applications for National Farmworker...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-12

    ... Applications for National Farmworker Jobs Program Grants AGENCY: Employment and Training Administration, Labor...) announces a grant competition for the National Farmworker Jobs Program (NFJP), authorized under section...

  20. Grant Writing for Beginners: Part 1-- Four Tips on How to Write an Effective Grant Application

    ERIC Educational Resources Information Center

    Brooks, Douglas

    2008-01-01

    Very few teachers or administrators have had any formal training in grant writing. To that end, the GrantSuccess system, an efficient, four- stage, team-based approach to writing a successful grant application, was developed. In this article, the author presents four tips from the first stage.

  1. A Collaboration on Collaboration

    NASA Technical Reports Server (NTRS)

    Cobleigh, Brent

    2004-01-01

    NASA's 2003-2004 Leadership Development Program class recognized that effective collaborations are often the key to achieving mission success. Personal connections and common goals were key elements of their work together and key findings of their collaboration benchmarking within the agency.

  2. 42 CFR 64.5 - How are grant applications evaluated?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false How are grant applications evaluated? 64.5 Section 64.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.5 How are grant applications...

  3. 42 CFR 64.5 - How are grant applications evaluated?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false How are grant applications evaluated? 64.5 Section 64.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.5 How are grant applications...

  4. 42 CFR 64.5 - How are grant applications evaluated?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false How are grant applications evaluated? 64.5 Section 64.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.5 How are grant applications...

  5. 42 CFR 64.5 - How are grant applications evaluated?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false How are grant applications evaluated? 64.5 Section 64.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.5 How are grant applications...

  6. 42 CFR 64.5 - How are grant applications evaluated?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false How are grant applications evaluated? 64.5 Section 64.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.5 How are grant applications...

  7. 15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Guidelines for Sea Grant Fellowships... Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training... applications for Sea Grant Fellowship funding. (b) Funding will be made to eligible entities (see § 917.10...

  8. 15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 15 Commerce and Foreign Trade 3 2014-01-01 2014-01-01 false Guidelines for Sea Grant Fellowships... Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training... applications for Sea Grant Fellowship funding. (b) Funding will be made to eligible entities (see § 917.10...

  9. 15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 15 Commerce and Foreign Trade 3 2013-01-01 2013-01-01 false Guidelines for Sea Grant Fellowships... Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training... applications for Sea Grant Fellowship funding. (b) Funding will be made to eligible entities (see § 917.10...

  10. 15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 15 Commerce and Foreign Trade 3 2011-01-01 2011-01-01 false Guidelines for Sea Grant Fellowships... Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training... applications for Sea Grant Fellowship funding. (b) Funding will be made to eligible entities (see § 917.10...

  11. 15 CFR 917.11 - Guidelines for Sea Grant Fellowships.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 15 Commerce and Foreign Trade 3 2012-01-01 2012-01-01 false Guidelines for Sea Grant Fellowships... Sea Grant Fellowships. (a) Sea Grant Fellowships are designed to provide educational and training... applications for Sea Grant Fellowship funding. (b) Funding will be made to eligible entities (see § 917.10...

  12. 42 CFR 59.206 - Evaluation and grant award.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS GRANTS FOR FAMILY PLANNING SERVICES Grants for Family Planning Service Training § 59.206 Evaluation and grant award. (a... shall be in conformance with the applicable cost principles prescribed by subpart Q of 35 CFR part...

  13. 42 CFR 86.14 - Evaluation and grant award.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Evaluation and grant award. 86.14 Section 86.14... Occupational Safety and Health Training Grants § 86.14 Evaluation and grant award. Within the limits of funds... of educational resource center grants: (1) The criteria set forth in paragraphs (a) and (b) of...

  14. 42 CFR 86.14 - Evaluation and grant award.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... provisional items has been determined by the Secretary. (e) All grant awards shall be in writing, shall set... 42 Public Health 1 2012-10-01 2012-10-01 false Evaluation and grant award. 86.14 Section 86.14... Occupational Safety and Health Training Grants § 86.14 Evaluation and grant award. Within the limits of...

  15. 42 CFR 86.14 - Evaluation and grant award.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... provisional items has been determined by the Secretary. (e) All grant awards shall be in writing, shall set... 42 Public Health 1 2013-10-01 2013-10-01 false Evaluation and grant award. 86.14 Section 86.14... Occupational Safety and Health Training Grants § 86.14 Evaluation and grant award. Within the limits of...

  16. 42 CFR 86.14 - Evaluation and grant award.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... provisional items has been determined by the Secretary. (e) All grant awards shall be in writing, shall set... 42 Public Health 1 2014-10-01 2014-10-01 false Evaluation and grant award. 86.14 Section 86.14... Occupational Safety and Health Training Grants § 86.14 Evaluation and grant award. Within the limits of...

  17. 77 FR 14046 - Notice of Funding Opportunity and Solicitation for Grant Applications for YouthBuild Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-08

    ... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications for YouthBuild Grants AGENCY: Employment and Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA). Funding Opportunity Number: SGA/DFA PY 11-06. SUMMARY:...

  18. 78 FR 4459 - Notice of Availability of Funds and Solicitation for Grant Applications for YouthBuild Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-22

    ... Employment and Training Administration Notice of Availability of Funds and Solicitation for Grant Applications for YouthBuild Grants AGENCY: Employment and Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA). Funding Opportunity Number: SGA/DFA PY-12-02. SUMMARY:...

  19. Guiding the development of family medicine training in Africa through collaboration with the Medical Education Partnership Initiative.

    PubMed

    Mash, Robert J; de Villiers, Marietjie R; Moodley, Kalay; Nachega, Jean B

    2014-08-01

    Africa's health care challenges include a high burden of disease, low life expectancy, health workforce shortages, and varying degrees of commitment to primary health care on the part of policy makers and government officials. One overarching goal of the Medical Education Partnership Initiative (MEPI) is to develop models of medical education in Sub-Saharan Africa. To do this, MEPI has created a network of universities and other institutions that, among other things, recognizes the importance of supporting training programs in family medicine. This article provides a framework for assessing the stage of the development of family medicine training in Africa, including the challenges that were encountered and how educational organizations can help to address them. A modified "stages of change" model (precontemplation, contemplation, action, maintenance, and relapse) was used as a conceptual framework to understand the various phases that countries go through in developing family medicine in the public sector and to determine the type of assistance that is useful at each phase. PMID:25072584

  20. Sustaining Financial Support through Workforce Development Grants and Contracts

    ERIC Educational Resources Information Center

    Brumbach, Mary A.

    2005-01-01

    Workforce development grants and contracts are important methods for sustaining financial support for community colleges. This chapter details decision factors, college issues, possible pitfalls, and methods for procuring and handling government contracts and grants for workforce training.

  1. Technology, Training, and Curricula Revisited: The National Science Foundation Grant to the Science Academy of Austin 1991-92. Final Report.

    ERIC Educational Resources Information Center

    Williams-Robertson, Lydia

    The Austin (Texas) Science and Mathematics Consortium funded by a 4-year grant that has 2 basic goals: to improve the skills of K-12 teachers in science and mathematics and to increase student learning and performance in science concepts. Program activities, which began in 1990-91, focus on four components: curriculum development, staff…

  2. Collaboration between research scientists and educators in implementation of a Masters program for training new Earth Science teachers in New York State

    NASA Astrophysics Data System (ADS)

    Nadeau, P. A.; Flores, K. E.; Zirakparvar, N. A.; Grcevich, J.; Ustunisik, G. K.; Kinzler, R. J.; Macdonald, M.; Mathez, E. A.; Mac Low, M.

    2012-12-01

    Educators and research scientists at the American Museum of Natural History are collaborating to implement a teacher education program with the goal of addressing a critical shortage of qualified Earth Science teachers in New York State (NYS), particularly in high-needs schools with diverse populations. This pilot program involves forging a one-of-a-kind partnership between a world-class research museum and high-needs schools in New York City. By placing teaching candidates in such schools, the project has potential to engage, motivate, and improve Earth Science achievement and interest in STEM careers of thousands of students from traditionally underrepresented populations including English language learners, special education students, and racial minority groups. The program, which is part of the state's Race to the Top initiative, is approved by the NYS Board of Regents and will prepare a total of 50 candidates in two cohorts to earn a Board of Regents-awarded Masters of Arts in Teaching (MAT) degree with a specialization in Earth Science for grades 7-12. The museum is in a unique position of being able to break traditional educational barriers as a result of a long history of interdisciplinary collaborations between educators and research scientists, as well as being the only stand-alone science graduate degree-granting museum in the United States. The intensive 15-month curriculum for MAT candidates comprises one summer of museum teaching residency, a full academic year of residency in high-needs public schools, one summer of science research residency, and concurrent graduate-level courses in Earth and space sciences, pedagogy, and adolescent psychology. We emphasize field-based geological studies and experiential learning, in contrast to many traditional teacher education programs. In an effort to ensure that MAT candidates have a robust knowledge base in Earth science, and per NYS Department of Education requirements, we selected candidates with strong

  3. 42 CFR 59.206 - Evaluation and grant award.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.206 Evaluation and grant award. (a... family planning services; (2) The extent to which the training program promises to fulfill the family...) Development of a capability within family planning service projects to provide pre- and in-service training...

  4. 42 CFR 59.206 - Evaluation and grant award.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.206 Evaluation and grant award. (a... family planning services; (2) The extent to which the training program promises to fulfill the family...) Development of a capability within family planning service projects to provide pre- and in-service training...

  5. 42 CFR 59.206 - Evaluation and grant award.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.206 Evaluation and grant award. (a... family planning services; (2) The extent to which the training program promises to fulfill the family...) Development of a capability within family planning service projects to provide pre- and in-service training...

  6. 42 CFR 59.206 - Evaluation and grant award.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.206 Evaluation and grant award. (a... family planning services; (2) The extent to which the training program promises to fulfill the family...) Development of a capability within family planning service projects to provide pre- and in-service training...

  7. The issue of the arrangement of new environments for science education through collaborative actions between schools, museums and science centres in the Brazilian context of teacher training

    NASA Astrophysics Data System (ADS)

    Monteiro, Bruno Andrade Pinto; Martins, Isabel; de Souza Janerine, Aline; de Carvalho, Fabiana Cristina

    2016-02-01

    We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.

  8. The issue of the arrangement of new environments for science education through collaborative actions between schools, museums and science centres in the Brazilian context of teacher training

    NASA Astrophysics Data System (ADS)

    Monteiro, Bruno Andrade Pinto; Martins, Isabel; de Souza Janerine, Aline; de Carvalho, Fabiana Cristina

    2016-06-01

    We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.

  9. 40 CFR 35.2040 - Grant application.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... method of acquiring the real property (see 40 CFR part 4). (c) Training facility project. An application... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Grant application. 35.2040 Section 35.2040 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL...

  10. 40 CFR 35.2040 - Grant application.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... method of acquiring the real property (see 40 CFR part 4). (c) Training facility project. An application... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Grant application. 35.2040 Section 35.2040 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL...

  11. 40 CFR 35.2040 - Grant application.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... method of acquiring the real property (see 40 CFR part 4). (c) Training facility project. An application... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Grant application. 35.2040 Section 35.2040 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY GRANTS AND OTHER FEDERAL...

  12. 42 CFR 64.4 - How to apply for a grant.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false How to apply for a grant. 64.4 Section 64.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.4 How to apply for a grant. Applications for grants...

  13. 42 CFR 64.4 - How to apply for a grant.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false How to apply for a grant. 64.4 Section 64.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.4 How to apply for a grant. Applications for grants...

  14. 42 CFR 64.4 - How to apply for a grant.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false How to apply for a grant. 64.4 Section 64.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.4 How to apply for a grant. Applications for grants...

  15. 42 CFR 64.4 - How to apply for a grant.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false How to apply for a grant. 64.4 Section 64.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.4 How to apply for a grant. Applications for grants...

  16. 42 CFR 64.4 - How to apply for a grant.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false How to apply for a grant. 64.4 Section 64.4 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.4 How to apply for a grant. Applications for grants...

  17. 42 CFR 63a.8 - How long does grant support last?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false How long does grant support last? 63a.8 Section 63a..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support last? (a) The notice of the grant award specifies how long the Secretary intends to support the...

  18. 42 CFR 63a.8 - How long does grant support last?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false How long does grant support last? 63a.8 Section 63a..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support last? (a) The notice of the grant award specifies how long the Secretary intends to support the...

  19. 42 CFR 63a.8 - How long does grant support last?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false How long does grant support last? 63a.8 Section 63a..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support last? (a) The notice of the grant award specifies how long the Secretary intends to support the...

  20. 42 CFR 63a.8 - How long does grant support last?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false How long does grant support last? 63a.8 Section 63a..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support last? (a) The notice of the grant award specifies how long the Secretary intends to support the...

  1. 42 CFR 63a.8 - How long does grant support last?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false How long does grant support last? 63a.8 Section 63a..., INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support last? (a) The notice of the grant award specifies how long the Secretary intends to support the...

  2. 78 FR 37653 - Notice of Fiscal Year (FY) 2014 Safety Grants and Solicitation for Applications

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-21

    ... Improvement Program (SaDIP) grants; Performance and Registration Information Systems Management (PRISM) grants...--January 21, 2014; PRISM grants--January 27, 2014; CMV Operator Safety Training grants--February 3, 2014... those goals. PRISM Grants Sections 4101(c)(3) and 4109 of SAFETEA-LU, as amended by secs. 32602...

  3. 20 CFR 645.520 - What are the application procedures and timeframes for competitive grant funds?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... ensure that grant awards accomplish the purpose of the competitive grant funds and that available funds... timeframes for competitive grant funds? 645.520 Section 645.520 Employees' Benefits EMPLOYMENT AND TRAINING... Grants § 645.520 What are the application procedures and timeframes for competitive grant funds? (a)...

  4. 20 CFR 645.520 - What are the application procedures and timeframes for competitive grant funds?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... ensure that grant awards accomplish the purpose of the competitive grant funds and that available funds... timeframes for competitive grant funds? 645.520 Section 645.520 Employees' Benefits EMPLOYMENT AND TRAINING... Grants § 645.520 What are the application procedures and timeframes for competitive grant funds? (a)...

  5. 20 CFR 645.520 - What are the application procedures and timeframes for competitive grant funds?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... ensure that grant awards accomplish the purpose of the competitive grant funds and that available funds... timeframes for competitive grant funds? 645.520 Section 645.520 Employees' Benefits EMPLOYMENT AND TRAINING... Grants § 645.520 What are the application procedures and timeframes for competitive grant funds? (a)...

  6. 20 CFR 645.520 - What are the application procedures and timeframes for competitive grant funds?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... ensure that grant awards accomplish the purpose of the competitive grant funds and that available funds... timeframes for competitive grant funds? 645.520 Section 645.520 Employees' Benefits EMPLOYMENT AND TRAINING... Grants § 645.520 What are the application procedures and timeframes for competitive grant funds? (a)...

  7. 78 FR 24236 - Notice of Availability of Funds and Solicitation for Grant Applications for Trade Adjustment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-24

    ... Applications for Trade Adjustment Assistance Community College and Career Training Grants AGENCY: Employment... Community College and Career Training (TAACCCT) grant program. The TAACCCT grant program provides eligible...), with funds to expand and improve their ability to deliver education and career training programs...

  8. 77 FR 11592 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for the Trade...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-27

    ... (SGA) for the Trade Adjustment Assistance Community College and Career Training Grants Program AGENCY... Assistance Community College and Career Training (TAACCCT) grants program. The TAACCCT grants program... career training programs that can be completed in two years or less, and are suited for workers who...

  9. Collaborative Learning.

    ERIC Educational Resources Information Center

    Levy-Reiner, Sherry, Ed.

    1985-01-01

    Descriptions of 10 college programs involving collaborative learning are presented, along with Karen T. Romer's essay, "Collaboration: New Forms of Learning, New Ways of Thinking." The essay identifies various kinds of collaborative learning as well as the benefits of collaborative models. The following programs and schools are described: the…

  10. 76 FR 48204 - Fund Availability Under VA's Homeless Providers Grant and Per Diem Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-08

    ... availability of funds for currently operational fiscal year (FY) 2009 VA Grant and Per Diem Special Need Grant Recipients in conjunction with their collaborative VA Special Need partners and currently operational VA... under VA's Homeless Providers Grant and Per Diem Program for FY 2009 operational Grant and Per...

  11. 66 FR 22234 - Grants for Rape Prevention and Education

    Federal Register 2010, 2011, 2012, 2013, 2014

    2001-05-03

    ... HUMAN SERVICES Centers for Disease Control and Prevention Grants for Rape Prevention and Education.... The Rape Prevention and Education Grant Program strengthens education and training to combat violence.... CDC will award targeted grants to State Health Departments to be used for rape prevention...

  12. NCI Grant Resources Room

    Cancer.gov

    If you’re interested in information about NCI grants, visit the Grant Resources Room. You can talk to NCI staff about grant application and review processes, and even schedule a one-on-one consultation.

  13. 20 CFR 632.42 - Grant closeout procedures.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ....42 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Administrative Standards and Procedures § 632.42 Grant closeout procedures. Grant closeout will conform to the requirements at 41 CFR part 29-70. As necessary, the...

  14. 20 CFR 632.42 - Grant closeout procedures.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ....42 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Administrative Standards and Procedures § 632.42 Grant closeout procedures. Grant closeout will conform to the requirements at 41 CFR part 29-70. As necessary, the...

  15. DOE Matching Grant Program

    SciTech Connect

    Tsoukalas, L.

    2002-12-31

    Funding used to support a portion of the Nuclear Engineering Educational Activities. Upgrade of teaching labs, student support to attend professional conferences, salary support for graduate students. The US Department of Energy (DOE) has funded Purdue University School of Nuclear Engineering during the period of five academic years covered in this report starting in the academic year 1996-97 and ending in the academic year 2000-2001. The total amount of funding for the grant received from DOE is $416K. In the 1990's, Nuclear Engineering Education in the US experienced a significant slow down. Student enrollment, research support, number of degrees at all levels (BS, MS, and PhD), number of accredited programs, University Research and Training Reactors, all went through a decline to alarmingly low levels. Several departments closed down, while some were amalgamated with other academic units (Mechanical Engineering, Chemical Engineering, etc). The School of Nuclear Engineering at Purdue University faced a major challenge when in the mid 90's our total undergraduate enrollment for the Sophomore, Junior and Senior Years dropped in the low 30's. The DOE Matching Grant program greatly strengthened Purdue's commitment to the Nuclear Engineering discipline and has helped to dramatically improve our undergraduate and graduate enrollment, attract new faculty and raise the School of Nuclear Engineering status within the University and in the National scene (our undergraduate enrollment has actually tripled and stands at an all time high of over 90 students; total enrollment currently exceeds 110 students). In this final technical report we outline and summarize how the grant was expended at Purdue University.

