Science.gov

Sample records for collaboration training grants

  1. 77 FR 20437 - Susan Harwood Training Grant Program, FY 2012

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-04

    ... Occupational Safety and Health Administration Susan Harwood Training Grant Program, FY 2012 AGENCY... solicitation for Grant Applications (SGA) for Targeted Topic Training, and Targeted Topic Training and... Harwood Training Program Grants under the following categories: Targeted Topic Training, and Training...

  2. 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

    ... Bureau of Indian Affairs Information Collection for Native Employment Training Grant (NET Grant) Program... Training (NET Grant) program, including the number of tribal members trained, the identities and locations.... SUPPLEMENTARY INFORMATION: I. Abstract The IEED established the Native Employment Training Grant program...

  3. 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... Harwood Training Grant Program, FY 2010. Funding Opportunity No.: SHTG-FY-10-02 Catalog of Federal... million for the Susan Harwood Training Grant Program for Targeted Topic training grants. The...

  4. 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... Harwood Training Grant Program, FY 2010. Funding Opportunity No.: SHTG-FY-10-01. Catalog of Federal... million for the Susan Harwood Training Grant Program for Capacity Building grants. The complete...

  5. 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…

  6. 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…

  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... Harwood Training Grant Program, FY 2011. Funding Opportunity No.: SHTG-FY-11-01. Catalog of Federal... for Susan Harwood Training Program grants under the following categories: Capacity...

  8. 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)…

  9. 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... solicitation for grant applications (SGA) for Targeted Topic Training and Targeted Topic Training...

  10. 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…

  11. 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...

  12. 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...

  13. 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...

  14. 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...

  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. 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…

  17. 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…

  18. Grant opportunities for academic research and training

    USGS Publications Warehouse

    ,

    2016-08-30

    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.

  19. 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.

  20. 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

  1. 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.

  2. Solar Grants Spot Training and Jobs.

    ERIC Educational Resources Information Center

    Owen, Walter

    1979-01-01

    Employment and training in solar installation work is provided by fifteen Solar Utilization/Economic Development and Employment (SUEDE) demonstration projects funded by the United States Departments of Labor and Energy and the Community Services Administration. The article describes the projects and the types of work. (MF)

  3. 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)

  4. 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…

  5. The Collaborative Team as a Training and Therapeutic Tool.

    ERIC Educational Resources Information Center

    Sperling, Michael B.; And Others

    1986-01-01

    Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. (Author/BL)

  6. 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...

  7. 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...

  8. 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...

  9. 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...

  10. 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...

  11. 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…

  12. 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.

  13. 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... GRANTS § 2524.20 What are the guidelines for program development assistance and training grants?...

  14. 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.

  15. Using a student-faculty collaborative learning model to teach grant development in graduate nursing education.

    PubMed

    Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean

    2014-05-01

    Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds.

  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. A Training Model for School, Family, and Community Collaboration

    ERIC Educational Resources Information Center

    Stinchfield, Tracy A.; Zyromski, Brett

    2010-01-01

    Several authors emphasize the importance of multidisciplinary approaches to working with students, families, and their communities. However, existing school-community collaboration programs have not provided a model for direct clinical services to families using collaborative partnerships with counselors. The authors propose one training model…

  18. 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...

  19. 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...

  20. 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...

  1. 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...

  2. 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...

  3. 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...

  4. 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...

  5. 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...

  6. 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...

  7. 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...

  8. 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...

  9. 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...

  10. 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...

  11. 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…

  12. 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…

  13. Developing a clinical research associate training program at Dillard University: the impact of collaboration.

    PubMed

    Hurst, Charlotte; Dennis, Betty P

    2013-01-01

    In 2010 Dillard University and Louisiana State University Health Sciences Center in New Orleans collaborated to secure a five year-grant from the National Institute of Minority Health and Health Disparities of the National Institutes of Health to establish a Minority Health and Health Disparities Research Center (MHHDRC) located on the campus of Dillard University. The MHHDRC is the first Federally funded Center of Excellence in the state of Louisiana. Three cores of the Center operate to achieve its mission. One core includes a clinical research associate (CRA) training program. The major goal of the program is to increase the number of minority CRAs in the state of Louisiana, especially in New Orleans and, ultimately promote greater participation and retention of minorities in clinical trials research. This article discusses the initiation of the CRA training program, its planning, community outreach, implementation, integration of multiple resources and role of collaboration in the development of the MHHDRC including accomplishments, challenges and future plans.