  16. Collaborative Workplace Development: An Overview.

    ERIC Educational Resources Information Center

    Folinsbee, Sue; Jurmo, Paul

    This booklet, which is intended for educators, human resource specialists, and others responsible for training and education and workplace development, presents principles of good practice and steps for planning and implementing collaborative workplace development initiatives. A collaborative method of workplace development is detailed that…

  17. Collaborative Arrangements.

    ERIC Educational Resources Information Center

    Cota-Robles, Eugene; Doby, Winston

    Two conference papers describing various collaborative arrangements within the educational community among teachers, students and others are presented in this document. The first paper, "Successful Collaborations" (Eugene Cota-Robles), describes the following projects in California that seek to forge collaborations to improve the education of…

  18. TA Collaborations

    ERIC Educational Resources Information Center

    Diefendorf, Martha

    2010-01-01

    This paper highlights several current collaborative activities of the National Early Childhood Technical Assistance Center (NECTAC). There are many specific examples of TA (Technical Assistance) collaborations that take place on a regular basis; the seven examples presented here were selected to represent different types of collaboration. The…

  19. Collaborative Inquiry

    ERIC Educational Resources Information Center

    David, Jane L.

    2009-01-01

    Teachers can make better use of data when they work together than when they do it alone. Creating the conditions for such collaboration is a tall order. This article describes the idea behind the collaborative inquiry approach. It also mentions several studies that indicate its effectiveness. Tips on how collaborative inquiry can be implemented…

  20. Collaboration Connections

    ERIC Educational Resources Information Center

    Harvey, Carl A., II

    2008-01-01

    Of all the buzz words used in the school library media profession, "collaboration" evokes the strongest feelings--and not all of those feelings are positive. Some library media specialists are not convinced that collaboration is an essential part of their programs, yet collaboration seems to be essential in many other professions. In fact, there…

  1. School University Collaboration: A Case Study.

    ERIC Educational Resources Information Center

    Hutchison, Robert; And Others

    A case study of school-university collaboration between Starkville School District (Mississippi) and Mississippi State University (MSU) explored the process of collaboration and the ingredients for successful implementation. MSU offered grant opportunities for university faculty to work with local school district personnel. Starkville School…

  2. Preparing Secondary Special Educators: Four Collaborative Initiatives

    ERIC Educational Resources Information Center

    Simmons, Kate D.; Carpenter, Laura Bowden; Dyal, Allen; Austin, Sheila; Shumack, Kellie

    2012-01-01

    The purpose of this paper is to share the results of multiphase initiatives funded by four separate grants. The projects were designed to improve and enhance collaborative teaching at the secondary level. Each project provided opportunities for increased collaboration between special education faculty, secondary education faculty, and…

  3. Establishing Pathways from Poverty in a Block Grant Environment.

    ERIC Educational Resources Information Center

    Community Development: Research Briefs & Case Studies, 1996

    1996-01-01

    Federal block grants and consolidated programs related to poverty reduction may compel states to streamline administrative structures and approaches that have deterred collaboration in the past. This report considers the block grant environment in making key policy recommendations for reducing poverty in rural areas, formulated during a Pathways…

  4. National Directory of NASA Space Grant Contacts

    NASA Technical Reports Server (NTRS)

    2002-01-01

    Congress enacted the National Space Grant College and Fellowship Program (also known as Space Grant). NASA's Space Grant Program funds education, research, and public service programs in all 50 States, the District of Columbia, and the Commonwealth of Puerto Rico through 52 university-based Space Grant consortia. These consortia form a network of colleges and universities, industry partners, State and local Government agencies, other Federal agencies, museum and science centers, and nonprofit organizations, all with interests in aerospace education, research, and training. Space Grant programs emphasize the diversity of human resources, the participation of students in research, and the communication of the benefits of science and technology to the general public. Each year approximately one-third of the NASA Space Grant funds support scholarships and fellowships for United States students at the undergraduate and graduate levels. Typically, at least 20 percent of these awards go to students from underrepresented groups, and at least 40 percent go to women. Most Space Grant student awards include a mentored research experience with university faculty or NASA scientists or engineers. Space Grant consortia also fund curriculum enhancement and faculty development programs. Consortia members administer precollege and public service education programs in their States. The 52 consortia typically leverage NASA funds with matching contributions from State, local, and other university sources, which more than double the NASA funding. For more information, consult the Space Grant Web site at http://education.nasa.gov/spacegrant/

  5. Collaborative Attack vs. Collaborative Defense

    NASA Astrophysics Data System (ADS)

    Xu, Shouhuai

    We have witnessed many attacks in the cyberspace. However, most attacks are launched by individual attackers even though an attack may involve many compromised computers. In this paper, we envision what we believe to be the next generation cyber attacks — collaborative attacks. Collaborative attacks can be launched by multiple attackers (i.e., human attackers or criminal organizations), each of which may have some specialized expertise. This is possible because cyber attacks can become very sophisticated and specialization of attack expertise naturally becomes relevant. To counter collaborative attacks, we might need collaborative defense because each “chain” in a collaborative attack may be only adequately dealt with by a different defender. In order to understand collaborative attack and collaborative defense, we present a high-level abstracted framework for evaluating the effectiveness of collaborative defense against collaborative attacks. As a first step towards realizing and instantiating the framework, we explore a characterization of collaborative attacks and collaborative defense from the relevant perspectives.

  6. Aligning Collaborative and Culturally Responsive Evaluation Approaches

    ERIC Educational Resources Information Center

    Askew, Karyl; Beverly, Monifa Green; Jay, Michelle L.

    2012-01-01

    The authors, three African-American women trained as collaborative evaluators, offer a comparative analysis of collaborative evaluation (O'Sullivan, 2004) and culturally responsive evaluation approaches (Frierson, Hood, & Hughes, 2002; Kirkhart & Hopson, 2010). Collaborative evaluation techniques immerse evaluators in the cultural milieu of the…

  7. 42 CFR 64.3 - Who is eligible for a grant?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Who is eligible for a grant? 64.3 Section 64.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.3 Who is eligible for a grant? Except...

  8. 42 CFR 64.3 - Who is eligible for a grant?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Who is eligible for a grant? 64.3 Section 64.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.3 Who is eligible for a grant? Except...

  9. 42 CFR 64.3 - Who is eligible for a grant?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Who is eligible for a grant? 64.3 Section 64.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.3 Who is eligible for a grant? Except...

  10. 42 CFR 64.3 - Who is eligible for a grant?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Who is eligible for a grant? 64.3 Section 64.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.3 Who is eligible for a grant? Except...

  11. 42 CFR 64.3 - Who is eligible for a grant?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Who is eligible for a grant? 64.3 Section 64.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL LIBRARY OF MEDICINE TRAINING GRANTS § 64.3 Who is eligible for a grant? Except...

  12. 75 FR 12272 - Notice of Availability of Funds and Solicitation for Grant Applications (SGA) for Community-Based...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-15

    ...) Notice of Final Policy Issuance, 68 FR 38402, Jun. 27, 2003. The D-U-N-S Number is a non-indicative, nine... Applications (SGA) for Community-Based Job Training Grants AGENCY: Employment and Training Administration, U.S... approximately $125 million in grant funds for Community-Based Job Training Grants (CBJTGs). Community-Based...

  13. NASA's Space Grant program

    NASA Technical Reports Server (NTRS)

    Dasch, E. Julius

    1990-01-01

    Program descriptions are provided for both phases of the U.S. NASA Space Grant College and Fellowship Program. While Phase I consisted of the designation of 21 universities and university consortia as Space Grant Colleges/Consortia intended to maintain a balanced program of research, curriculum, and public service, the recently implemented Phase II is designed to broaden participation in the Space Grant Program by targeting states that are currently not as involved in NASA programs as are the states for which Phase one is constructed. The Phase II/Capability Enhancement Grants (CEG) thus provide grants to states with little or no present NASA involvement, with planning grants expected to lead to substantive grant proposals. States are to compete in either the Programs Grants category or the CEG category, with only one proposal accepted from each state. Program Grants, CEGs, and Fellowship requirements are outlined.

  14. 42 CFR 65a.8 - How long does grant support last?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false How long does grant support last? 65a.8 Section 65a... AND TRAINING GRANTS § 65a.8 How long does grant support last? (a) The notice of grant award specifies how long NIEHS intends to support the project without requiring the grantee to recompete for...

  15. 42 CFR 65a.8 - How long does grant support last?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false How long does grant support last? 65a.8 Section 65a... AND TRAINING GRANTS § 65a.8 How long does grant support last? (a) The notice of grant award specifies how long NIEHS intends to support the project without requiring the grantee to recompete for...

  16. 42 CFR 65a.8 - How long does grant support last?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false How long does grant support last? 65a.8 Section 65a... AND TRAINING GRANTS § 65a.8 How long does grant support last? (a) The notice of grant award specifies how long NIEHS intends to support the project without requiring the grantee to recompete for...

  17. 42 CFR 65a.8 - How long does grant support last?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false How long does grant support last? 65a.8 Section 65a... AND TRAINING GRANTS § 65a.8 How long does grant support last? (a) The notice of grant award specifies how long NIEHS intends to support the project without requiring the grantee to recompete for...

  18. 42 CFR 65a.8 - How long does grant support last?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false How long does grant support last? 65a.8 Section 65a... AND TRAINING GRANTS § 65a.8 How long does grant support last? (a) The notice of grant award specifies how long NIEHS intends to support the project without requiring the grantee to recompete for...

  19. Mental Retardation Grants; Part II, Research and Demonstration. Fiscal Year 1968.

    ERIC Educational Resources Information Center

    Department of Health, Education, and Welfare, Washington, DC. Secretary's Committee on Mental Retardation.

    Part II of a two-part publication listing mental retardation grants awarded by the U.S. Department of Health, Education, and Welfare in fiscal year 1968 (July 1, 1967, to June 30, 1968), the text includes grants awarded in the areas of research and demonstration. (Part I covers grants in training and construction.) Grants are arranged according to…

  20. Comparing the Effectiveness of Self-Paced and Collaborative Frame-of-Reference Training on Rater Accuracy in a Large-Scale Writing Assessment

    ERIC Educational Resources Information Center

    Raczynski, Kevin R.; Cohen, Allan S.; Engelhard, George, Jr.; Lu, Zhenqiu

    2015-01-01

    There is a large body of research on the effectiveness of rater training methods in the industrial and organizational psychology literature. Less has been reported in the measurement literature on large-scale writing assessments. This study compared the effectiveness of two widely used rater training methods--self-paced and collaborative…

  1. National Wind Distance Learning Collaborative

    SciTech Connect

    Dr. James B. Beddow

    2013-03-29

    Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Given these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing for

  2. Continuing Challenges and Potential for Collaborative Approaches to Education Reform

    ERIC Educational Resources Information Center

    Bodilly, Susan J.; Karam, Rita; Orr, Nate

    2011-01-01

    The Ford Foundation began the Collaborating for Education Reform Initiative (CERI) in 1997-1998 by issuing grants and providing grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. CERI's collaborative activities were directed at three possible community…

  3. Final Report for OJI grant.

    SciTech Connect

    Todd Averett

    2006-10-13

    This document is a final report for DOE grant DE-FG02-00ER41147. The research described herein was funded in large part by this grant with additional support from the National Science Foundation. The primary focus of Averett's research effort is centered around the polarized {sup 3}He target in Hall A at Jefferson Lab. The close proximity of the College of William and Mary to Jefferson Lab has provided an outstanding opportunity to maintain a very active research program which still satisfying the demands of the college. Our research group includes four faculty, two post-doctoral fellows and eight graduate students. Averett also maintains a fully functional polarized {sup 3}e target lab at William and Mary which allows him to support the research program at Jefferson Lab while also doing research on polarized targets themselves. Since 1998, seven experiments using polarized {sup 3}He have been completed by the Jefferson Lab Hall A Polarized {sup 3}He Collaboration. Ten publications have been produced on this research and analysis of the two most recently completed experiments is underway. A description of the recent experiments and results is given below. In addition to target expertise, Averett has remained one of the most active collaborators in the data analysis of these experiments and maintains the largest on-site user group for this purpose as well.

  4. The Ups and Downs of Third-Stream Collaboration in Modern Languages: The Blended Language Training Initiative at Nottingham Trent University

    ERIC Educational Resources Information Center

    Hughes, Neil

    2012-01-01

    In his "Review of Modern Foreign Languages Provision in Higher Education in England", Michael Worton argues that to safeguard the health of their subjects, languages academics will need to establish "greater, sustainable collaborations" with a range of partners including "extra-educational organisations". For Worton's exhortation to languages…

  5. 76 FR 11285 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for the Career...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-01

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for the Career Pathways Innovation Fund Grants Program AGENCY: Employment and...

  6. Write Grants, Get Money.

    ERIC Educational Resources Information Center

    Anderson, Cynthia

    This book provides information to help school librarians get grant money for their schools. Chapter 1, "Identify the Need and Make a Plan," discusses preparation, library technology, other needs, and objectives. Chapter 2, "Go Where the Grants Are," covers organizing the research, searching for funding sources, and types of grants. Chapter 3,…

  7. In-country and community-based postgraduate family practice training for Micronesian physicians--the Palau AHEC: a collaborative effort.

    PubMed

    Dever, Greg; Finau, Sitaleki A; McCormick, Ross; Kuartei, Stevenson; Withy, Kelley; Yano, Victor; Palafox, Neal; Ueda, Masao; Pierantozzi, Sandra; Pretrick, Eliuel; Ngaden, Victor; Durand, A Mark

    2002-03-01

    The U.S. Institute of Medicine in its 1998 review of the health care systems among the U.S.-Associated Pacific Islands (USAPI) identified promotion of primary health care (PHC) and training of the regional health workforce including postgraduate training for physicians as priorities. With the support of the health leadership of the USAPI and the Republic of Palau, the John A. Burns School of Medicine (JABSOM) of the University of Hawaii captured U.S. federal Area Health Education Center (AHEC) funds to implement a postgraduate program to train Family Practitioners - physician specialists in primary care for the region. The Palau AHEC has evolved into ajoint activity of JABSOM, the University of Auckland Faculty of Medicine and Health Sciences (UAFMHS), the School of Public Health & Primary Care--Fiji School of Medicine, and Palau Community College to provide Diploma-level training in Family Practice and Community Health for Micronesian physicians. PMID:12737433

  8. 76 FR 3926 - Notice of Funding Opportunity and Solicitation for Grant Application (SGA) for Trade Adjustment...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-21

    ... (SGA) for Trade Adjustment Assistance Community College and Career Training Grants Program AGENCY...) from the Trade Adjustment Assistance Community College and Career Training Grants funding source to... improve their ability to deliver education and career training programs that can be completed in two...

  9. Training Costs with Reference to the Industrial Training Act.

    ERIC Educational Resources Information Center

    Garbutt, Douglas

    Provisions and implications of the British Industrial Training Act of 1964 (including the system of training grants and levies) are set forth. Procedures for accounting and budgeting for training costs, routines for collecting training information, documents (budgets, cost sheets, control statements) for collecting and controlling costs, means of…

  10. Distance collaborations with industry

    SciTech Connect

    Peskin, A.; Swyler, K.

    1998-06-01

    The college industry relationship has been identified as a key policy issue in Engineering Education. Collaborations between academic institutions and the industrial sector have a long history and a bright future. For Engineering and Engineering Technology programs in particular, industry has played a crucial role in many areas including advisement, financial support, and practical training of both faculty and students. Among the most important and intimate interactions are collaborative projects and formal cooperative education arrangements. Most recently, such collaborations have taken on a new dimension, as advances in technology have made possible meaningful technical collaboration at a distance. There are several obvious technology areas that have contributed significantly to this trend. Foremost is the ubiquitous presence of the Internet. Perhaps almost as important are advances in computer based imaging. Because visual images offer a compelling user experience, it affords greater knowledge transfer efficiency than other modes of delivery. Furthermore, the quality of the image appears to have a strongly correlated effect on insight. A good visualization facility offers both a means for communication and a shared information space for the subjects, which are among the essential features of both peer collaboration and distance learning.

  11. A case report on the collaboration of health care professionals in fitting and training seven Iraqi clients with right wrist disarticulations 9 years postamputation.

    PubMed

    Krenek, Suzanne M; Vasquez, Myra

    2006-01-01

    In 1995, seven men from Iraq had their right hands surgically amputated under the regime of Saddam Hussein. The men have lived with the shame, that is associated with missing a right hand in their culture, since that time. Recently, the media and a team of health care providers collaborated to bring these seven men to Houston, Texas, for surgical revisions, prosthetic hands, and occupational therapy services. The preprosthetic, interimprosthetic, and postprosthetic interventions are discussed, as well as the typical time frames for each. This case report outlines the time restrictions that were placed on the health care team and demonstrates the continuous collaborative approach between occupational therapists, prosthetists, and other health care professionals, which contributed to the initial successful outcomes for these men. PMID:16776402

  12. ALICE Collaboration

    NASA Astrophysics Data System (ADS)

    Abelev, B.; Adam, J.; Adamová, D.; Aggarwal, M. M.; Aglieri Rinella, G.; Agnello, M.; Agostinelli, A.; Agrawal, N.; Ahammed, Z.; Ahmad, N.; Ahmed, I.; Ahn, S. U.; Ahn, S. A.; Aimo, I.; Aiola, S.; Ajaz, M.; Akindinov, A.; Alam, S. N.; Aleksandrov, D.; Alessandro, B.; Alexandre, D.; Alici, A.; Alkin, A.; Alme, J.; Alt, T.; Altinpinar, S.; Altsybeev, I.; Alves Garcia Prado, C.; Andrei, C.; Andronic, A.; Anguelov, V.; Anielski, J.; Antičić, T.; Antinori, F.; Antonioli, P.; Aphecetche, L.; Appelshäuser, H.; Arcelli, S.; Armesto, N.; Arnaldi, R.; Aronsson, T.; Arsene, I. C.; Arslandok, M.; Augustinus, A.; Averbeck, R.; Awes, T. C.; Azmi, M. D.; Bach, M.; Badalà, A.; Baek, Y. W.; Bagnasco, S.; Bailhache, R.; Bala, R.; Baldisseri, A.; Baltasar Dos Santos Pedrosa, F.; Baral, R. C.; Barbera, R.; Barile, F.; Barnaföldi, G. G.; Barnby, L. S.; Barret, V.; Bartke, J.; Basile, M.; Bastid, N.; Basu, S.; Bathen, B.; Batigne, G.; Batista Camejo, A.; Batyunya, B.; Batzing, P. C.; Baumann, C.; Bearden, I. G.; Beck, H.; Bedda, C.; Behera, N. K.; Belikov, I.; Bellini, F.; Bellwied, R.; Belmont, R.; Belmont-Moreno, E.; Belyaev, V.; Bencedi, G.; Beole, S.; Berceanu, I.; Bercuci, A.; Berdnikov, Y.; Berenyi, D.; Berger, M. E.; Bertens, R. A.; Berzano, D.; Betev, L.; Bhasin, A.; Bhat, I. R.; Bhati, A. K.; Bhattacharjee, B.; Bhom, J.; Bianchi, L.; Bianchi, N.; Bianchin, C.; Bielčík, J.; Bielčíková, J.; Bilandzic, A.; Bjelogrlic, S.; Blanco, F.; Blau, D.; Blume, C.; Bock, F.; Bogdanov, A.; Bøggild, H.; Bogolyubsky, M.; Böhmer, F. V.; Boldizsár, L.; Bombara, M.; Book, J.; Borel, H.; Borissov, A.; Bossú, F.; Botje, M.; Botta, E.; Böttger, S.; Braun-Munzinger, P.; Bregant, M.; Breitner, T.; Broker, T. A.; Browning, T. A.; Broz, M.; Bruna, E.; Bruno, G. E.; Budnikov, D.; Buesching, H.; Bufalino, S.; Buncic, P.; Busch, O.; Buthelezi, Z.; Caffarri, D.; Cai, X.; Caines, H.; Calero Diaz, L.; Caliva, A.; Calvo Villar, E.; Camerini, P.; Carena, F.; Carena, W.; Castillo Castellanos, J.; Casula, E. A. R.; Catanescu, V.; Cavicchioli, C.; Ceballos Sanchez, C.; Cepila, J.; Cerello, P.; Chang, B.; Chapeland, S.; Charvet, J. L.; Chattopadhyay, S.; Chattopadhyay, S.; Chelnokov, V.; Cherney, M.; Cheshkov, C.; Cheynis, B.; Chibante Barroso, V.; Chinellato, D. D.; Chochula, P.; Chojnacki, M.; Choudhury, S.; Christakoglou, P.; Christensen, C. H.; Christiansen, P.; Chujo, T.; Chung, S. U.; Cicalo, C.; Cifarelli, L.; Cindolo, F.; Cleymans, J.; Colamaria, F.; Colella, D.; Collu, A.; Colocci, M.; Conesa Balbastre, G.; Conesa del Valle, Z.; Connors, M. E.; Contreras, J. G.; Cormier, T. M.; Corrales Morales, Y.; Cortese, P.; Cortés Maldonado, I.; Cosentino, M. R.; Costa, F.; Crochet, P.; Cruz Albino, R.; Cuautle, E.; Cunqueiro, L.; Dainese, A.; Danu, A.; Das, D.; Das, I.; Das, K.; Das, S.; Dash, A.; Dash, S.; De, S.; Delagrange, H.; Deloff, A.; Dénes, E.; D'Erasmo, G.; De Caro, A.; de Cataldo, G.; de Cuveland, J.; De Falco, A.; De Gruttola, D.; De Marco, N.; De Pasquale, S.; de Rooij, R.; Diaz Corchero, M. A.; Dietel, T.; Dillenseger, P.; Divià, R.; Di Bari, D.; Di Liberto, S.; Di Mauro, A.; Di Nezza, P.; Djuvsland, Ø.; Dobrin, A.; Dobrowolski, T.; Domenicis Gimenez, D.; Dönigus, B.; Dordic, O.; Dørheim, S.; Dubey, A. K.; Dubla, A.; Ducroux, L.; Dupieux, P.; Dutta Majumdar, A. K.; Hilden, T. E.; Ehlers, R. J.; Elia, D.; Engel, H.; Erazmus, B.; Erdal, H. A.; Eschweiler, D.; Espagnon, B.; Esposito, M.; Estienne, M.; Esumi, S.; Evans, D.; Evdokimov, S.; Fabris, D.; Faivre, J.; Falchieri, D.; Fantoni, A.; Fasel, M.; Fehlker, D.; Feldkamp, L.; Felea, D.; Feliciello, A.; Feofilov, G.; Ferencei, J.; Fernández Téllez, A.; Ferreiro, E. G.; Ferretti, A.; Festanti, A.; Figiel, J.; Figueredo, M. A. S.; Filchagin, S.; Finogeev, D.; Fionda, F. M.; Fiore, E. M.; Floratos, E.; Floris, M.; Foertsch, S.; Foka, P.; Fokin, S.; Fragiacomo, E.; Francescon, A.; Frankenfeld, U.; Fuchs, U.; Furget, C.; Furs, A.; Fusco Girard, M.; Gaardhøje, J. J.; Gagliardi, M.; Gago, A. M.; Gallio, M.; Gangadharan, D. R.; Ganoti, P.; Gao, C.; Garabatos, C.; Garcia-Solis, E.; Gargiulo, C.; Garishvili, I.; Gerhard, J.; Germain, M.; Gheata, A.; Gheata, M.; Ghidini, B.; Ghosh, P.; Ghosh, S. K.; Gianotti, P.; Giubellino, P.; Gladysz-Dziadus, E.; Glässel, P.; Gomez Ramirez, A.; González-Zamora, P.; Gorbunov, S.; Görlich, L.; Gotovac, S.; Graczykowski, L. K.; Grelli, A.; Grigoras, A.; Grigoras, C.; Grigoriev, V.; Grigoryan, A.; Grigoryan, S.; Grinyov, B.; Grion, N.; Grosse-Oetringhaus, J. F.; Grossiord, J.-Y.; Grosso, R.; Guber, F.; Guernane, R.; Guerzoni, B.; Guilbaud, M.; Gulbrandsen, K.; Gulkanyan, H.; Gumbo, M.; Gunji, T.; Gupta, A.; Gupta, R.; Khan, K. H.; Haake, R.; Haaland, Ø.; Hadjidakis, C.; Haiduc, M.; Hamagaki, H.; Hamar, G.

    2014-11-01

    The ALICE Collaboration would like to thank all its engineers and technicians for their invaluable contributions to the construction of the experiment and the CERN accelerator teams for the outstanding performance of the LHC complex.

  13. 2 CFR 200.472 - Training and education costs.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 2 Grants and Agreements 1 2014-01-01 2014-01-01 false Training and education costs. 200.472 Section 200.472 Grants and Agreements Office of Management and Budget Guidance for Grants and Agreements... Cost § 200.472 Training and education costs. The cost of training and education provided for...

  14. Budget Eliminates Emergency Grants; Districts Regroup

    ERIC Educational Resources Information Center

    Shah, Nirvi

    2011-01-01

    Emergency training programs aimed to prepare schools for events like Columbine are losing their funding amid budget cuts. "Readiness and Emergency Management for Schools" grants from the federal office of safe and drug-free schools, has evaporated. After paying for hundreds of school districts to prepare for a Columbine-like event, the roughly…

  15. A Profile Of William Lawson Grant

    ERIC Educational Resources Information Center

    Armstrong, D. P.

    1971-01-01

    William Lawson Grant, a Canadian, was a life time advocate of learning opportunities for all adults, particularly in the fields of liberal education and citizenship training. Founder and first President of the WEA of Ontario; played leading roll in establishment of the Canadian Association for Adult Education. (RB)

  16. 42 CFR 66.206 - Grant awards.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Grant awards. 66.206 Section 66.206 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING... two years of biomedical research; (vi) The administrative and management capability of the...

  17. 42 CFR 66.206 - Grant awards.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Grant awards. 66.206 Section 66.206 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING... two years of biomedical research; (vi) The administrative and management capability of the...

  18. 20 CFR 632.19 - Grant application content.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Grant application content. 632.19 Section 632.19 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE....19 Grant application content. The basic document will be a four year Master Plan which will...

  19. 15 CFR 40.1 - Type of grant.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... exercises and observation of work in the Census Bureau and other agencies with specific applicability to the participant such as (1) development of census and survey questionnaires, (2) methods of field and mail... Type of grant. Training grants will be awarded by the Agency for International Development (AID),...

  20. 42 CFR 59.204 - Application for a grant.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.204 Application for a grant. (a) An... instructions may be obtained from the Program Director, Family Planning Services, at the Regional Office of the... of Family Planning, Office of the Assistant Secretary for Health, Washington, DC 20201. (b)...

  1. 42 CFR 59.204 - Application for a grant.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.204 Application for a grant. (a) An... instructions may be obtained from the Program Director, Family Planning Services, at the Regional Office of the... of Family Planning, Office of the Assistant Secretary for Health, Washington, DC 20201. (b)...

  2. 42 CFR 59.204 - Application for a grant.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.204 Application for a grant. (a) An... instructions may be obtained from the Program Director, Family Planning Services, at the Regional Office of the... of Family Planning, Office of the Assistant Secretary for Health, Washington, DC 20201. (b)...

  3. 42 CFR 59.204 - Application for a grant.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.204 Application for a grant. (a) An... instructions may be obtained from the Program Director, Family Planning Services, at the Regional Office of the... of Family Planning, Office of the Assistant Secretary for Health, Washington, DC 20201. (b)...

  4. 42 CFR 59.204 - Application for a grant.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... PLANNING SERVICES Grants for Family Planning Service Training § 59.204 Application for a grant. (a) An... instructions may be obtained from the Program Director, Family Planning Services, at the Regional Office of the... of Family Planning, Office of the Assistant Secretary for Health, Washington, DC 20201. (b)...

  5. Evaluating the Impact of Training and Institutional Development Programs: A Collaborative Approach. EDI Learning Resources Series. SUNY Series, Teacher Preparation and Development.

    ERIC Educational Resources Information Center

    Taschereau, Suzanne

    This manual is intended for managers of training and institutional development programs. Its objective is to provide clear and practical advice for those who conduct impact evaluations. Impact evaluation is distinguished from other types of evaluation by the area of the program on which it focuses, the assessment of the extent to which a program…

  6. Toward Reform of Egyptian Higher Education: Final Report on Cairo University/Boston University Collaboration in Counterpart Training for the Third Education Project.

    ERIC Educational Resources Information Center

    Shann, Mary H.; Cronin, Joseph M.

    In 1981, the Egyptian government sought assistance from the World Bank's International Developmental Agency for the Cairo Univesity-IDA Third Education Project. The World Bank loan was designated for training faculty leaders capable of modernizing instruction at Cairo University and for equipping the faculties of agriculture and medicine with…

  7. The Perceptions of School Administrators on the Selection Criteria and Training of Cooperating Teachers; Strategies to Foster Collaboration between Universities Public Schools

    ERIC Educational Resources Information Center

    Magaya, Amuhelang; Crawley, Thomas

    2011-01-01

    The purpose of this study was to survey and examine the selection criteria used by school districts administrators to select cooperating teachers to work with student teachers in Central New Jersey. Furthermore, the study sought out the perceptions of school district administrators with regards to the selection process and training of cooperating…

  8. The Berry Informational Technology (B.I.T.S.) Student Work Program: An Effective Environment for Collaborative Learning, Leadership, Technological Training, and Certification.

    ERIC Educational Resources Information Center

    Cornelius, Amy; Macaluso, Paul

    The Berry Informational Technology (B.I.T.S.) program at Berry College (Georgia) is an apprenticeship opportunity associated with student work. The program gives students the opportunity to seek technological training in areas, such as building computer systems, trouble-shooting, networking, Web development, and user and technical support. In…

  9. Alliance for NanoHealth (ANH) Training Program for the development of future generations of interdisciplinary scientists and collaborative research focused upon the advancement of nanomedicine

    SciTech Connect

    Gorenstein, David

    2013-12-23

    The objectives of this program are to promote the mission of the Department of Energy (DOE) Science, Technology, Engineering, Math (STEM) Program by recruiting students to science and engineering disciplines with the intent of mentoring and supporting the next generation of scientists; to foster interdisciplinary and collaborative research under the sponsorship of ANH for the discovery and design of nano-based materials and devices with novel structures, functions, and properties; and to prepare a diverse work force of scientists, engineers, and clinicians by utilizing the unique intellectual and physical resources to develop novel nanotechnology paradigms for clinical application.

  10. Earth sciences grants

    NASA Astrophysics Data System (ADS)

    As part of a 4-year, $5-million program by the Atlantic Richfield Foundation, 14 departments at 10 universities will receive grants to support doctoral students and junior faculty in geology and geophysics. The Atlantic Richfield Foundation will provide a total of 40 grants of $125,000 each to specific departments at 30 universities (10 universities will receive two grants each).For each grant, $25,000 will be applied annually for 4 years for fellowship support of outstanding doctoral students selected by the department receiving the grant. The fellowships are intended to encourage greater interest in teaching careers. The other $25,000 of the grant will be for the support of junior faculty. The funds are to be supplied at the discretion of the receiving department and are primarily for salary supplements and summer stipends or for new equipment and laboratory expenses.

  11. NASA overhauls grant process

    NASA Astrophysics Data System (ADS)

    Simarski, Lynn Teo

    A university recently received a NASA grant so quickly that the recipients, used to a long wait for money even after a grant had been approved, assumed a mistake had been made. Such a story has been making the rounds since NASA began to refurbish the procedure by which it issues grants, speeding up and streamlining the process in response to suggestions from space scientists.One way NASA has measured success so far is how quickly it has cleared the decks of pending grants. The agency reduced the backlog from 572 grants on September 11 to zero by the end of the month, according to Don Bush, NASA's deputy assistant administrator for procurement. But that's just the beginning of changes Bush expects to be completed by March or April next year. The new procedures are first being tested out at headquarters, which issues over half of the agency's space science grants. NASA centers will also adopt the procedures after full approval.

  12. 76 FR 72978 - Premier Trim, LLC, Spectrum Trim, LLC and Grant Products International, Inc. D/B/A Spectrum Grant...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-28

    ... in the Federal Register on July 7, 2010 (75 FR 39047). At the request of the State agency, the... Employment and Training Administration Premier Trim, LLC, Spectrum Trim, LLC and Grant Products International, Inc. D/B/A Spectrum Grant De Mexico Including Workers Whose Unemployment Insurance (UI) Wages Are...

  13. Southern African AIDS Training Programme.

    PubMed

    Dafoe, G H

    1994-01-01

    The Canadian Public Health Association (CPHA) with the Canadian International Development Agency (CIDA), in a little over 2 years, have established a Southern African AIDS Training Programme (SAT) that is effective in developing community-based responses to acquired immunodeficiency syndrome (AIDS). Based in Harare, Zimbabwe, the program provides financial assistance, training, monitoring, and advice and information to 120 project partners. The average grant size is $40,000. In a second phase of the project, SAT will attempt to meet the requests of its partners for more services. Currently, to meet needs for rapid, responsive training, and novel approaches to skill building, SAT has developed a collaborative nongovernmental organization (NGO) initiative, "The School Without Walls". This program identifies and amplifies what has worked effectively for organizations and programs. Other similar organizations and programs learn from these experiences. Site visits, apprenticeships, mentor organizations, and skills-building based on shared problem-diagnosis and resolution are some of the techniques employed. A draft report of the CIDA midterm external evaluation of SAT recommends renewal of the program, resourcing of the program to meet its regional responsibilities, and adoption of "The School Without Walls" as a central strategy for southern Africa. PMID:8180923

  14. Improving teamwork, confidence, and collaboration among members of a pediatric cardiovascular intensive care unit multidisciplinary team using simulation-based team training.

    PubMed

    Figueroa, Mayte I; Sepanski, Robert; Goldberg, Steven P; Shah, Samir

    2013-03-01

    Findings show that simulation-based team training (SBTT) is effective at increasing teamwork skills. Postpediatric cardiac surgery cardiac arrest (PPCS-CA) is a high-risk clinical situation with high morbidity and mortality. Whereas adult guidelines managing cardiac arrest after cardiac surgery are available, little exists for pediatric cardiac surgery. The authors developed a post-PPCS-CA algorithm and used SBTT to improve identification and management of PPCS-CA in the pediatric cardiovascular intensive care unit. Their goal was to determine whether participation aids in improving teamwork, confidence, and communication during these events. The authors developed a simulation-based training course using common postcardiac surgical emergency scenarios with specific learning objectives. Simulated scenarios are followed by structured debriefings. Participants were evaluated based on critical performance criteria, key elements in the PPCS-CA algorithm, and Team Strategies and Tools to Enhance Performance and Patient Safety (Team STEPPS) principles. Surveys performed before, immediately after, and 3 months after participation evaluated perception of skill, knowledge, and confidence. The study had 37 participants (23 nurses, 5 cardiology/critical care trainees, 5 respiratory therapists, and 4 noncategorized subjects). Confidence and skill in the roles of team leader, advanced airway management, and cardioversion/defibrillation were increased significantly (p < 0.05) immediately after training and 3 months later. A significant increase (p < 0.05) also was observed in the use of Team STEPPS concepts immediately after training and 3 months later. This study showed SBTT to be effective in improving communication and increasing confidence among members of a multidisciplinary team during crisis scenarios. Thus, SBTT provides an excellent tool for teaching and implementing new processes. PMID:22972517

  15. Reducing Nonpoint Source Pollution Through Collaboration: Policies and Programs Across the U.S. States

    NASA Astrophysics Data System (ADS)

    Hardy, Scott D.; Koontz, Tomas M.

    2008-03-01

    Nonpoint source (NPS) pollution has emerged as the largest threat to water quality in the United States, influencing policy makers and resource managers to direct more attention toward NPS prevention and remediation. In response, the United States Environmental Protection Agency (USEPA) spent more than 204 million in fiscal year (FY) 2006 on the Clean Water Act’s Section 319 program to combat NPS pollution, much of it on the development and implementation of watershed-based plans. State governments have also increasingly allocated financial and technical resources to collaborative watershed efforts within their own borders to fight NPS pollution. With increased collaboration among the federal government, states, and citizens to combat NPS pollution, more information is needed to understand how public resources are being used, by whom, and for what, and what policy changes might improve effectiveness. Analysis from a 50-state study suggests that, in addition to the average 35% of all Section 319 funds per state that are passed on to collaborative watershed groups, 35 states have provided financial assistance beyond Section 319 funding to support collaborative watershed initiatives. State programs frequently provide technical assistance and training, in addition to financial resources, to encourage collaborative partnerships. Such assistance is typically granted in exchange for requirements to generate a watershed action plan and/or follow a mutually agreed upon work plan to address NPS pollution. Program managers indicated a need for greater fiscal resources and flexibility to achieve water quality goals.

  16. 20 CFR 645.233 - What are the time limitations on the expenditure of Welfare-to-Work grant funds?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... expenditure of Welfare-to-Work grant funds? 645.233 Section 645.233 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROVISIONS GOVERNING WELFARE-TO-WORK GRANTS General Program...-to-Work grant funds? (a) Formula grant funds: The maximum time limit for the expenditure of a...