  14. 42 CFR 86.10 - Nature and purpose of training grants.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... occupational safety and health. Such grants may be used to support training in, for example, occupational... expand the teaching capabilities of occupational safety and health professionals and career personnel. (c) Educational Resource Center Grant. An educational resource center grant is an award of funds to an...

  15. 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

  16. 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...

  17. Interdisciplinary Training: Preparing Counselors for Collaborative Practice

    ERIC Educational Resources Information Center

    Okech, Jane E. Atieno; Geroski, Anne M.

    2015-01-01

    This article utilizes one counselor education program's experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores…

  18. 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...

  19. 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...

  20. 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...

  1. 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...

  2. 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...

  3. Conflict management training and nurse-physician collaborative behaviors.

    PubMed

    Boone, Brenda N; King, Major L; Gresham, Louise S; Wahl, Patricia; Suh, Eunice

    2008-01-01

    Collaboration between nurses and physicians continues to be elusive although it is a desirable goal for most in health care. This study used a quasi-experimental design to evaluate the outcomes of a conflict resolution (management) training program on nurses' perception of their collaboration with the physicians with whom they work. Results showed no differences between the experimental and control groups following the intervention. Individual readiness and evaluation of the antecedents of collaboration should be determined before implementing such an intervention. PMID:18685477

  4. 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…

  5. 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…

  6. 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

  7. 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…

  8. 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…

  9. 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…

  10. Collaborative field research and training in occupational health and ergonomics.

    PubMed

    Kogi, K

    1998-01-01

    Networking collaborative research and training in Asian developing countries includes three types of joint activities: field studies of workplace potentials for better safety and health, intensive action training for improvement of working conditions in small enterprises, and action-oriented workshops on low-cost improvements for managers, workers, and farmers. These activities were aimed at identifying workable strategies for making locally adjusted improvements in occupational health and ergonomics. Many improvements have resulted as direct outcomes. Most these improvements were multifaceted, low-cost, and practicable using local skills. Three common features of these interactive processes seem important in facilitating realistic improvements: 1) voluntary approaches building on local achievements; 2) the use of practical methods for identifying multiple improvements; and 3) participatory steps for achieving low-cost results first. The effective use of group work tools is crucial. Stepwise training packages have thus proven useful for promoting local problem-solving interventions based on voluntary initiatives.

  11. 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

    ...://www.doleta.gov/grants/ or on http://www.grants.gov . The Web sites provide application information... Applications for Training to Work--Adult Reentry AGENCY: Employment and Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA). Funding Opportunity Number: SGA/DFA...

  12. 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.

  13. 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…

  14. 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…

  15. 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…

  16. Wisconsin Pilot 4-C Training Grant. Final Report.

    ERIC Educational Resources Information Center

    Wisconsin Univ., Madison. Center for Extension Programs in Education.

    This report describes the early childhood educator training programs of the 4-C (Community Coordinated Child Care) project, held in Milwaukee and Dane Counties, Wisconsin from 1970 to 1973. The goal of the training programs was to help teacher-directors, teachers, teacher-aides, and parent-assistants become aware of ways to improve and expand…

  17. Youth Employment and Training Grants. Final Report to the Legislature.

    ERIC Educational Resources Information Center

    Russell, Scott

    This report summarizes the work of five Minnesota organizations that received funding on a competitive basis to develop an integrated program of education, job training, and work experience for youth who have dropped out or who are at-risk of dropping out of high school. The report contains the following: (1) a brief description of the legislative…

  18. 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…

  19. 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...

  20. 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...

  1. 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…

  2. 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…

  3. Workforce Strategy Center Comments on President Bush's Call for Community-Based Job Training Grants. Policy Brief

    ERIC Educational Resources Information Center

    Workforce Strategy Center, 2004

    2004-01-01

    After careful review Workforce Strategy Center has articulated a policy assessment of President George W. Bush's Community-Based Job Training Grants initiative. WSC called the $250 million Community-Based Job Training Grants plan right on track by emphasizing: A Strong Role of Community Colleges in Workforce Development: All available research…

  4. 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…

  5. 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...

  6. 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.