  17. CBM Collaboration

    NASA Astrophysics Data System (ADS)

    Ablyazimov, T.; Abuhoza, A.; Adak, R.; Adamczewski-Musch, J.; Adamczyk, M.; Aggarwal, M. M.; Ahammed, Z.; Ahmad, F.; Ahmad, N.; Ahmad, S.; Akindinov, A.; Akishin, P.; Akishina, E.; Akishina, T.; Akishina, V.; Al-Turany, M.; Alexandrov, E.; Alexandrov, I.; Amar-Youcef, S.; Anđelić, M.; Andreeva, O.; Andrei, C.; Andronic, A.; Anisimov, Yu.; Appelshäuser, H.; Arend, A.; Argintaru, D.; Atkin, E.; Avdeev, S.; Averbeck, R.; Azmi, M. D.; Baban, V.; Bach, M.; Badura, E.; Baginyan, S.; Balle, T.; Balog, T.; Bandyopadhyay, S.; Banerjee, P.; Baranova, N.; Barczyk, T.; Bartoş, D.; Bashir, S.; Basrak, Z.; Baszczyk, M.; Batenkov, O.; Baublis, V.; Baumann, C.; Baznat, M.; Becker, K.-H.; Bel, T.; Belogurov, S.; Bendarouach, J.; Berceanu, I.; Bercuci, A.; Berdermann, E.; Berdnikov, A.; Berdnikov, Y.; Berendes, R.; Bergmann, C.; Bertini, D.; Bertini, O.; Beşliu, C.; Bezshyyko, O.; Bhaduri, P. P.; Bhasin, A.; Bhati, A. K.; Bhattacharjee, B.; Bhattacharyya, A.; Bhattacharyya, T. K.; Biswas, S.; Blau, D.; Blume, C.; Bocharov, Yu.; Böttger, S.; Borysova, M.; Breitner, T.; Brüning, U.; Brzychczyk, J.; Bubak, A.; Büsching, H.; Bychkov, A.; Byszuk, A.; Cai, Xu; Cãlin, M.; Cao, Ping; Čaplar, R.; Caragheorgheopol, G.; Carević, I.; Cătănescu, V.; Chakrabarti, A.; Chatterji, S.; Chattopadhyay, Sanatan; Chattopadhyay, Subhasis; Chen, Hongfang; Cheng, Jianping; Chepurnov, V.; Chernenko, S.; Chernogorov, A.; Choi, Kyung-Eon; Ciobanu, M. I.; Claus, G.; Constantin, F.; Covlea, V.; Csanád, M.; D'Ascenzo, N.; Das, S.; Davkov, K.; Davkov, V.; de Cuveland, J.; Debnath, B.; Dementiev, D.; Deng, Zhi; Deppe, H.; Deppner, I.; Derenovskaya, O.; Deveaux, C. A.; Deveaux, M.; Dey, K.; Dey, M.; Dillenseger, P.; Dobyrn, V.; Doering, D.; Dorokhov, A.; Drozd, A.; Dubey, A. K.; Dubnichka, S.; Dubnichkova, A.; Dürr, M.; Dulinski, W.; Dutka, L.; Dželalija, M.; Emschermann, D.; Engel, H.; Eremin, V.; Eşanu, T.; Eschke, J.; Eschweiler, D.; Eum, Jongsik; Fan, Huanhuan; Fateev, O.; Filozova, I.; Finogeev, D.; Fischer, P.; Flemming, H.; Frankenfeld, U.; Friese, V.; Friske, E.; Fröhlich, I.; Frühauf, J.; Fülöp, Á.; Gajda, J.; Galatyuk, T.; Galkin, A.; Galkin, V.; Gangopadhyay, G.; García Chávez, C.; Gašparić, I.; Gebelein, J.; Ghosh, P.; Ghosh, S. K.; Goffe, M.; Golinka-Bezshyyko, L.; Golovatyuk, V.; Golovnya, S.; Golovtsov, V.; Golubeva, M.; Golubkov, D.; Gómez Ramírez, A.; Gorbunov, S.; Gorokhov, S.; Gottschalk, D.; Gryboś, P.; Grzeszczuk, A.; Guber, F.; Gudima, K.; Gupta, A.; Gusakov, Yu.; Haldar, A.; Haldar, S.; Hartmann, H.; Hehner, J.; Heidel, K.; Heine, N.; Hellbär, E.; Herghelegiu, A.; Herrmann, N.; Heß, B.; Heuser, J. M.; Himmi, A.; Höhne, C.; Holzmann, R.; Huang, Guangming; Huang, Xinjie; Hutsch, J.; Hutter, D.; Iakovleva, E.; Ierusalimov, A.; Ilgenfritz, E.-M.; Irfan, M.; Ivanov, M.; Ivanov, Valery; Ivanov, Victor; Ivanov, Vladimir; Ivashkin, A.; Jaaskelainen, K.; Jahan, H.; Jain, V.; Jakovlev, V.; Janson, T.; Jipa, A.; Kadenko, I.; Kämpfer, B.; Kalcher, S.; Kalinin, V.; Kampert, K.-H.; Kang, Tae Im; Kaptur, E.; Karabowicz, R.; Karavichev, O.; Karavicheva, T.; Karmanov, D.; Karnaukhov, V.; Karpechev, E.; Kasiński, K.; Kasprowicz, G.; Kaur, M.; Kazantsev, A.; Kebschull, U.; Kekelidze, G.; Khan, M. M.; Khan, S. A.; Khanzadeev, A.; Khasanov, F.; Khvorostukhin, A.; Kirakosyan, V.; Kirejczyk, M.; Kiryakov, A.; Kiš, M.; Kisel, I.; Kisel, P.; Kiselev, S.; Kiss, A.; Kiss, T.; Klaus, P.; Kłeczek, R.; Klein-Bösing, Ch.; Kleipa, V.; Kmon, P.; Koch, K.; Kochenda, L.; Koczoń, P.; König, W.; Kohn, M.; Kolb, B. W.; Kolosova, A.; Komkov, B.; Kopfer, J. M.; Korolev, M.; Korolko, I.; Kotte, R.; Kotynia, A.; Kovalchuk, A.; Kowalski, S.; Koziel, M.; Kozlov, G.; Kravtsov, P.; Krebs, E.; Kreidl, C.; Kresan, D.; Kretschmar, G.; Kretz, M.; Krieger, M.; Kryshen, E.; Kucewicz, W.; Kudin, L.; Kugler, A.; Kulakov, I.; Kunkel, J.; Kurepin, A.; Kurilkin, P.; Kushpil, V.; Kyva, V.; Ladygin, V.; Lara, C.; Larionov, P.; Laso Garcia, A.; Lavrik, E.; Lazanu, I.; Lebedev, A.; Lebedev, S.; Lebedeva, E.; Lehnert, J.; Lehrbach, J.; Lemke, F.; Li, Cheng; Li, Jin; Li, Qiyan; Li, Yuanjing; Li, Yulan; Lindenstruth, V.; Linev, S.; Linnik, B.; Litvinenko, E.; Liu, Feng; Lobanov, I.; Lobanova, E.; Löchner, S.; Loizeau, P.-A.; Lucio Martínez, J. A.; Lymanets, A.; Maevskaya, A.; Mahajan, S.; Mahapatra, D. P.; Mahmoud, T.; Maj, P.; Majka, Z.; Malakhov, A.; Malankin, E.; Malkevich, D.; Malyatina, O.; Malygina, H.; Mandal, S.; Manko, V.; Manz, S.; Marin, V.; Marin Garcia, A. M.; Markert, J.; Masciocchi, S.; Matulewicz, T.; Merkin, M.; Mialkovski, V.; Michel, J.; Miftakhov, N.; Mikhailov, K.; Mikhaylov, V.; Milanović, B.; Militsija, V.; Mir, M. F.; Miskowiec, D.; Morhardt, T.; Müller, W. F. J.; Müntz, C.; Murin, Yu.; Najman, R.; Naumann, L.; Nayak, T.

    2014-11-01

    We acknowledge support by the Seventh Framework Programme (FP7) of the European Commission through projects AIDA, CRISP and HadronPhysics3; the Bundesministerium für Bildung und Forschung, Germany, through the grants 05P09PXFC5, 05P12PXFCE, 05P12RFFC7, 05P12RFFCM, 05P12RFFCP, 05P12RGFCG,05P12RGGHM, 05P12VHFCE, 05P12VHFCF, 05PRVHFC7, and 06HD9123I; the Deutsche Forschungsgemeinschaft, Germany, grant GRK 1039; the Hessian Loewe Initiative through the Helmholtz International Center for FAIR (HIC4FAIR); the Helmholtz Graduate School HIRe; the Helmholtz Research School H-QM; the GSI Helmholzzentrum für Schwerionenforschung mbH, Germany, through F&E cooperations with Goethe-Universität Frankfurt, Justus-Liebig-Universität Gießen and Bergische Universität Wuppertal (WKAMPE1012); the Department of Science and Technology, Government of India; the Department of Atomic Energy, Government of India; the Council of Scientific and Industrial Research, Government of India; the University Grants Commission, Government of India; the Indo-FAIR Co-ordination Centre, Bose Institute, Kolkata, India; the Strategic Grants POSDRU/89/1.5/S/58852 and PN-II-ID-PCE-IDEI 34/05.10.2011, Romania; the NASR/CAPACITATI-Modul III, Romania, contract nr. 179EU; the NASR/NUCLEU Project PN09370103, Romania; the FAIR Russia Research Center (FRRC), Russia; and the Federal Agency for Atomic Research (Rosatom), Russia.

  18. Collaborative engagement

    NASA Astrophysics Data System (ADS)

    Wade, Robert L.; Reames, Joseph M.

    2004-09-01

    A need exists for United States military forces to perform collaborative engagement operations between unmanned systems. This capability has the potential to contribute significant tactical synergy to the Joint Force operating in the battlespace of the future. Collaborative engagements potentially offer force conservation, perform timely acquisition and dissemination of essential combat information, and can eliminate high value and time critical targets. Collaborative engagements can also add considerably to force survivability by reducing soldier and equipment exposure during critical operations. This paper will address a multiphase U.S. Army Aviation and Missile Research, Development, and Engineering Center (AMRDEC) Joint Technology Center (JTC) Systems Integration Laboratory (SIL) program to assess information requirements, Joint Architecure for Unmanned Systems (JAUS), on-going Science and Technology initiatives, and conduct simulation based experiments to identify and resolve technical risks required to conduct collaborative engagements using unmanned aerial vehicles (UAV) and unmanned ground vehicles (UGV). The schedule outlines an initial effort to expand, update and exercise JAUS, provide early feedback to support user development of Concept of Operations (CONOPs) and Tactics, Techniques and Procedures (TTPs), and develop a Multiple Unified Simulation Environment (MUSE) system with JAUS interfaces necessary to support an unmanned system of systems collaboartive engagement.

  19. Literacy Collaborative.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO.

    This paper provides an overview of Literacy Collaborative, a comprehensive, schoolwide program designed to provide long-term support to schools working toward successful literacy achievement for every child by the end of 2nd grade. There are currently (year 2000) 390 literacy coordinators or trainers serving 372 schools in 25 states. The…

  20. Collaboration Physics

    ERIC Educational Resources Information Center

    Harlow, Danielle; Otero, Valerie K.

    2005-01-01

    What happens when university curriculum developers are mixed with motivated elementary teachers? ? An awesome learning collaboration that benefits researchers, teachers, and students! That's what the authors discovered when they--university researchers involved in the Physics for Elementary Teachers (PET) project--teamed up with local elementary…

  1. Collaborative Design

    ERIC Educational Resources Information Center

    Broderick, Debora

    2014-01-01

    This practitioner research study investigates the power of multimodal texts within a real-world context and argues that a participatory culture focused on literary arts offers marginalized high school students opportunities for collaborative design and authoring. Additionally, this article invites educators to rethink the at-risk label. This…

  2. Collaborative Spaces

    ERIC Educational Resources Information Center

    Lippman, Peter C.

    2013-01-01

    When architects discuss the educational facilities of the next century and beyond, the conversation turns to collaborative spaces. They envision flexible and fluid spaces that will encourage creative and critical thinking, and free students to communicate clearly about the task at hand. While these are admirable ideals, there are some fundamental…

  3. Grants Management Handbook.

    ERIC Educational Resources Information Center

    Hale, Carol

    Based on the business practices of the Maricopa County Community College District (MCCCD), in Arizona, this handbook provides an overview of activities involved in starting up a new or continuing grant. The handbook begins with the negotiation process but focuses primarily on events after the grant is funded. Following a brief overview of the…

  4. Plagiarism in Grant Proposals

    ERIC Educational Resources Information Center

    Markin, Karen M.

    2012-01-01

    It is not news that software exists to check undergraduate papers for plagiarism. What is less well known is that some federal grant agencies are using technology to detect plagiarism in grant proposals. That variety of research misconduct is a growing problem, according to federal experts. The National Science Foundation, in its most recent…

  5. 77 FR 1955 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-12

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  6. 75 FR 54655 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-08

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  7. 78 FR 37584 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-21

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  8. 77 FR 27797 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-11

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  9. 76 FR 41302 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-13

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  10. 77 FR 39517 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-03

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  11. 78 FR 37583 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-21

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  12. 75 FR 453 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-05

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  13. 75 FR 50007 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-16

    ... From the Federal Register Online via the Government Publishing Office ] DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  14. 77 FR 22612 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  15. 75 FR 50006 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  16. 75 FR 43207 - Request for Certification of Compliance -Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-23

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance --Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  17. 77 FR 31647 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-29

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  18. 76 FR 21042 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-14

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  19. 77 FR 27798 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-11

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  20. 75 FR 10326 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-05

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  1. 75 FR 454 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-05

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  2. 76 FR 51435 - Request for Certification of Compliance; Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-18

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance; Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  3. 76 FR 14996 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-18

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF LABOR Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY:...

  4. Students as Technology Leaders: The New Collaborative.

    ERIC Educational Resources Information Center

    Shasek, Judy

    2000-01-01

    Describes a student mentoring project that helped integrate technology into middle school classrooms. Discusses students mentoring teachers and peers; online mentoring training; scheduling; media specialist/teacher collaboration; student entrepreneurship; and guidelines. Lists related Web sites for further information. (LRW)

  5. Interdisciplinary Collaborative Mathematics: Standards Correlation Guide

    ERIC Educational Resources Information Center

    Chiatula, Victoria Oliaku

    2015-01-01

    This guide outlines teacher preparation, professional association, and Common Core State Standards aligned to an "interdisciplinary collaborative mathematics" approach using Junior Achievement educational programs within a Math Methods course to train pre-service elementary teachers to teach math.

  6. International Collaboration in Mental Health.

    ERIC Educational Resources Information Center

    Brown, Bertram S., Ed.; Torrey, E. Fuller, Ed.

    Presented in five parts on research, services, training, drug abuse, and alcohol abuse are 31 reports of mental health studies and programs supported by the U.S. and other countries. Explained in the introduction are reasons the National Institute of Mental Health (NIMH) has supported international collaboration. The following are among subjects…

  7. Child Support, Child Care and Head Start Collaboration: Innovations & Ideas

    ERIC Educational Resources Information Center

    Child Care Bureau, 2003

    2003-01-01

    This monograph highlights and compares approaches of six demonstration grant projects designed to promote collaboration between state Child Support Enforcement, Child Care, and Head Start programs. These demonstration grant projects were awarded to Alaska, Connecticut, Illinois, Maryland, Minnesota, and Missouri. These three-year projects were…

  8. News Report: The career paths of physics graduates Education: Network day to hold workshops for teaching ideas Experiments: PhysHOME brings innovators together Meeting: Physics Education Networks collaborate at WCPE Workshop: World experts in physics education meet Training: Something for everyone at SPEED 2012 Conference: Sun, cocktails and physics create a buzz at WCPE Students: The physics paralympian 2012 Forthcoming events

    NASA Astrophysics Data System (ADS)

    2012-09-01

    Report: The career paths of physics graduates Education: Network day to hold workshops for teaching ideas Experiments: PhysHOME brings innovators together Meeting: Physics Education Networks collaborate at WCPE Workshop: World experts in physics education meet Training: Something for everyone at SPEED 2012 Conference: Sun, cocktails and physics create a buzz at WCPE Students: The physics paralympian 2012 Forthcoming events

  9. Assessing the Value of Team Science A Study Comparing Center- and Investigator-Initiated Grants

    PubMed Central

    Hall, Kara L.; Stokols, Daniel; Stipelman, Brooke A.; Vogel, Amanda L.; Feng, Annie; Masimore, Beth; Morgan, Glen; Moser, Richard P.; Marcus, Stephen E.; Berrigan, David

    2013-01-01

    Background Large cross-disciplinary scientific teams are becoming increasingly prominent in the conduct of research. Purpose This paper reports on a quasi-experimental longitudinal study conducted to compare bibliometric indicators of scientific collaboration, productivity, and impact of center-based transdisciplinary team science initiatives and traditional investigator-initiated grants in the same field. Methods All grants began between 1994 and 2004 and up to 10 years of publication data were collected for each grant. Publication information was compiled and analyzed during the spring and summer of 2010. Results Following an initial lag period, the transdisciplinary research center grants had higher overall publication rates than the investigator-initiated R01 (NIH Research Project Grant Program) grants. There were relatively uniform publication rates across the research center grants compared to dramatically dispersed publication rates among the R01 grants. On average, publications produced by the research center grants had greater numbers of coauthors but similar journal impact factors compared with publications produced by the R01 grants. Conclusions The lag in productivity among the transdisciplinary center grants was offset by their overall higher publication rates and average number of coauthors per publication, relative to investigator-initiated grants, over the 10-year comparison period. The findings suggest that transdisciplinary center grants create benefits for both scientific productivity and collaboration. (Am J Prev Med 2012;42(2):157–163) Published by Elsevier Inc. on behalf of American Journal of Preventive Medicine PMID:22261212

  10. 20 CFR 664.820 - Who is eligible to receive services under Youth Opportunity Grants?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Youth Opportunity Grants? 664.820 Section 664.820 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Youth Opportunity Grants § 664.820 Who is eligible to receive services under Youth Opportunity Grants?...

  11. 20 CFR 664.820 - Who is eligible to receive services under Youth Opportunity Grants?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Youth Opportunity Grants? 664.820 Section 664.820 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Youth Opportunity Grants § 664.820 Who is eligible to receive services under Youth Opportunity Grants?...

  12. 20 CFR 666.210 - How may Incentive Grant funds be used?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false How may Incentive Grant funds be used? 666.210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR... for State Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds...