  7. 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…

  8. 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…

  9. Getting Everybody Involved: A Collaborative Training Approach for Counselors and Educators

    ERIC Educational Resources Information Center

    Sullivan, Jeremy R.; Hsieh, Peggy P. H.; Guerra, Norma S.; Lumadue, Christine A.; Lebron-Striker, Maritza

    2007-01-01

    This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive…

  10. How Effective Are Collaborative Approaches for Widening Participation in Further Education and Training?

    ERIC Educational Resources Information Center

    Giwa, Moore

    2008-01-01

    This study examines the different types, and effectiveness, of collaboration used by providers to widen participation in further education and training in England between 2001 and 2003. The first section, an introduction, sets a scene for the study and definitions are offered for the main terminology--collaboration and widening participation. The…

  11. 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…

  12. Collaborative Counselor and Medical Training at a Family Practice Residency Program: A Sharing of the Experience.

    ERIC Educational Resources Information Center

    McBride, LeBron; Pilkington, Lloyd; Murray, Paige Johnson; Whitfield, Donna

    2000-01-01

    The reactions of a Ph.D.-level, counselor-in-training, a medical student, and a family practice resident to collaborative systems clinical training at a family practice residency program are given in this article. Addresses the initial impressions of the content and process of the teaching model and how the experience changed their views of…

  13. 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…

  14. 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.

  15. 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…

  16. 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...

  17. 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…

  18. 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…

  19. 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…

  20. Fostering self-awareness in collaborative reflective training: Commentary response.

    PubMed

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

    2016-09-01

    Replies to comments by DeCaporale-Ryan, Dadiz, and Peyre (see record ) on the original article by Kim, Hernandez, Lavery, and Denmark (see record ). The current authors thank DeCaporale-Ryan, Dadiz, and Peyre for presenting a rich theoretical counterpoint to their article and respond to issues they raised regarding their collaborative reflecting team (CRT) model. (PsycINFO Database Record PMID:27632546

  1. 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.

  2. 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

  3. 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.

  4. Evaluation through collaboration: a model program of agency-based training in geriatric social work.

    PubMed

    Mills-Dick, Kelly; Geron, Scott Miyake; Erwin, Holly

    2007-01-01

    The Institute for Geriatric Social Work (IGSW), located at Boston University School of Social Work (BUSSW), formed a collaborative partnership with Elder Services of the Merrimack Valley (ESMV), a large urban Area Agency on Aging (AAA) near Boston to design, implement, and evaluate an innovative model program of agency-based training for practicing social workers. The collaboration facilitated and strengthened the development of a program that benefited the university-based program and the community-based agency. The training program comprises a "blended" model of core and elective online courses combined with face-to-face training. Evaluation of the model program is integral to its design, and includes a randomized control trial to test the effectiveness of the training program in increasing practice competencies.

  5. Project-based learning with international collaboration for training biomedical engineers.

    PubMed

    Krishnan, Shankar

    2011-01-01

    Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite

  6. Project-based learning with international collaboration for training biomedical engineers.

    PubMed

    Krishnan, Shankar

    2011-01-01

    Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite

  7. Workplace Safety and Health Improvements Through a Labor/Management Training and Collaboration

    PubMed Central

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

    2014-01-01

    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 fulltime position in its Learning and Development Department and hired 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

  8. 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…

  9. 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…

  10. 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…

  11. 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...

  12. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false 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...

  13. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 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...

  14. 34 CFR 350.21 - What collaboration must a Rehabilitation Research and Training Center engage in?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false 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...

  15. 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…

  16. 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…

  17. 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…

  18. Collaborative Training in Statistical and Data Library Services: Lessons from the Canadian Data Liberation Initiative

    ERIC Educational Resources Information Center

    Humphrey, Charles

    2005-01-01

    New technology and knowledge push organizations to upgrade and improve the skills of their staff. Paying for professional development programming is a common way of providing continuing education. This article describes a collaborative training program introduced to develop baseline competencies in Canadian academic libraries to support data…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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.