  13. 42 CFR 65a.3 - Who is eligible to apply for a grant?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Who is eligible to apply for a grant? 65a.3 Section... AND TRAINING GRANTS § 65a.3 Who is eligible to apply for a grant? (a) Except as otherwise prohibited by law, any public or private nonprofit institution of higher education may apply for an award...

  14. 42 CFR 65a.3 - Who is eligible to apply for a grant?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Who is eligible to apply for a grant? 65a.3 Section... AND TRAINING GRANTS § 65a.3 Who is eligible to apply for a grant? (a) Except as otherwise prohibited by law, any public or private nonprofit institution of higher education may apply for an award...

  15. 20 CFR 666.210 - How may Incentive Grant funds be used?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false How may Incentive Grant funds be used? 666.210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR... for State Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds...

  16. 20 CFR 666.210 - How may Incentive Grant funds be used?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false How may Incentive Grant funds be used? 666.210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR... Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds are awarded to States...

  17. 20 CFR 666.210 - How may Incentive Grant funds be used?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false How may Incentive Grant funds be used? 666.210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR... Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds are awarded to States...

  18. 20 CFR 666.210 - How may Incentive Grant funds be used?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false How may Incentive Grant funds be used? 666.210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR... for State Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds...

  19. 77 FR 14426 - Notice of Availability of Funds and Solicitation for Grant Applications for Senior Community...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-09

    ...The Employment and Training Administration (ETA), U.S. Department of Labor announces a grant competition for national grantees funded under the Senior Community Service Employment Program (SCSEP) authorized under title V of the Older Americans Act (OAA) as amended in 2006, Public Law 109-365. Approximately $346,000,000 in grant funds will be available for national grantees. SCSEP grant funds......

  20. 20 CFR 641.490 - When will the Department compete SCSEP grant awards?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... SCSEP grant awards? (a)(1) The Department will hold a full and open competition for national grants... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false When will the Department compete SCSEP grant awards? 641.490 Section 641.490 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT...

  1. 20 CFR 641.490 - When will the Department compete SCSEP grant awards?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... SCSEP grant awards? (a)(1) The Department will hold a full and open competition for national grants... 20 Employees' Benefits 3 2014-04-01 2014-04-01 false When will the Department compete SCSEP grant awards? 641.490 Section 641.490 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT...

  2. 20 CFR 641.490 - When will the Department compete SCSEP grant awards?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... SCSEP grant awards? (a)(1) The Department will hold a full and open competition for national grants... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false When will the Department compete SCSEP grant awards? 641.490 Section 641.490 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT...

  3. 20 CFR 641.490 - When will the Department compete SCSEP grant awards?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... SCSEP grant awards? (a)(1) The Department will hold a full and open competition for national grants... 20 Employees' Benefits 3 2013-04-01 2013-04-01 false When will the Department compete SCSEP grant awards? 641.490 Section 641.490 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT...

  4. IAI Training in Climate and Health in the Americas

    NASA Astrophysics Data System (ADS)

    Aron, J. L.

    2007-05-01

    The Inter-American Institute for Global Change Research (IAI) has addressed training in climate and health in the Americas in two major ways. First, IAI supports students to engage in research training. A multi-country health activity funded by IAI was the collaborative research network (CRN) on Diagnostics and Prediction of Human Health Impacts in the Tropical Americas, which focused principally on the effect of El Nino/Southern Oscillation and other aspects of climate variability on mosquito-borne diseases malaria and dengue. The CRN involved students in Brazil, Mexico, Venezuela, Colombia and Jamaica. The CRN was also linked to other climate and health projects that used a similar approach. Second, IAI organizes training institutes to expand the network of global change research scientists and facilitate the transfer of global change research into practice. The IAI Training Institute on Climate and Health in the Americas was held on November 7 - 18, 2005 at the University of the West Indies in Kingston, Jamaica, engaging participants from the CRN and other programs in the Americas. The Training Institute's central objective was to help strengthen local and regional capacity to address the impacts of climate variability and climate change on human health in the populations of the Americas, particularly Latin America and the Caribbean. The Training Institute had three core components: Science; Applications; and Proposal Development for Seed Grants. Recommendations for future Training Institutes included incorporating new technologies and communicating with policy-makers to develop more proactive societal strategies to manage risks.

  5. 20 CFR 632.20 - Submission of grant application.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Submission of grant application. 632.20 Section 632.20 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Program Planning, Application and...

  6. 20 CFR 632.20 - Submission of grant application.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Submission of grant application. 632.20 Section 632.20 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Program Planning, Application and...

  7. 20 CFR 632.20 - Submission of grant application.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Submission of grant application. 632.20 Section 632.20 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Program Planning, Application and...

  8. 20 CFR 632.19 - Grant application content.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Grant application content. 632.19 Section 632.19 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Program Planning, Application and Modification Procedures §...

  9. 20 CFR 632.19 - Grant application content.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Grant application content. 632.19 Section 632.19 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Program Planning, Application and Modification Procedures §...

  10. 76 FR 62567 - Grant Guideline for FY 2012

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-07

    ..., research and training to improve the administration of justice in the state courts; B. Provide for the... Project Grants are intended to support innovative education and training, research and evaluation... the methods to be used for accomplishing each task. For example: (a) For research and...

  11. Applying for grant funds: there's help around the corner.

    PubMed

    Reif-Lehrer, L

    2000-11-01

    Scientists should know where to get help when they write grant proposals. Books, videos, consultants and colleagues can all be useful. The World Wide Web is an excellent resource for finding competitors, collaborators and a wealth of other useful information such as funding agencies, available grant money, pertinent articles and form pages for grant applications. Software is available to help you make an outline of your proposal, prepare the required figures and tables and build a database of references from which to create a bibliography. This article will point you in the right direction for a plethora of information and resources. PMID:11050423

  12. 34 CFR 75.200 - How applications for new grants and cooperative agreements are selected for funding; standards...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS How Grants Are Made Selection of New Projects § 75.200 How applications for new grants and cooperative agreements are selected... carry out a collaborative project. (5) The Secretary uses the selection procedures in this subpart...

  13. 34 CFR 75.200 - How applications for new grants and cooperative agreements are selected for funding; standards...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Education Office of the Secretary, Department of Education DIRECT GRANT PROGRAMS How Grants Are Made Selection of New Projects § 75.200 How applications for new grants and cooperative agreements are selected... carry out a collaborative project. (5) The Secretary uses the selection procedures in this subpart...

  14. School, University, State: Collaboration for Writing Programs.

    ERIC Educational Resources Information Center

    Dittmer, Allan; And Others

    The subject of this panel presentation was a collaborative effort to improve writing instruction around the state of Kentucky, which resulted in the funding of several National Writing Project sites, regional workshops, and a competitive grants program to encourage middle and high school classroom teachers to develop innovative writing projects in…

  15. 75 FR 27584 - Notice of Availability of Funds and Solicitation for Grant Applications (SGA) to Fund...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-17

    ...The U.S. Department of Labor (DOL), Employment and Training Administration (ETA), announces the availability of $12.2 million from funds made available through the FY 2010 DOL budget for Training and Employment Services for grants to State Workforce Agencies (SWA) to develop the Workforce Data Quality Initiative (WDQI). Grants awarded will provide SWAs the opportunity to develop and use State......

  16. Fulbright Grants available

    NASA Astrophysics Data System (ADS)

    The Council for International Exchange of Scholars (CIES) is accepting applications for the 1988-1989 Fulbright Scholar Awards. More than 300 grants in research and 700 grants in university lecturing are available for periods ranging from 3 months to a full academic year, with openings in more than 100 countries and some opportunities for research in more than one country.Fulbright awards are granted in virtually all disciplines. Scholars of all academic ranks, including retired faculty and independent scholars, are eligible to apply. Fulbright scholars must be U.S. citizens with a Ph.D. or comparable professional qualifications, have university or college teaching experience, and for selected assignments, be proficient in a foreign language. There is no longer a limit of two Fulbright grants to a single scholar.

  17. The Agriculture Grants Program.

    ERIC Educational Resources Information Center

    Krogmann, David W.; Key, Joe

    1981-01-01

    Reviews historical background surrounding the origins of the Competitive Research Grants Office, established in 1978 to support basic research related to agriculture. Describes current controversy within the legislature which threatens its existence. (CS)

  18. Collaborative Research: Neutrinos and Nucleosynthesis in Hot and Dense Matter

    SciTech Connect

    Alford, Mark

    2015-05-31

    The Topical Collaboration funded one of Prof. Alford's graduate students, Jun (Sophia) Han, by providing 75% of her support. The work reported here was wholly or partly supported by the Topical Collaboration. Additional support, e.g. for postdoc Kai Schwenzer, came from Nuclear Theory grant #DE-FG02-05ER41375.

  19. Managing clinical grant costs.

    PubMed

    Glass, Harold E; Hollander, Karen

    2009-05-01

    The rapidly increasing cost of pharmaceutical R&D presents a major challenge for the industry. This paper examines one aspect of that spending, clinical grants, and presents ways that pharmaceutical companies can best manage those expenditures. The first part of the paper examines the role of clinical grant payments as a motivation for clinical trial participation. The second part outlines a number of current management practices for controlling clinical grant costs. Financial compensation is an important matter for many physicians conducting clinical trials, especially those in office-based practices and those conducting phase 4 clinical trials. Since financial considerations are important to most types of investigators, and there is no compelling evidence that paying at high rates insures timely performance or quality data, companies engaging clinical investigators must manage their clinical grant funds as effectively as possible. Sound financial management requires that clinical development professionals appreciate the complex relationship between the pharmaceutical company and the physicians who serve as clinical investigators on that company's clinical trials. Sensible financial management of clinical grants also demands that sponsor companies get the most value for their clinical grant spending. Ultimately, good clinical grant management requires an attitude that combines good business sense with an understanding that pharmaceutical R&D strives to bring to market new drugs that can help patient populations around the world. Investigators are medical contractors in clinical trials, and while they are engaged in their vital research, they are a part of the research process that must be carefully budgeted and managed. Society, pharmaceutical companies, clinical investigators, and patients will reap the benefits of adequately budgeted, and well managed clinical grants. PMID:19470309

  20. Gender differences in collaboration patterns

    NASA Astrophysics Data System (ADS)

    Zeng, Xiaohan; Duch, Jordi; Sales-Pardo, Marta; Radicchi, Filippo; Ribeiro, Haroldo V.; Woodruff, Teresa K.; Amaral, Luis A. N.

    2014-03-01

    Collaboration plays an increasingly important role in research productivity and impact. However, it remains unclear whether female and male researchers in science, technology, engineering and mathematical (STEM) disciplines differ significantly from each other in their collaboration propensity. Here, we report on an empirical analysis of the complete publication records of 3,920 faculty members in six STEM disciplines at selected top U.S. research universities. We find that while female faculty have significantly fewer co-authors over their careers, this can be fully explained by their lower number of publications. Indeed, we also find that females tend to distribute their co-authoring opportunities among their co-authors more evenly than males do. Our results suggest that females have had a greater propensity to collaborate, in order to succeed in a historically men-dominated academic world. Surprisingly, we find evidence that in molecular biology there has been a gender segregation within sub-disciplines. Female faculty in molecular biology departments tend to collaborate with smaller teams and publish in journals and fields where typical team size is smaller. Our results identify gender-specific collaborative behaviors as well as disciplines with distinct patterns. The authors thank the support from the following grants: NSF SBE 0624318, NSF IIS 0830388, and Spanish DGICYT under project FIS2010-18639.

  1. Grant Writing 101

    PubMed Central

    Wiseman, Jason T.; Alavi, Karim; Milner, Robert J.

    2013-01-01

    Writing a grant is a hefty undertaking. Start by surrounding yourself with a successful mentor and accompanying team with a good track record. Get organized, select clear goals and objectives to your project. Once the foundation for the grant is set, begin by generating a robust hypothesis. Once your hypothesis is clearly defined, you should contact the project officer of the specific grant for which you are applying; they can help identify if the proposal meets an area of need. The basic components of a grant include the following: the face page, which highlights the key contributors; followed by table of contents; abstract; biographical sketches, which are minicurriculum vitae; budget; research plan, which is composed mostly of background, significance, and specific aims; and lastly, references cited. Be sure to follow specific formatting. Use resources including the internet to find an appropriate grant. Finally, given the confines of a busy surgical practice and the significant amount of work necessary to complete a grant, it is essential that the work begins early and well in advance of the proposed deadline. PMID:24436682

  2. Validating an Instrument for Assessing Workforce Collaboration

    ERIC Educational Resources Information Center

    Townsend, Amy; Shelley, Kyna

    2008-01-01

    The community college has always played an integral role in job training but never more so than following the 1998 Workforce Investment Act (WIA) that significantly increased the community colleges' opportunity to join with others in the provision of job training services. With this, however, came demand for high levels of collaboration between…

  3. PHENIX Collaboration

    NASA Astrophysics Data System (ADS)

    Adare, A.; Afanasiev, S.; Aidala, C.; Ajitanand, N. N.; Akiba, Y.; Akimoto, R.; Al-Bataineh, H.; Al-Ta'ani, H.; Alexander, J.; Alfred, M.; Andrews, K. R.; Angerami, A.; Aoki, K.; Apadula, N.; Aphecetche, L.; Appelt, E.; Aramaki, Y.; Armendariz, R.; Aronson, S. H.; Asai, J.; Asano, H.; Aschenauer, E. C.; Atomssa, E. T.; Averbeck, R.; Awes, T. C.; Azmoun, B.; Babintsev, V.; Bai, M.; Bai, X.; Baksay, G.; Baksay, L.; Baldisseri, A.; Bandara, N. S.; Bannier, B.; Barish, K. N.; Barnes, P. D.; Bassalleck, B.; Basye, A. T.; Bathe, S.; Batsouli, S.; Baublis, V.; Baumann, C.; Baumgart, S.; Bazilevsky, A.; Beaumier, M.; Beckman, S.; Belikov, S.; Belmont, R.; Ben-Benjamin, J.; Bennett, R.; Berdnikov, A.; Berdnikov, Y.; Bhom, J. H.; Bickley, A. A.; Bing, X.; Black, D.; Blau, D. S.; Boissevain, J. G.; Bok, J. S.; Borel, H.; Boyle, K.; Brooks, M. L.; Broxmeyer, D.; Bryslawskyj, J.; Buesching, H.; Bumazhnov, V.; Bunce, G.; Butsyk, S.; Camacho, C. M.; Campbell, S.; Caringi, A.; Castera, P.; Chang, B. S.; Chang, W. C.; Charvet, J.-L.; Chen, C.-H.; Chernichenko, S.; Chi, C. Y.; Chiba, J.; Chiu, M.; Choi, I. J.; Choi, J. B.; Choi, S.; Choudhury, R. K.; Christiansen, P.; Chujo, T.; Chung, P.; Churyn, A.; Chvala, O.; Cianciolo, V.; Citron, Z.; Cleven, C. R.; Cole, B. A.; Comets, M. P.; Conesa del Valle, Z.; Connors, M.; Constantin, P.; Cronin, N.; Crossette, N.; Csanád, M.; Csörgő, T.; Dahms, T.; Dairaku, S.; Danchev, I.; Das, K.; Datta, A.; Daugherity, M. S.; David, G.; Dayananda, M. K.; Deaton, M. B.; DeBlasio, K.; Dehmelt, K.; Delagrange, H.; Denisov, A.; d'Enterria, D.; Deshpande, A.; Desmond, E. J.; Dharmawardane, K. V.; Dietzsch, O.; Ding, L.; Dion, A.; Do, J. H.; Donadelli, M.; Drapier, O.; Drees, A.; Drees, K. A.; Dubey, A. K.; Durham, J. M.; Durum, A.; Dutta, D.; Dzhordzhadze, V.; D'Orazio, L.; Edwards, S.; Efremenko, Y. V.; Egdemir, J.; Ellinghaus, F.; Emam, W. S.; Engelmore, T.; Enokizono, A.; En'yo, H.; Esumi, S.; Eyser, K. O.; Fadem, B.; Feege, N.; Fields, D. E.; Finger, M.; Finger, M.; Fleuret, F.; Fokin, S. L.; Fraenkel, Z.; Frantz, J. E.; Franz, A.; Frawley, A. D.; Fujiwara, K.; Fukao, Y.; Fusayasu, T.; Gadrat, S.; Gainey, K.; Gal, C.; Gallus, P.; Garg, P.; Garishvili, A.; Garishvili, I.; Ge, H.; Giordano, F.; Glenn, A.; Gong, H.; Gong, X.; Gonin, M.; Gosset, J.; Goto, Y.; Granier de Cassagnac, R.; Grau, N.; Greene, S. V.; Grim, G.; Grosse Perdekamp, M.; Gu, Y.; Gunji, T.; Guo, L.; Guragain, H.; Gustafsson, H.-Å.; Hachiya, T.; Hadj Henni, A.; Haegemann, C.; Haggerty, J. S.; Hahn, K. I.; Hamagaki, H.; Hamblen, J.; Han, R.; Han, S. Y.; Hanks, J.; Harada, H.; Harper, C.; Hartouni, E. P.; Haruna, K.; Hasegawa, S.; Hashimoto, K.; Haslum, E.; Hayano, R.; Hayashi, S.; He, X.; Heffner, M.; Hemmick, T. K.; Hester, T.; Hiejima, H.; Hill, J. C.; Hobbs, R.; Hohlmann, M.; Hollis, R. S.; Holzmann, W.; Homma, K.; Hong, B.; Horaguchi, T.; Hori, Y.; Hornback, D.; Hoshino, T.; Huang, J.; Huang, S.; Ichihara, T.; Ichimiya, R.; Ide, J.; Iinuma, H.; Ikeda, Y.; Imai, K.; Imazu, Y.; Imrek, J.; Inaba, M.; Inoue, Y.; Iordanova, A.; Isenhower, D.; Isenhower, L.; Ishihara, M.; Isinhue, A.; Isobe, T.; Issah, M.; Isupov, A.; Ivanischev, D.; Ivanishchev, D.; Iwanaga, Y.; Jacak, B. V.; Javani, M.; Jeon, S. J.; Jezghani, M.; Jia, J.; Jiang, X.; Jin, J.; Jinnouchi, O.; John, D.; Johnson, B. M.; Jones, T.; Joo, E.; Joo, K. S.; Jouan, D.; Jumper, D. S.; Kajihara, F.; Kametani, S.; Kamihara, N.; Kamin, J.; Kanda, S.; Kaneta, M.; Kaneti, S.; Kang, B. H.; Kang, J. H.; Kang, J. S.; Kanou, H.; Kapustinsky, J.; Karatsu, K.; Kasai, M.; Kawall, D.; Kawashima, M.; Kazantsev, A. V.; Kempel, T.; Key, J. A.; Khachatryan, V.; Khandai, P. K.; Khanzadeev, A.; Kihara, K.; Kijima, K. M.; Kikuchi, J.; Kim, A.; Kim, B. I.; Kim, C.; Kim, D. H.; Kim, D. J.; Kim, E.; Kim, E.-J.; Kim, H.-J.; Kim, H. J.; Kim, K.-B.; Kim, M.; Kim, S. H.; Kim, Y.-J.; Kim, Y. K.; Kinney, E.; Kiriluk, K.; Kiss, Á.; Kistenev, E.; Kiyomichi, A.; Klatsky, J.; Klay, J.; Klein-Boesing, C.; Kleinjan, D.; Kline, P.; Koblesky, T.; Kochenda, L.; Kochetkov, V.; Kofarago, M.; Komatsu, Y.; Komkov, B.; Konno, M.; Koster, J.; Kotchetkov, D.; Kotov, D.; Kozlov, A.; Král, A.; Kravitz, A.; Krizek, F.; Kubart, J.; Kunde, G. J.; Kurihara, N.; Kurita, K.; Kurosawa, M.; Kweon, M. J.; Kwon, Y.; Kyle, G. S.; Lacey, R.; Lai, Y. S.; Lajoie, J. G.; Layton, D.; Lebedev, A.; Lee, B.; Lee, D. M.; Lee, G. H.; Lee, J.; Lee, K.; Lee, K. B.; Lee, K. S.; Lee, M. K.; Lee, S. H.; Lee, S. R.; Lee, T.; Leitch, M. J.; Leite, M. A. L.; Leitgab, M.; Leitner, E.; Lenzi, B.; Lewis, B.; Li, X.; Lichtenwalner, P.; Liebing, P.; Lim, S. H.; Linden Levy, L. A.; Liška, T.; Litvinenko, A.; Liu, H.; Liu, M. X.; Love, B.; Luechtenborg, R.; Lynch, D.; Maguire, C. F.; Makdisi, Y. I.; Ma, M.; Malakhov, A.; Malik, M. D.; Manion, A.; Manko, V. I.; Mannel, E.; Mao, Y.