  4. A scoping review of interdisciplinary collaboration in addictions education and training.

    PubMed

    Broyles, Lauren M; Conley, James W; Harding, John D; Gordon, Adam J

    2013-01-01

    Developing a workforce of multidisciplinary healthcare professionals equipped with the knowledge and skills to collaboratively address the public health crisis of alcohol and other drug (AOD) use is critical for effectively identifying, preventing, and managing AOD conditions and their sequelae. Despite general enthusiasm for interdisciplinary education and training, little is known overall about the nature and outcomes of interdisciplinary collaboration in addictions education and training. We conducted a five-stage scoping review of the literature to provide an eight domain overview of the state of interdisciplinary collaboration in addictions education (ICAE). In our final review of 30 articles, we identified a lack of conceptual and terminological clarity around ICAE but a wide range of learners and professional collaborators in ICAE initiatives, which focused on a variety of AOD topics and used a constellation of didactic, interactive, and service-learning teaching strategies and formats. Although we found limited substantive educational or practice-oriented outcomes available for ICAE initiatives, learner and faculty feedback reflected high enthusiasm for ICAE and widespread perceptions of benefit for improved clinical care. Facilitators and barriers to the implementation of ICAE initiatives occurred at the level of the individual and the institution and ranged from pragmatic to conceptual. Emerging trends in ICAE initiatives included increased application of learning and implementation theory and extension of ICAE into research training. We conclude with recommendations to support ICAE as a new paradigm for addictions education for all health professionals.

  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. 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,…

  7. Marriage and family therapists and the clergy: a need for clinical collaboration, training, and research.

    PubMed

    Weaver, A J; Koenig, H G; Larson, D B

    1997-01-01

    This article calls for greater collaboration between clergy and marriage and family therapists. It spells out the reasons for potential collaboration and suggests some specific ways it can occur. Marriage and family therapists acknowledge the highest rates of religious involvement of any mental health profession, placing them in a unique position to be involved in the continuing education of clergy. There is a clear need for research to understand how marriage and family therapists and clergy can more effectively work together. The dearth of research, training, and collaboration between the two vocations is all the more unfortunate given the clear evidence of the importance of religion in the personal lives of the clients we serve.

  8. [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

  9. [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.

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

    PubMed

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

    2016-03-01

    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.

  11. 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

  12. 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

  13. Collaboration.

    ERIC Educational Resources Information Center

    McDonald, Meme; Pryor, Boori Monty

    2000-01-01

    Describes, in the words of two Australian authors (one Aboriginal and one European-Australian), how they work together when they write books together, and how their collaboration goes beyond the two of them. (SR)

  14. 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…

  15. 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.

  16. 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…

  17. Cross-Training Laboratory Animal Care Personnel in Physically Separate Animal Facilities at a Land-Grant Institution.

    PubMed

    Henze, Tonja M; Allison, Sarah O; Criley, Jennifer M; Myers, Sara J; Goodly, Lyndon J

    2016-01-01

    The University of Illinois at Urbana-Champaign maintains physically separated animal care facilities under centralized management by the Division of Animal Resources. As part of a land-grant institution, the animal care and use program operates several animal units in key locations for specific disciplines within the campus, all of which have the core mission to teach, conduct research, and engage in public service. Populations of research animals vary with the levels of research funding, the number of research investigators on staff, research direction, and animal availability. Accordingly, the requirement for animal care staffing in each unit may vary widely also. To best use the existing animal care staff and remain fiscally responsible, cross-training of staff was implemented to allow staff to travel from units with small animal populations to units with larger populations or short-term staffing shortages. Here we detail and describe the system we used to assess the needs for cross-training, identify the staff to train, and implement the training plan. We believe this information will assist other programs, particularly those with large or complex organization (for example, land-grant institutions) that experience similar fluctuations in animal use. PMID:27657717

  18. 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…

  19. 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

  20. 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.

  1. 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…

  2. Enhancing entrepreneurship and professionalism in medical informatics instruction: a collaborative training model.

    PubMed

    Carroll, Cathryn A; Rychlewski, Walt; Teat, Marty; Clawson, Darrin

    2004-01-01

    This report describes an innovative training program designed to foster entrepreneurship and professionalism in students interested in the field of medical informatics. The course was developed through a private-public interinstitutional collaboration involving four academic institutions, one private firm specializing in health care information management systems, and a philanthropic organization. The program challenged students to serve in multiple roles on multidisciplinary teams and develop an innovative hand-held solution for drug information retrieval. Although the course was technically and behaviorally rigorous and required extensive hands-on experience in a nontraditional learning environment, both students and faculty responded positively.

  3. 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.

  4. 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

  5. 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.

  6. 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.

  7. 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...

  8. 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).

  9. 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)

  10. 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

  11. 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…

  12. 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.

  13. Educating residents in behavioral health care and collaboration: integrated clinical training of pediatric residents and psychology fellows.