    2014-12-01

    We thank the staff of the Collider-Accelerator and Physics Departments at Brookhaven National Laboratory and the staff of the other PHENIX participating institutions for their vital contributions. We acknowledge support from the Office of Nuclear Physics in the Office of Science of the Department of Energy, the National Science Foundation, a sponsored research grant from Renaissance Technologies LLC, Abilene Christian University Research Council, Research Foundation of SUNY, and Dean of the College of Arts and Sciences, Vanderbilt University (USA), Ministry of Education, Culture, Sports, Science, and Technology and the Japan Society for the Promotion of Science (Japan), Conselho Nacional de Desenvolvimento Científico e Tecnológico and Fundação de Amparo à Pesquisa do Estado de São Paulo (Brazil), Natural Science Foundation of China, (People's Republic of China), Ministry of Science, Education, and Sports (Croatia), Ministry of Education, Youth and Sports (Czech Republic), Centre National de la Recherche Scientifique, Commissariat à l'Énergie Atomique, and Institut National de Physique Nucléaire et de Physique des Particules (France), Bundesministerium für Bildung und Forschung, Deutscher Akademischer Austausch Dienst, and Alexander von Humboldt Stiftung (Germany), OTKA NK 101 428 grant and the Ch. Simonyi Fund (Hungary), Department of Atomic Energy and Department of Science and Technology (India), Israel Science Foundation (Israel), National Research Foundation and WCU program of the Ministry Education Science and Technology (Republic of Korea), Physics Department, Lahore University of Management Sciences (Pakistan), Ministry of Education and Science, Russian Academy of Sciences, Federal Agency of Atomic Energy (Russia), VR and Wallenberg Foundation (Sweden), the US Civilian Research and Development Foundation for the Independent States of the Former Soviet Union, and the US-Israel Binational Science Foundation.

  4. PHENIX Collaboration

    NASA Astrophysics Data System (ADS)

    Adare, A.; Afanasiev, S.; Aidala, C.; Ajitanand, N. N.; Akiba, Y.; Akimoto, R.; Al-Bataineh, H.; Al-Ta'ani, H.; Alexander, J.; Alfred, M.; Andrews, K. R.; Angerami, A.; Aoki, K.; Apadula, N.; Aphecetche, L.; Appelt, E.; Aramaki, Y.; Armendariz, R.; Aronson, S. H.; Asai, J.; Asano, H.; Aschenauer, E. C.; Atomssa, E. T.; Averbeck, R.; Awes, T. C.; Azmoun, B.; Babintsev, V.; Bai, M.; Bai, X.; Baksay, G.; Baksay, L.; Baldisseri, A.; Bandara, N. S.; Bannier, B.; Barish, K. N.; Barnes, P. D.; Barnes, P. D.; Bassalleck, B.; Basye, A. T.; Bathe, S.; Batsouli, S.; Baublis, V.; Baumann, C.; Baumgart, S.; Bazilevsky, A.; Beaumier, M.; Beckman, S.; Belikov, S.; Belmont, R.; Ben-Benjamin, J.; Bennett, R.; Berdnikov, A.; Berdnikov, Y.; Bhom, J. H.; Bickley, A. A.; Bing, X.; Black, D.; Blau, D. S.; Boissevain, J. G.; Bok, J.; Bok, J. S.; Borel, H.; Boyle, K.; Brooks, M. L.; Broxmeyer, D.; Bryslawskyj, J.; Buesching, H.; Bumazhnov, V.; Bunce, G.; Butsyk, S.; Camacho, C. M.; Campbell, S.; Caringi, A.; Castera, P.; Chang, B. S.; Chang, W. C.; Charvet, J.-L.; Chen, C.-H.; Chernichenko, S.; Chi, C. Y.; Chiba, J.; Chiu, M.; Choi, I. J.; Choi, J. B.; Choi, S.; Choudhury, R. K.; Christiansen, P.; Chujo, T.; Chung, P.; Churyn, A.; Chvala, O.; Cianciolo, V.; Citron, Z.; Cleven, C. R.; Cole, B. A.; Comets, M. P.; Conesa del Valle, Z.; Connors, M.; Constantin, P.; Cronin, N.; Crossette, N.; Csanád, M.; Csörgő, T.; Dahms, T.; Dairaku, S.; Danchev, I.; Das, K.; Datta, A.; Daugherity, M. S.; David, G.; Dayananda, M. K.; Deaton, M. B.; DeBlasio, K.; Dehmelt, K.; Delagrange, H.; Denisov, A.; d'Enterria, D.; Deshpande, A.; Desmond, E. J.; Dharmawardane, K. V.; Dietzsch, O.; Ding, L.; Dion, A.; Do, J. H.; Donadelli, M.; Drapier, O.; Drees, A.; Drees, K. A.; Dubey, A. K.; Durham, J. M.; Durum, A.; Dutta, D.; Dzhordzhadze, V.; D'Orazio, L.; Edwards, S.; Efremenko, Y. V.; Egdemir, J.; Ellinghaus, F.; Emam, W. S.; Engelmore, T.; Enokizono, A.; En'yo, H.; Esumi, S.; Eyser, K. O.; Fadem, B.; Feege, N.; Fields, D. E.; Finger, M.; Finger, M.; Fleuret, F.; Fokin, S. L.; Fraenkel, Z.; Frantz, J. E.; Franz, A.; Frawley, A. D.; Fujiwara, K.; Fukao, Y.; Fusayasu, T.; Gadrat, S.; Gainey, K.; Gal, C.; Gallus, P.; Garg, P.; Garishvili, A.; Garishvili, I.; Ge, H.; Giordano, F.; Glenn, A.; Gong, H.; Gong, X.; Gonin, M.; Gosset, J.; Goto, Y.; Granier de Cassagnac, R.; Grau, N.; Greene, S. V.; Grim, G.; Grosse Perdekamp, M.; Gu, Y.; Gunji, T.; Guo, L.; Guragain, H.; Gustafsson, H.-Å.; Hachiya, T.; Hadj Henni, A.; Haegemann, C.; Haggerty, J. S.; Hahn, K. I.; Hamagaki, H.; Hamblen, J.; Han, R.; Han, S. Y.; Hanks, J.; Harada, H.; Harper, C.; Hartouni, E. P.; Haruna, K.; Hasegawa, S.; Hashimoto, K.; Haslum, E.; Hayano, R.; Hayashi, S.; He, X.; Heffner, M.; Hemmick, T. K.; Hester, T.; Hiejima, H.; Hill, J. C.; Hobbs, R.; Hohlmann, M.; Hollis, R. S.; Holzmann, W.; Homma, K.; Hong, B.; Horaguchi, T.; Hori, Y.; Hornback, D.; Hoshino, T.; Huang, J.; Huang, S.; Ichihara, T.; Ichimiya, R.; Ide, J.; Iinuma, H.; Ikeda, Y.; Imai, K.; Imazu, Y.; Imrek, J.; Inaba, M.; Inoue, Y.; Iordanova, A.; Isenhower, D.; Isenhower, L.; Ishihara, M.; Isinhue, A.; Isobe, T.; Issah, M.; Isupov, A.; Ivanischev, D.; Ivanishchev, D.; Iwanaga, Y.; Jacak, B. V.; Javani, M.; Jeon, S. J.; Jezghani, M.; Jia, J.; Jiang, X.; Jin, J.; Jinnouchi, O.; John, D.; Johnson, B. M.; Jones, T.; Joo, E.; Joo, K. S.; Jouan, D.; Jumper, D. S.; Kajihara, F.; Kametani, S.; Kamihara, N.; Kamin, J.; Kanda, S.; Kaneta, M.; Kaneti, S.; Kang, B. H.; Kang, J. H.; Kang, J. S.; Kanou, H.; Kapustinsky, J.; Karatsu, K.; Kasai, M.; Kawall, D.; Kawashima, M.; Kazantsev, A. V.; Kempel, T.; Key, J. A.; Khachatryan, V.; Khandai, P. K.; Khanzadeev, A.; Kihara, K.; Kijima, K. M.; Kikuchi, J.; Kim, A.; Kim, B. I.; Kim, C.; Kim, D. H.; Kim, D. J.; Kim, E.; Kim, E.-J.; Kim, H.-J.; Kim, H. J.; Kim, K.-B.; Kim, M.; Kim, S. H.; Kim, Y.-J.; Kim, Y. K.; Kinney, E.; Kiriluk, K.; Kiss, Á.; Kistenev, E.; Kiyomichi, A.; Klatsky, J.; Klay, J.; Klein-Boesing, C.; Kleinjan, D.; Kline, P.; Koblesky, T.; Kochenda, L.; Kochetkov, V.; Kofarago, M.; Komatsu, Y.; Komkov, B.; Konno, M.; Koster, J.; Kotchetkov, D.; Kotov, D.; Kozlov, A.; Král, A.; Kravitz, A.; Krizek, F.; Kubart, J.; Kunde, G. J.; Kurihara, N.; Kurita, K.; Kurosawa, M.; Kweon, M. J.; Kwon, Y.; Kyle, G. S.; Lacey, R.; Lai, Y. S.; Lajoie, J. G.; Layton, D.; Lebedev, A.; Lee, B.; Lee, D. M.; Lee, G. H.; Lee, J.; Lee, K.; Lee, K. B.; Lee, K. S.; Lee, M. K.; Lee, S. H.; Lee, S. R.; Lee, T.; Leitch, M. J.; Leite, M. A. L.; Leitgab, M.; Leitner, E.; Lenzi, B.; Lewis, B.; Li, X.; Lichtenwalner, P.; Liebing, P.; Lim, S. H.; Linden Levy, L. A.; Liška, T.; Litvinenko, A.; Liu, H.; Liu, M. X.; Love, B.; Luechtenborg, R.; Lynch, D.; Maguire, C. F.; Makdisi, Y. I.; Maai, M.; Malakhov, A.; Malik, M. D.; Manion, A.; Manko, V. I.

    2014-11-01

    We thank the staff of the Collider-Accelerator and Physics Departments at Brookhaven National Laboratory and the staff of the other PHENIX participating institutions for their vital contributions. We acknowledge support from the Office of Nuclear Physics in the Office of Science of the Department of Energy, the National Science Foundation, a sponsored research grant from Renaissance Technologies LLC, Abilene Christian University Research Council, Research Foundation of SUNY, and Dean of the College of Arts and Sciences, Vanderbilt University (USA), Ministry of Education, Culture, Sports, Science, and Technology and the Japan Society for the Promotion of Science (Japan), Conselho Nacional de Desenvolvimento Científico e Tecnológico and Fundaç ao de Amparo à Pesquisa do Estado de São Paulo (Brazil), Natural Science Foundation of China (People's Republic of China), Ministry of Science, Education, and Sports (Croatia), Ministry of Education, Youth and Sports (Czech Republic), Centre National de la Recherche Scientifique, Commissariat à l'Énergie Atomique, and Institut National de Physique Nucléaire et de Physique des Particules (France), Bundesministerium für Bildung und Forschung, Deutscher Akademischer Austausch Dienst, and Alexander von Humboldt Stiftung (Germany), OTKA NK 101 428 grant and the Ch. Simonyi Fund (Hungary), Department of Atomic Energy and Department of Science and Technology (India), Israel Science Foundation (Israel), National Research Foundation and WCU program of the Ministry Education Science and Technology (Korea), Physics Department, Lahore University of Management Sciences (Pakistan), Ministry of Education and Science, Russian Academy of Sciences, Federal Agency of Atomic Energy (Russia), VR and Wallenberg Foundation (Sweden), the US Civilian Research and Development Foundation for the Independent States of the Former Soviet Union, and the US-Israel Binational Science Foundation.

  5. Infants and Toddlers with Special Needs and Their Families: Collaboration.

    ERIC Educational Resources Information Center

    Bruder, Mary Beth

    These teacher training materials derive from a personnel preparation special project that developed, implemented, and evaluated a teaching model on collaborations necessary for effective delivery of early intervention. The first module on collaboration provides information on the rationale for collaboration and the benefits and drawbacks of…

  6. On Enhancing On-Line Collaboration Using Fuzzy Logic Modeling

    ERIC Educational Resources Information Center

    Hadjileontiadou, Sofia J.; Nikolaidou, Georgia N.; Hadjileontiadis, Leontios J.; Balafoutas, George N.

    2004-01-01

    Web-based collaboration calls for professional skills and competences to the benefit of the quality of the collaboration and its output. Within this framework, educational virtual environments may provide a means for training upon these skills and in particular the collaborative ones. On the basis of the existing technological means such training…

  7. Collaborative Practitioners, Collaborative Schools. Second Edition.

    ERIC Educational Resources Information Center

    Pugach, Marleen C.; Johnson, Lawrence J.

    This book discusses collaboration as it occurs in all of its varying contexts in schools, such as consultation between special education and general classroom teachers, collaboration among classroom teachers, collaboration between university faculty in special and general education, and collaboration between institutions of higher education and…

  8. Using Collaborative Engineering to Inform Collaboration Engineering

    NASA Technical Reports Server (NTRS)

    Cooper, Lynne P.

    2012-01-01

    Collaboration is a critical competency for modern organizations as they struggle to compete in an increasingly complex, global environment. A large body of research on collaboration in the workplace focuses both on teams, investigating how groups use teamwork to perform their task work, and on the use of information systems to support team processes ("collaboration engineering"). This research essay presents collaboration from an engineering perspective ("collaborative engineering"). It uses examples from professional and student engineering teams to illustrate key differences in collaborative versus collaboration engineering and investigates how challenges in the former can inform opportunities for the latter.

  9. Taken for Granted: Why Curriculum Content Is Like Oxygen

    ERIC Educational Resources Information Center

    Gosse, Carolyn; Hansel, Lisa

    2014-01-01

    For educators, the content of the curriculum really is like oxygen: it is the necessary precondition for improving schools, closing the achievement gap, engaging parents, and preparing teachers. However, when educators take the content of the curriculum for granted, they lose opportunities to coordinate and collaborate. Good curriculum instruction…

  10. Evaluation of the Technology Workforce Development Grants Program. Report.

    ERIC Educational Resources Information Center

    Webb, Roger P.; Lee, Peter

    The enabling legislation required a review of the Technology Workforce Development Grants program by an external expert evaluation team on a biennial basis. This program was designed to increase the number of engineering and computer science graduates and the number of collaborations among higher education institutions and private companies. At…

  11. 77 FR 15811 - Notice of Availability of Funds and Solicitation for Grant Applications for Indian and Native...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-16

    ... Applications for Indian and Native American Employment and Training Programs; Solicitation for Grant... services to Indians, Alaska Natives, and Native Hawaiians under section 166 of the Workforce Investment...

  12. Translational Research Education and Training Needs in Hawai‘i

    PubMed Central

    Inouye, Jillian; Seto, Todd B; Braun, Kathryn L

    2015-01-01

    The purpose of this needs assessment was to identify the translational research education and training needs of researchers and administrators working in Hawai‘i's communities and to use the finding to develop an education and training plan. The assessment was led by a community advisory board with members from community health centers, social agencies, hospitals, and academia on O‘ahu. The survey, developed with input of the community advisory board, was sent to 94 administrators and researchers involved or affiliated with research being conducted in Hawai‘i. Forty-one respondents (43%) completed the survey. Respondents wanted education and training in research processes, specific research-related skills, and facilitating interactions between community and academic researchers. Sixty-one percent were interested in training related to community-engaged research and yearly seminars on “collaborative mentoring.” Popular topics of interest were related to data monitoring, networking with different cultural groups, statistics, and human subjects review. A majority of respondents wanted to attend workshops, seminars, and presentations rather than take a class. Approximately 50% of the respondents wanted to gain information through on-line training. Findings guided the development of a translational research education and training plan for the University of Hawai‘i National Institute of Health (NIH) Research Centers in Minority Institutions Multidisciplinary and Translational Research Infrastructure Expansion (RMATRIX) grant. PMID:26019985

  13. Fulbright Grants available

    NASA Astrophysics Data System (ADS)

    The Council for International Exchange of Scholars (CIES) is accepting applications for the 1987-1988 Fulbright Scholar Awards. More than 300 grants in research and 700 grants in university lecturing are available for periods ranging from 3 months to a full academic year, with openings in more than 100 countries and some opportunities for research in more than one country.Fulbright awards are granted in virtually all disciplines. Scholars of all academic ranks, including retired faculty and independent scholars, are eligible to apply. Fulbright scholars must be U.S. citizens with a Ph.D. or comparable professional qualifications, have university or college teaching experience, and, for selected assignments, be proficient in a foreign language.

  14. Meet the (National Council of) Space Grant Directors

    NASA Astrophysics Data System (ADS)

    Henry, R. C.

    1999-05-01

    The National Council of Space Grant Directors is a private group that is closely aligned with NASA's National Space Grant College and Fellowship Program. The Council, and NASA, work to: 1) establish a national network of universities with interests and capabilities in aeronautics, space, and related fields 2) encourage cooperative programs among universities, aerospace industry, and federal, state, and local governments 3) encourage interdisciplinary training, research, and public-service programs related to aerospace 4) recruit and train professionals, especially women and underrepresented minorities, for careers in aerospace science, technology, and allied fields 5) promote a strong science, math, and technology educational base from elementary through university levels. There are 52 NASA Space Grant Consortia, located in every one of the United States of America, plus Puerto Rico and the District of Columbia. The Council works to encourge interaction among these consortia, to achieve maximum efficiency of operation. Each consortium has a number of affilates in its state: there are currently more than 700 institutions that are Space Grant Affiliates. Space Grant is not oriented toward a particular discipline (such as astronomy) but toward the larger goal of strengthening the US work force educational level very broadly, thus ensuring that highly-trained people are available to work for and with NASA in the coming century. I will encourge listeners to contact their State Space Grant Consortium to explore "how you can help."

  15. Making Time for Dissertation Grants

    PubMed Central

    Hasche, Leslie K.; Perron, Brian E.; Proctor, Enola K.

    2013-01-01

    Grant writing is a necessary skill for becoming an independent and successful social work researcher. Since social work dissertation grants are a relatively new trend, students face many challenges in identifying, preparing, and submitting dissertation grants. Lack of resources and experiences, difficulties in protecting time for grant writing, and the uncertainty of success can hinder work on dissertation grants. Thus, this article provides an overview of dissertation grants, including a review of grant mechanisms, suggestions for preparing grants in the context of program milestones, and identifying institutional infrastructure to facilitate submissions. Strategies discussed include how to learn about funding priorities, how to establish timelines to account for grant deadlines, and how to use peer reviews to guide the revision process. PMID:24244078

  16. Grant Wood: "American Gothic."

    ERIC Educational Resources Information Center

    Fitzgerald, Diane M.

    1988-01-01

    Presents a lesson plan which exposes students in grades 10-12 to the visual symbols and historical references contained in Grant Wood's "American Gothic." Includes background information on the artist and the painting, instructional strategies, a studio activity, and evaluation criteria. (GEA)

  17. DOE Matching Grant Program

    SciTech Connect

    Dr Marvin Adams

    2002-03-01

    OAK 270 - The DOE Matching Grant Program provided $50,000.00 to the Dept of N.E. at TAMU, matching a gift of $50,000.00 from TXU Electric. The $100,000.00 total was spent on scholarships, departmental labs, and computing network.

  18. Discretionary Grants Administration Manual.

    ERIC Educational Resources Information Center

    Office of Human Development Services (DHHS), Washington, DC.

    This manual sets forth applicable administrative policies and procedures to recipients of discretionary project grants or cooperative agreements awarded by program offices in the Office of Human Development Services (HDS). It is intended to serve as a basic reference for project directors and business officers of recipient organizations who are…

  19. Research grant handbook

    NASA Technical Reports Server (NTRS)

    1993-01-01

    This handbook prescribes policies and procedures relating to the award and administration of NASA research grants and cooperative agreements with educational institutions and other nonprofit organizations. The handbook is divided into six subparts: (1) general; (2) definitions; (3) the process; (4) provisions and special conditions; (5) administration; and (6) reports. The appendix includes a listing of exhibits.

  20. Grant Seekers Go Green

    ERIC Educational Resources Information Center

    Murray, Corey

    2009-01-01

    Looking to put some of its community members--many of whom have seen their jobs evaporate amid a troubled economy--back to work, administrators at Berkshire Community College (BCC) in Pittsfield, Massachusetts, have committed as much as $200,000 in grant money to establish a new job corps that will give low-income or displaced workers free…

  1. University Reactor Instrumentation Grant

    SciTech Connect

    S. M. Bajorek

    2000-02-01

    A noble gas air monitoring system was purchased through the University Reactor Instrumentation Grant Program. This monitor was installed in the Kansas State TRIGA reactor bay at a location near the top surface of the reactor pool according to recommendation by the supplier. This system is now functional and has been incorporated into the facility license.

  2. Grant and Award Opportunities

    ERIC Educational Resources Information Center

    Institute of Museum and Library Services, 2008

    2008-01-01

    This publication provides an overview of the Institute of Museum and Library Services (IMLS), including programs, initiatives, research projects, publications, and strategic partnerships. It also provides tips for developing competitive grant applications and staff contacts for each program for the fiscal year beginning October 1, 2008. Once grant…

  3. Collaboration. Beginnings Workshop.

    ERIC Educational Resources Information Center

    Stacey, Susan; Eaton, Deborah E.; Albrecht, Kay; Bergman, Roberta

    2000-01-01

    Presents four articles on collaboration for use in staff development in childcare settings: (1) "Facilitating Collaborations among Children" (Susan Stacey); (2) "One Size Doesn't Fit All in Collaborations with Parents" (Deborah E. Eaton); (3) "Supporting Collaboration among Teachers" (Kay Albrecht); and (4) "Building Collaborations between…

  4. Solidarity through Collaborative Research

    ERIC Educational Resources Information Center

    Ritchie, Stephen M.; Rigano, Donna L.

    2007-01-01

    While numerous publications signal the merits of collaborative research, few studies provide interpretive analyses of collaborative-research practices or collaborative relationships. Through this multiple case study design of collaborative-research teams, the authors attempt to provide such an analysis by focusing on the collaborative-research…

  5. Collaboration rules.

    PubMed

    Evans, Philip; Wolf, Bob

    2005-01-01

    Corporate leaders seeking to boost growth, learning, and innovation may find the answer in a surprising place: the Linux open-source software community. Linux is developed by an essentially volunteer, self-organizing community of thousands of programmers. Most leaders would sell their grandmothers for workforces that collaborate as efficiently, frictionlessly, and creatively as the self-styled Linux hackers. But Linux is software, and software is hardly a model for mainstream business. The authors have, nonetheless, found surprising parallels between the anarchistic, caffeinated, hirsute world of Linux hackers and the disciplined, tea-sipping, clean-cut world of Toyota engineering. Specifically, Toyota and Linux operate by rules that blend the self-organizing advantages of markets with the low transaction costs of hierarchies. In place of markets' cash and contracts and hierarchies' authority are rules about how individuals and groups work together (with rigorous discipline); how they communicate (widely and with granularity); and how leaders guide them toward a common goal (through example). Those rules, augmented by simple communication technologies and a lack of legal barriers to sharing information, create rich common knowledge, the ability to organize teams modularly, extraordinary motivation, and high levels of trust, which radically lowers transaction costs. Low transaction costs, in turn, make it profitable for organizations to perform more and smaller transactions--and so increase the pace and flexibility typical of high-performance organizations. Once the system achieves critical mass, it feeds on itself. The larger the system, the more broadly shared the knowledge, language, and work style. The greater individuals' reputational capital, the louder the applause and the stronger the motivation. The success of Linux is evidence of the power of that virtuous circle. Toyota's success is evidence that it is also powerful in conventional companies. PMID

  6. An Evaluation of the Individual Training Account/Eligible Training Provider Demonstration. Final Interim Report.

    ERIC Educational Resources Information Center

    D'Amico, Ronald; Martinez, Alexandria; Salzman, Jeffrey; Wagner, Robin

    In March 2000, thirteen grants were awarded as part of the Individual Training Account/Eligible Training Provider (ITA/ETP) Demonstration. In summer and fall of 2000, the grant recipients' activities were subjected to an interim evaluation. Site visits were made to each grantee to determine what ITA policies and practices were being formulated,…

  7. Creating collaborative learning environments for transforming primary care practices now.

    PubMed

    Miller, William L; Cohen-Katz, Joanne

    2010-12-01

    The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PMID:21299280

  8. Sample Cancer Epidemiology Grant Applications

    Cancer.gov

    The National Cancer Institute frequently receives questions from investigators for examples of successfully funded grant applications. Several investigators agreed to let the Epidemiology and Genomics Research Program post excerpts of their grant applications online.

  9. National Center for Education Research Publication Handbook: Publications from Funded Education Research Grants, FY 2002 to FY 2013

    ERIC Educational Resources Information Center

    National Center for Education Research, 2013

    2013-01-01

    Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational…

  10. Go Where the Grants Are

    ERIC Educational Resources Information Center

    Anderson, Cynthia; Knop, Kathi

    2008-01-01

    In the world of grant-making, there are private, corporate, and government sources at the local, state, and federal level, and each of them has funds to award. The trick is to make a good match. This article offers tips for finding grant funds and writing grants.

  11. Grants and Proposal Writing. Revised.

    ERIC Educational Resources Information Center

    Boyer, Laura M., Comp.; And Others

    An annotated bibliography of publications providing information on grants and proposal writing is presented. University of the Pacific offices at which each publication can be obtained are also indicated. The publications are categorized as follows: basic grant directories; additional directories/books; how-to-do-it; foundation grants and sources…

  12. The Land-Grant Tradition

    ERIC Educational Resources Information Center

    National Association of State Universities and Land-Grant Colleges, 2008

    2008-01-01

    This document provides an overview and history of the land-grant system, as well as copies of the original and amended legislation affecting the land-grant colleges. Land-grant colleges or universities have been designated by their state legislatures or Congress to receive the benefits of the Morrill Acts of 1862, 1890 and 1994. The original…

  13. Ulysses S. Grant and Reconstruction.

    ERIC Educational Resources Information Center

    Wilson, David L.

    1989-01-01

    Discusses the role played by Ulysses S. Grant during the four years of Reconstruction before he became President of the United States. Describes the dynamics of the relationship between Grant and Andrew Johnson. Points out that Grant's attitude of service to the laws created by Congress submerged his desire to create a new South. (KO)

  14. Proceedings from the Three Day Conference and Mini-Grant Program on Cross-Training for Teacher and Specialist Educators in Special Education, Occupational and Continuing Education, Vocational Rehabilitation and Guidance (Albany, New York, January 25-27, 1981).

    ERIC Educational Resources Information Center

    Capital Area School Development Association, Albany, NY.

    The report documents activities of a 3 day conference to promote cross training and dialogue among New York State teachers, specialist educators, professors, state officials, and agency representatives involved in the education of handicapped children and adults. Summarized are presentations by Dr. Frank Bowe on issues of advocacy, the impact of…

  15. Surveys of current status in biomedical science grant review: funding organisations' and grant reviewers' perspectives

    PubMed Central

    2010-01-01

    Background The objectives of this research were (a) to describe the current status of grant review for biomedical projects and programmes from the perspectives of international funding organisations and grant reviewers, and (b) to explore funders' interest in developing uniform requirements for grant review aimed at making the processes and practices of grant review more consistent, transparent, and user friendly. Methods A survey to a convenience sample of 57 international public and private organisations that give grants for biomedical research was conducted. Nine participating organisations then emailed a random sample of their external reviewers an invitation to participate in a second electronic survey. Results A total of 28 of 57 (49%) organisations in 19 countries responded. Organisations reported these problems as frequent or very frequent: declined review requests (16), late reports (10), administrative burden (7), difficulty finding new reviewers (4), and reviewers not following guidelines (4). The administrative burden of the process was reported to have increased over the past 5 years. In all, 17 organisations supported the idea of uniform requirements for conducting grant review and for formatting grant proposals. A total of 258/418 (62%) reviewers responded from 22 countries. Of those, 48% (123/258) said their institutions encouraged grant review, yet only 7% (17/258) were given protected time and 74% (192/258) received no academic recognition for this. Reviewers rated these factors as extremely or very important in deciding to review proposals: 51% (131/258) desire to support external fairness, 47% (120/258) professional duty, 46% (118/258) relevance of the proposal's topic, 43% (110/258) wanting to keep up to date, 40% (104/258) desire to avoid suppression of innovation. Only 16% (42/258) reported that guidance from funders was very clear. In all, 85% (220/258) had not been trained in grant review and 64% (166/258) wanted this. Conclusions Funders

  16. Training for a Place in the Sun.

    ERIC Educational Resources Information Center

    Fillippini, W. L.

    1979-01-01

    To train sheet metal workers in energy conservation technology, the National Training Fund (NTF) of the Sheet Metal and Air Conditioning Industry collaborated with universities in developing their apprenticeship curricula on solar-powered environmental systems, a solar air system training film, and NTF instructor training courses and workshops.…

  17. Human Centered Hardware Modeling and Collaboration

    NASA Technical Reports Server (NTRS)

    Stambolian Damon; Lawrence, Brad; Stelges, Katrine; Henderson, Gena

    2013-01-01

    In order to collaborate engineering designs among NASA Centers and customers, to in clude hardware and human activities from multiple remote locations, live human-centered modeling and collaboration across several sites has been successfully facilitated by Kennedy Space Center. The focus of this paper includes innovative a pproaches to engineering design analyses and training, along with research being conducted to apply new technologies for tracking, immersing, and evaluating humans as well as rocket, vehic le, component, or faci lity hardware utilizing high resolution cameras, motion tracking, ergonomic analysis, biomedical monitoring, wor k instruction integration, head-mounted displays, and other innovative human-system integration modeling, simulation, and collaboration applications.

  18. The Australian Institute of Nuclear Science & Engineering - a model for University-National Laboratory collaboration

    SciTech Connect

    Gammon, R.B.

    1994-12-31

    This paper describes the aims and activities of the Australian Institute of Nuclear Science and Engineering (AINSE), from its foundation in 1958 through to 1993. The philosophy, structure and funding of the Institute are briefly reviewed, followed by an account of the development of national research facilities at the Lucas Heights Research Laboratories, with particular emphasis on nuclear techniques of analysis using neutron scattering instruments and particle accelerators. AINSE`s program of Grants, Fellowships and Studentships are explained with many examples given of projects having significance in the context of Australia`s national goals. Conference and training programs are also included. The achievements during these years demonstrate that AINSE has been an efficient and cost- effective model for collaboration between universities and a major national laboratory. In recent years, industry, government organisations and the tertiary education system have undergone major re-structuring and rationalization. A new operational structure for AINSE has evolved in response to these changes and is described.

  19. Alabama Substance Abuse Prevention Training Program for Educational Personnel. Final Report.

    ERIC Educational Resources Information Center

    Alabama Univ., Birmingham. School of Education.

    Quality substance abuse training for 279 educational personnel (school counselors, school nurses, and school psychologists) across the state of Alabama was provided in a series of two-day training sessions through a federal grant. Although the original grant proposed 7 training sessions, 9 training sessions were ultimately offered over the course…

  20. Collaborative Systems Testing

    ERIC Educational Resources Information Center

    Pocatilu, Paul; Ciurea, Cristian

    2009-01-01

    Collaborative systems are widely used today in various activity fields. Their complexity is high and the development involves numerous resources and costs. Testing collaborative systems has a very important role for the systems' success. In this paper we present taxonomy of collaborative systems. The collaborative systems are classified in many…

  1. Physics Outreach Grant Experiences

    NASA Astrophysics Data System (ADS)

    Doss, Heide

    2014-03-01

    Descriptions of two different Physics Outreach grant projects will be presented. I will discuss my experiences trying to engage and teach the public in my locality some physics through birthday parties for the laser in 2010. I will also discuss my experiences trying to reach the general public through greeting cards and bookmarks with physics on the back in 2012-2013. These efforts spilled over to a larger audience, which led to a larger impact. I will describe what worked, what didn't, and the value of these efforts. I am pleased to acknowledge the support of my funder APS Outreach.

  2. Sea Grant Extension Crucial Link to Coastal Resources.

    ERIC Educational Resources Information Center

    Stumbos, John

    1997-01-01

    University of California Sea Grant Extension Program provides training and technical assistance to fishers, farmers, planners, and conservationists on projects such as coastal ecosystem health, marine environmental protection, fisheries management, aquaculture, salmon habitat restoration, and controlling nonpoint-source pollution; supports…

  3. 7 CFR 227.42 - Grant closeout procedures.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 4 2012-01-01 2012-01-01 false Grant closeout procedures. 227.42 Section 227.42 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM Miscellaneous § 227.42...

  4. 7 CFR 227.42 - Grant closeout procedures.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 4 2010-01-01 2010-01-01 false Grant closeout procedures. 227.42 Section 227.42 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM Miscellaneous § 227.42...

  5. 7 CFR 227.42 - Grant closeout procedures.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 4 2013-01-01 2013-01-01 false Grant closeout procedures. 227.42 Section 227.42 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM Miscellaneous § 227.42...

  6. 7 CFR 227.42 - Grant closeout procedures.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 4 2014-01-01 2014-01-01 false Grant closeout procedures. 227.42 Section 227.42 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM Miscellaneous § 227.42...

  7. 7 CFR 227.42 - Grant closeout procedures.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 4 2011-01-01 2011-01-01 false Grant closeout procedures. 227.42 Section 227.42 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM Miscellaneous § 227.42...

  8. 30 CFR 735.18 - Grant application procedures.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., training materials, and other program elements necessary to obtain program approval. (d) For administration... its application (three copies) to the Director or his authorized designee at least sixty days prior to... proposes to acquire with the grant. (e) The Director or his authorized designee shall notify the...

  9. 20 CFR 628.315 - Education coordination and grants.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Education coordination and grants. 628.315... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Programs § 628.315 Education coordination and... 202(c)(1)(C) and 262(c)(1)(C) of the Act to any State education agency. For the purposes of...

  10. 20 CFR 628.315 - Education coordination and grants.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Education coordination and grants. 628.315... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Programs § 628.315 Education coordination and... 202(c)(1)(C) and 262(c)(1)(C) of the Act to any State education agency. For the purposes of...

  11. Evaluation of the Howard Hughes Science Grant Project, Year One

    ERIC Educational Resources Information Center

    Wolanin, Natalie; Wade, Julie

    2015-01-01

    The goal of the Howard Hughes Science Institute (HHMI) supported science program is to train one staff member to become a science lead within each of the elementary schools in the Montgomery County (Maryland) Public Schools (MCPS) district. The specific objectives of the first year of HHMI grant project were to: (1) provide approximately 20…

  12. 75 FR 1832 - Assistance to Small Shipyards Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-13

    ... productivity in communities whose economies are related to or dependent upon the maritime industry. Grants for... will be effective in fostering employee skills and enhancing productivity. For capital improvement... enhancing productivity (for training projects). The analysis should quantify the benefits of the projects...

  13. 20 CFR 628.315 - Education coordination and grants.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Education coordination and grants. 628.315... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Programs § 628.315 Education coordination and... 202(c)(1)(C) and 262(c)(1)(C) of the Act to any State education agency. For the purposes of...