    PubMed

    Pisani, Anthony R; leRoux, Pieter; Siegel, David M

    2011-02-01

    Pediatric residency practices face the challenge of providing both behavioral health (BH) training for pediatricians and psychosocial care for children. The University of Rochester School of Medicine and Dentistry and Rochester General Hospital developed a joint training program and continuity clinic infrastructure in which pediatric residents and postdoctoral psychology fellows train and practice together. The integrated program provides children access to BH care in a primary care setting and gives trainees the opportunity to integrate collaborative BH care into their regular practice routines. During 1998-2008, 48 pediatric residents and 8 psychology fellows trained in this integrated clinical environment. The program's accomplishments include longevity, faculty and fiscal stability, sustained support from pediatric leadership and community payers, the development in residents and faculty of greater comfort in addressing BH problems and collaborating with BH specialists, and replication of the model in two other primary care settings. In addition to quantitative program outcomes data, the authors present a case example that illustrates how the integrated program works and achieves its goals. They propose that educating residents and psychology trainees side by side in collaborative BH care is clinically and educationally valuable and potentially applicable to other settings. A companion report published in this issue provides results from a study comparing the perceptions of pediatric residents whose primary care continuity clinic took place in this integrated setting with those of residents from the same pediatric residency who had their continuity clinic training in a nonintegrated setting.

  14. Improvement during baseline: three case studies encouraging collaborative research when evaluating caregiver training.

    PubMed

    Sohlberg, M M; Glang, A; Todis, B

    1998-04-01

    The trend in cognitive rehabilitation toward reduced services, which provide more functionally relevant outcomes and the recognition of limited maintenance and generalization with many existing interventions, challenges current research models. There is a need to develop and evaluate interventions that can be implemented by persons other than rehabilitation professionals and that are well suited to naturalistic settings. The researchers responded to these challenges by designing a series of single subject experiments evaluating the effectiveness of training caregivers to provide appropriate cognitive support to persons with brain injury within their own natural living environments. The goal of the original research project included evaluating a collaborative mode of interaction with the subjects and their support persons (as opposed to traditional directive treatment models) where the caregivers and subjects were instrumental in designing the intervention and collective performance data. This paper presents the data from the initial three subject/caregiver groups all of whom demonstrated improvement in the target behaviours during the baseline period. It appeared that the act of measuring client performance changed the behaviours of the support persons and resulted in positive changes in baseline levels. The research and clinical implications of these findings are discussed.

  15. 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,…

  16. Cascaded Collaborative Regression for Robust Facial Landmark Detection Trained Using a Mixture of Synthetic and Real Images With Dynamic Weighting.

    PubMed

    Feng, Zhen-Hua; Hu, Guosheng; Kittler, Josef; Christmas, William; Wu, Xiao-Jun

    2015-11-01

    A large amount of training data is usually crucial for successful supervised learning. However, the task of providing training samples is often time-consuming, involving a considerable amount of tedious manual work. In addition, the amount of training data available is often limited. As an alternative, in this paper, we discuss how best to augment the available data for the application of automatic facial landmark detection. We propose the use of a 3D morphable face model to generate synthesized faces for a regression-based detector training. Benefiting from the large synthetic training data, the learned detector is shown to exhibit a better capability to detect the landmarks of a face with pose variations. Furthermore, the synthesized training data set provides accurate and consistent landmarks automatically as compared to the landmarks annotated manually, especially for occluded facial parts. The synthetic data and real data are from different domains; hence the detector trained using only synthesized faces does not generalize well to real faces. To deal with this problem, we propose a cascaded collaborative regression algorithm, which generates a cascaded shape updater that has the ability to overcome the difficulties caused by pose variations, as well as achieving better accuracy when applied to real faces. The training is based on a mix of synthetic and real image data with the mixing controlled by a dynamic mixture weighting schedule. Initially, the training uses heavily the synthetic data, as this can model the gross variations between the various poses. As the training proceeds, progressively more of the natural images are incorporated, as these can model finer detail. To improve the performance of the proposed algorithm further, we designed a dynamic multi-scale local feature extraction method, which captures more informative local features for detector training. An extensive evaluation on both controlled and uncontrolled face data sets demonstrates the

  17. Facilitating grant proposal writing in health behaviors for university faculty: a descriptive study.

    PubMed

    Stein, L A R; Clair, M; Lebeau, R; Prochaska, J O; Rossi, J S; Swift, J

    2012-01-01

    Grant proposal writing in the behavioral sciences is important for fiscal reasons and scientific reasons at many universities. This report describes a grant proposal-writing seminar series provided to University faculty (N = 20) and explores factors facilitating and impeding writing. Summary statistics are provided for quantitative data. Free responses were sorted by independent raters into meaningful categories. As a consequence of the training, 45% planned to submit within 18 months; 80% of grant proposals targeted NIH. At 1-year follow-up, 40% actually submitted grants. Factors impeding grant proposal writing included competing professional demands; factors facilitating writing included regularly scheduled feedback on written proposal sections and access to expert collaborators. Obtaining grants generates financial resources, facilitates training experiences, and vastly contributes to the growth and dissemination of the knowledge base in an area.