  14. 24 CFR 572.210 - Implementation grants.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 24 Housing and Urban Development 3 2010-04-01 2010-04-01 false Implementation grants. 572.210...) Grants § 572.210 Implementation grants. (a) General authority. Any implementation grants for the purpose... spend all implementation grant amounts within 4 years from the effective date of the grant...

  15. 2 CFR 1401.250 - Grant.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 2 Grants and Agreements 1 2014-01-01 2014-01-01 false Grant. 1401.250 Section 1401.250 Grants and Agreements Federal Agency Regulations for Grants and Agreements DEPARTMENT OF THE INTERIOR REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) Definitions § 1401.250 Grant. Grant means an award...

  16. 7 CFR 1739.18 - Grant documents.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 11 2014-01-01 2014-01-01 false Grant documents. 1739.18 Section 1739.18 Agriculture... BROADBAND GRANT PROGRAM Community Connect Grant Program § 1739.18 Grant documents. The terms and conditions of grants shall be set forth in grant documents prepared by the Agency. The documents shall...

  17. 7 CFR 1776.10 - Grant agreement.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 12 2013-01-01 2013-01-01 false Grant agreement. 1776.10 Section 1776.10 Agriculture... (CONTINUED) HOUSEHOLD WATER WELL SYSTEM GRANT PROGRAM HWWS Grants § 1776.10 Grant agreement. (a) RUS and the... grant award. RUS will furnish the form of grant agreement. No funds awarded under this part shall...

  18. 42 CFR 57.2206 - Grant award.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Grant award. 57.2206 Section 57.2206 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS GRANTS FOR CONSTRUCTION OF TEACHING... Grants § 57.2206 Grant award. The Secretary may award scholarship grants to individuals who have...

  19. 2 CFR 1401.250 - Grant.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 2 Grants and Agreements 1 2011-01-01 2011-01-01 false Grant. 1401.250 Section 1401.250 Grants and Agreements Federal Agency Regulations for Grants and Agreements DEPARTMENT OF THE INTERIOR REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) (Eff. 1-21-2011) Definitions § 1401.250 Grant. Grant...

  20. 2 CFR 1401.250 - Grant.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 2 Grants and Agreements 1 2013-01-01 2013-01-01 false Grant. 1401.250 Section 1401.250 Grants and Agreements Federal Agency Regulations for Grants and Agreements DEPARTMENT OF THE INTERIOR REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) Definitions § 1401.250 Grant. Grant means an award...

  1. 7 CFR 1739.18 - Grant documents.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 11 2010-01-01 2010-01-01 false Grant documents. 1739.18 Section 1739.18 Agriculture... BROADBAND GRANT PROGRAM Community Connect Grant Program § 1739.18 Grant documents. The terms and conditions of grants shall be set forth in grant documents prepared by the Agency. The documents shall...

  2. 7 CFR 1776.10 - Grant agreement.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 12 2012-01-01 2012-01-01 false Grant agreement. 1776.10 Section 1776.10 Agriculture... (CONTINUED) HOUSEHOLD WATER WELL SYSTEM GRANT PROGRAM HWWS Grants § 1776.10 Grant agreement. (a) RUS and the... grant award. RUS will furnish the form of grant agreement. No funds awarded under this part shall...

  3. 42 CFR 57.2206 - Grant award.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Grant award. 57.2206 Section 57.2206 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS GRANTS FOR CONSTRUCTION OF TEACHING... Grants § 57.2206 Grant award. The Secretary may award scholarship grants to individuals who have...

  4. 2 CFR 1401.250 - Grant.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 2 Grants and Agreements 1 2012-01-01 2012-01-01 false Grant. 1401.250 Section 1401.250 Grants and Agreements Federal Agency Regulations for Grants and Agreements DEPARTMENT OF THE INTERIOR REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) Definitions § 1401.250 Grant. Grant means an award...

  5. Why Grants.gov Should Be Abolished

    ERIC Educational Resources Information Center

    Kolmertern, Carol

    2007-01-01

    In this article, the author explains why Grants.gov, a web site for US Federal Government grants, should be abolished. Her recent attempt to submit a grant proposal to the National Institutes of Health is a case in point. She recounts how frustrating her experience was to the grant-submission process of Grants.gov. She points out that Grants.gov…

  6. Grants Process Overview Infographic

    Cancer.gov

    This infographic shows the steps in the National Institutes of Health and National Cancer Institute Grants Process. The graphic shows which steps are done by the Principle Investigator, Grantee Institution, and by NIH. The process is represented by a circular flow of steps. Starting from the top and reading clockwise: The Principle Investigator “Initiates Research Idea and Prepares Application” The Grantee Institution “Submits Application” NIH “NIH Center For Scientific Review, Assigns To NCI And To Study Section” NIH “Scientific Review Group (NCI OR CSR) Evaluates for Scientific Merit” NIH “National Cancer Advisory Board Recommends Action” NIH “NCI Evaluates Program Relevance And Need” NIH “NCI Makes Funding Selections And Issues Grant Awards” (NIH) NIH “NCI Monitors Programmatic and Business Management Performance of the Grant” The Grantee Institution “Manages Funds” The Principle Investigator “Conducts Research” Source: www.cancer.gov Icons made by Freepik from http://www.flaticon.com is licensed by CC BY3.0”

  7. 45 CFR 287.15 - Which Tribes are eligible to apply for NEW Program grants?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 2 2013-10-01 2012-10-01 true Which Tribes are eligible to apply for NEW Program... apply for NEW Program grants? To be considered for a NEW Program grant, a Tribe must be an “eligible... Job Opportunities and Basic Skills Training (JOBS) program in FY 1995....

  8. 45 CFR 287.15 - Which Tribes are eligible to apply for NEW Program grants?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 2 2012-10-01 2012-10-01 false Which Tribes are eligible to apply for NEW Program... apply for NEW Program grants? To be considered for a NEW Program grant, a Tribe must be an “eligible... Job Opportunities and Basic Skills Training (JOBS) program in FY 1995....

  9. 45 CFR 287.15 - Which Tribes are eligible to apply for NEW Program grants?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 2 2014-10-01 2012-10-01 true Which Tribes are eligible to apply for NEW Program... apply for NEW Program grants? To be considered for a NEW Program grant, a Tribe must be an “eligible... Job Opportunities and Basic Skills Training (JOBS) program in FY 1995....

  10. 45 CFR 287.15 - Which Tribes are eligible to apply for NEW Program grants?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 2 2010-10-01 2010-10-01 false Which Tribes are eligible to apply for NEW Program... apply for NEW Program grants? To be considered for a NEW Program grant, a Tribe must be an “eligible... Job Opportunities and Basic Skills Training (JOBS) program in FY 1995....

  11. 45 CFR 287.15 - Which Tribes are eligible to apply for NEW Program grants?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 2 2011-10-01 2011-10-01 false Which Tribes are eligible to apply for NEW Program... apply for NEW Program grants? To be considered for a NEW Program grant, a Tribe must be an “eligible... Job Opportunities and Basic Skills Training (JOBS) program in FY 1995....

  12. 76 FR 6634 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for Civic Justice...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-07

    ...Through this notice, the Department of Labor's Employment and Training Administration (ETA) announces the availability of approximately $20 million in grant funds authorized by the Workforce Investment Act for Civic Justice Corps Grants to serve juvenile offenders ages 18 to 24 who have been involved with the juvenile justice system within 12 months before entry into the program. Civic Justice......

  13. 20 CFR 664.820 - Who is eligible to receive services under Youth Opportunity Grants?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Youth Opportunity Grants? 664.820 Section 664.820 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Youth Opportunity Grants § 664.820 Who is eligible to receive services under Youth Opportunity...

  14. 20 CFR 672.400 - What are the performance indicators for YouthBuild grants?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false What are the performance indicators for YouthBuild grants? 672.400 Section 672.400 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION... What are the performance indicators for YouthBuild grants? (a) The performance indicators for...

  15. 20 CFR 672.400 - What are the performance indicators for YouthBuild grants?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What are the performance indicators for YouthBuild grants? 672.400 Section 672.400 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION... What are the performance indicators for YouthBuild grants? (a) The performance indicators for...

  16. 20 CFR 664.820 - Who is eligible to receive services under Youth Opportunity Grants?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Youth Opportunity Grants? 664.820 Section 664.820 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Youth Opportunity Grants § 664.820 Who is eligible to receive services under Youth Opportunity...

  17. 20 CFR 672.400 - What are the performance indicators for YouthBuild grants?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false What are the performance indicators for YouthBuild grants? 672.400 Section 672.400 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION... What are the performance indicators for YouthBuild grants? (a) The performance indicators for...

  18. 20 CFR 664.820 - Who is eligible to receive services under Youth Opportunity Grants?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Youth Opportunity Grants? 664.820 Section 664.820 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) YOUTH ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Youth Opportunity Grants § 664.820 Who is eligible to receive services under Youth Opportunity...

  19. 77 FR 75192 - Agency Information Collection Activities; Submission for OMB Review; Comment Request; Pell Grants...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-19

    ... Register on September 27, 2012 (77 FR 59420). Interested parties are encouraged to send comments to the OMB...; Pell Grants and the Payment of Unemployment Benefits to Individuals in Approved Training ACTION: Notice...) sponsored information collection request (ICR) titled, ``Pell Grants and the Payment of...

  20. 78 FR 21630 - Comment Request for Information Collection for a Youthful Offender Grants Management Information...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-11

    ... Grants Management Information System, New Collection AGENCY: Employment and Training Administration (ETA... collection of data for a proposed management information system for Youthful Offender Grants. DATES: Written... Labor to implement a management information system for these various sets of grantees. ETA will...

  1. 20 CFR 666.230 - How does the Department determine the amounts for Incentive Grant awards?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... for Incentive Grant awards? 666.230 Section 666.230 Employees' Benefits EMPLOYMENT AND TRAINING... amounts for Incentive Grant awards? (a) We determine the total amount to be allocated from funds available...; and (4) The range of awards established in WIA section 503(c). (b) We will publish the award...

  2. 20 CFR 672.210 - How are eligible entities selected to receive grant funds?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false How are eligible entities selected to receive grant funds? 672.210 Section 672.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) PROVISIONS GOVERNING THE YOUTHBUILD PROGRAM Funding and Grant Applications § 672.210 How are eligible entities...

  3. The Undergraduate ALFALFA Team: Collaborative Research Projects

    NASA Astrophysics Data System (ADS)

    Cannon, John M.; Koopmann, Rebecca A.; Haynes, Martha P.; Undergraduate ALFALFA Team, ALFALFA Team

    2016-01-01

    The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) has allowed faculty and students from a wide range of public and private colleges and especially those with small astronomy programs to learn how science is accomplished in a large collaboration while contributing to the scientific goals of a legacy radio astronomy survey. The UAT has achieved this through close collaboration with ALFALFA PIs to identify research areas accessible to undergraduates. In this talk we will summarize the main research efforts of the UAT, including multiwavelength followup observations of ALFALFA sources, the UAT Collaborative Groups Project, the Survey of HI in Extremely Low-mass Dwarfs (SHIELD), and the Arecibo Pisces-Perseus Supercluster Survey. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005.

  4. Assessing Collaboratively Usable Applications to Collaborative Technology

    ERIC Educational Resources Information Center

    Lipponen, Lasse; Lallimo, Jiri

    2004-01-01

    The continually increasing number of applications said to facilitate collaboration makes it very difficult for educators to identify and evaluate the ones that are suitable for educational purposes. In this paper we argue that from the educational point of view, it is meaningful to make a distinction between collaboratively usable applications and…

  5. Collaborating with McGregor and ASTD.

    ERIC Educational Resources Information Center

    Franklin, Joan E.; Freeland, D. Kim

    A descriptive study using survey research techniques investigated the degree to which managerial philosophy was related to training and development professionals' acceptance and practice of those adult learning principles that support the collaborative teaching-learning mode. Data were collected from a random sample of 400 members of the American…

  6. Collaborative Teaching and Learning in the Workplace

    ERIC Educational Resources Information Center

    Tanggaard, Lene

    2005-01-01

    This article considers teaching and learning as a collaborative enterprise in the workplace. The empirical data have been extracted from a field study among apprentices engaged in electromechanical vocational training and education in a major Danish industrial company. Typically, studies of apprenticeship learning do not view aspects of teaching…

  7. The Pharmaceutical Care Movement: Opportunities for Collaboration.

    ERIC Educational Resources Information Center

    Temple, Thomas R.

    1996-01-01

    Areas in which pharmacy educators and practitioners can collaborate to hasten pharmacy curriculum development are outlined, including: state and regional centers for operationalizing the pharmaceutical care concept; training, formal resource programs for pharmacists; research advisory boards; public education; links with medical community;…

  8. Successful Inter-Institutional Resource Sharing in a Niche Educational Market: Formal Collaboration without a Contract

    ERIC Educational Resources Information Center

    Dow, Elizabeth H.

    2008-01-01

    Funded by an Institute for Museum and Library Services National Leadership grant, five universities developed a system to provide archives education courses--a niche curriculum--to each other. They use compressed video over Internet 2 in a resource-sharing collaboration across five states and two time zones. The original grant ran from 2002-2005,…

  9. Competence Development of Synchronously Coached Trainee Teachers in Collaborative Learning

    ERIC Educational Resources Information Center

    Hooreman, Ralph W.; Kommers, Piet A. M.; Jochems, Wim M. G.

    2008-01-01

    The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students' utterances and those of the coaching trainee teacher. Besides, it…

  10. Burning Bridges. Lessons Learned in Interprofessional Collaboration: Year One.

    ERIC Educational Resources Information Center

    Peter, Margo

    This monograph chronicles the Health and Education Collaboration Project's (HEC) learning and development of family-centered interprofessional collaborative practices during 1994-95. The project involves the development and field-testing of a personnel preparation model for preservice and in-service professional training to provide…

  11. Facilitating Interprofessional Collaboration through ePortfolio: A Pilot Study

    ERIC Educational Resources Information Center

    Karsten, Kathleen; McMillan Coddington, Deborah; Lehman, Regina M.; Pierce, Cynthia; Tom, May; Gallo-Silver, Les

    2015-01-01

    Each member of the healthcare team has been trained with specific knowledge and skills. Quality patient care is dependent on the collaboration of the various healthcare professionals and their ability to work as a team. In order to be effective, interprofessional collaboration should be included in the academic preparation of each of the various…

  12. Implementing Collaborative Learning Methods in the Political Science Classroom

    ERIC Educational Resources Information Center

    Wolfe, Angela

    2012-01-01

    Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted,…

  13. The Importance of Interdisciplinary Research Training and Community Dissemination.

    PubMed

    Gill, Simone V; Vessali, Misha; Pratt, Jacob A; Watts, Samantha; Pratt, Janey S; Raghavan, Preeti; DeSilva, Jeremy M

    2015-10-01

    Funding agencies and institutions are creating initiatives to encourage interdisciplinary research that can be more easily translated into community initiatives to enhance health. Therefore, the current research environment calls for interdisciplinary education and skills to create sustained partnerships with community institutions. However, formalized opportunities in both of these areas are limited for students embarking on research careers. The purpose of this paper is to underscore the historical and current importance of providing interdisciplinary training and community dissemination for research students. We also suggest an approach to begin to address the existing gap. Specifically, we suggest embedding a 10-week summer rotation into existing research curricula with the goals of: (1) providing students with a hands-on interdisciplinary research experience, (2) facilitating dialogue between research students and community settings to disseminate science to the public, and (3) sparking collaborations among researchers who seek to create a way to sustain summer program rotations with grant funding. PMID:26508528

  14. Global Collaborative STEM Education

    NASA Astrophysics Data System (ADS)

    Meabh Kelly, Susan; Smith, Walter

    2016-04-01

    Global Collaborative STEM Education, as the name suggests, simultaneously supports two sets of knowledge and skills. The first set is STEM -- science, technology, engineering and math. The other set of content knowledge and skills is that of global collaboration. Successful global partnerships require awareness of one's own culture, the biases embedded within that culture, as well as developing awareness of the collaborators' culture. Workforce skills fostered include open-mindedness, perseverance when faced with obstacles, and resourceful use of technological "bridges" to facilitate and sustain communication. In respect for the 2016 GIFT Workshop focus, Global Collaborative STEM Education projects dedicated to astronomy research will be presented. The projects represent different benchmarks within the Global Collaborative STEM Education continuum, culminating in an astronomy research experience that fully reflects how the global STEM workforce collaborates. To facilitate wider engagement in Global Collaborative STEM Education, project summaries, classroom resources and contact information for established international collaborative astronomy research projects will be disseminated.

  15. Theme: Collaborative Relationships.

    ERIC Educational Resources Information Center

    Briers, Gary E.; And Others

    1992-01-01

    Seven articles present models for collaboration between business and education, agriscience and extension, agribusiness and agricultural education, as well as a collaborative waterfowl refuge project and the political process and public relations. (SK)

  16. A Community-Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research.

    PubMed

    King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F

    2015-10-01

    Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two-part community-academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half-day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community-academic teams that met eligibility criteria, was a 12-week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self-efficacy for writing partnered proposals. At 1-year follow-up, participants in Phase 2 had secured approximately $1.87 million in funding. This community-academic partnered grant writing series helped participants obtain proposal development skills and helped community-academic teams successfully compete for funding. PMID:26365589

  17. 42 CFR 51b.605 - How will grant applications be evaluated and the grants awarded?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... HUMAN SERVICES GRANTS PROJECT GRANTS FOR PREVENTIVE HEALTH SERVICES Grants for Research, Demonstrations... disease prevention and control approach, are the objectives substantially different from those which...

  18. Dreaming of Collaboration

    ERIC Educational Resources Information Center

    Johnston-Parsons, Marilyn

    2010-01-01

    Marilyn Johnston-Parsons writes about collaboration. She describes several university-school collaborations with which she has been involved in terms of the tensions and the dialogue that has been associated with them. While she worries about the state of collaboration in this educational age, she admits to "cautious optimism" that more…

  19. Collaboration in Art Education.

    ERIC Educational Resources Information Center

    McCoubrey, Sharon, Ed.

    2000-01-01

    Educators are familiar with working together to produce curriculum packages, to team teach a unit, to host a parent event, to put on a school-wide concert, or to plan a conference. Collaboration in art education as presented in this publication is a team effort that is slightly different and beyond ordinary collaboration. Collaborative art-making…

  20. Experiences of Collaborative Research

    ERIC Educational Resources Information Center

    Kahneman, Daniel

    2003-01-01

    The author's personal history of the research that led to his recognition in economics is described, focusing on the process of collaboration and on the experience of controversy. The author's collaboration with Amos Tversky dealt with 3 major topics: judgment under uncertainty, decision making, and framing effects. A subsequent collaboration,…