  18. Training supervisors in a collaborative team approach to promote peer interaction of children with disabilities in integrated preschools.

    PubMed

    Hundert, J; Hopkins, B

    1992-01-01

    Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.

  19. Training supervisors in a collaborative team approach to promote peer interaction of children with disabilities in integrated preschools.

    PubMed Central

    Hundert, J; Hopkins, B

    1992-01-01

    Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed. PMID:1386070

  20. 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

  1. 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…

  2. 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…

  3. Participatory Training Evaluation Method (PATEM) as a Collaborative Evaluation Capacity Building Strategy

    ERIC Educational Resources Information Center

    Kuzmin, Alexey

    2012-01-01

    This article describes Participatory Training Evaluation Method (PATEM) of measuring participants' reaction to the training. PATEM provides rich information; allows to document evaluation findings; becomes organic part of the training that helps participants process their experience individually and as a group; makes sense to participants; is an…

  4. 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,…

  5. 49 CFR 110.30 - Grant application.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 2 2013-10-01 2013-10-01 false Grant application. 110.30 Section 110.30... PUBLIC SECTOR TRAINING AND PLANNING GRANTS § 110.30 Grant application. (a) General. An applicant for a planning or training grant shall use only the standard application forms approved by the Office...

  6. 49 CFR 110.30 - Grant application.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 2 2014-10-01 2014-10-01 false Grant application. 110.30 Section 110.30... PUBLIC SECTOR TRAINING AND PLANNING GRANTS § 110.30 Grant application. (a) General. An applicant for a planning or training grant shall use only the standard application forms approved by the Office...

  7. 49 CFR 110.30 - Grant application.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 2 2010-10-01 2010-10-01 false Grant application. 110.30 Section 110.30... PUBLIC SECTOR TRAINING AND PLANNING GRANTS § 110.30 Grant application. (a) General. An applicant for a planning or training grant shall use only the standard application forms approved by the Office...

  8. 49 CFR 110.30 - Grant application.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 2 2011-10-01 2011-10-01 false Grant application. 110.30 Section 110.30... PUBLIC SECTOR TRAINING AND PLANNING GRANTS § 110.30 Grant application. (a) General. An applicant for a planning or training grant shall use only the standard application forms approved by the Office...

  9. 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…

  10. 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.

  11. 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

  12. 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.

  13. 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

  14. Community Partnered Research Ethics Training in Practice: A Collaborative Approach to Certification.

    PubMed

    Yonas, Michael A; Jaime, Maria Catrina; Barone, Jean; Valenti, Shannon; Documét, Patricia; Ryan, Christopher M; Miller, Elizabeth

    2016-04-01

    This report describes the development and implementation of a tailored research ethics training for academic investigators and community research partners (CRP). The Community Partnered Research Ethics Training (CPRET) and Certification is a free and publicly available model and resource created by a university and community partnership to ensure that traditional and non-traditional research partners may study, define, and apply principles of human subjects' research. To date, seven academic and 34 CRP teams have used this highly interactive, engaging, educational, and relationship building process to learn human subjects' research and be certified by the University of Pittsburgh Institutional Review Board (IRB). This accessible, flexible, and engaging research ethics training process serves as a vehicle to strengthen community and academic partnerships to conduct ethical and culturally sensitive research.

  15. 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.…

  16. 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…

  17. 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…

  18. The Organisation of 14-19 Education and Training in England: Beyond Weakly Collaborative Arrangements

    ERIC Educational Resources Information Center

    Hodgson, Ann; Spours, Ken

    2006-01-01

    As a result of reforms over the past two decades, institutional arrangements for upper secondary education in England are both marketised and competitive compared with other European systems. Since 1997, the Labour Government has broadly sustained this position. However, recent policy documents recognise that 14-19 education and training will…

  19. Elderly suicide, mental health professionals, and the clergy: a need for clinical collaboration, training, and research.

    PubMed

    Weaver, A J; Koenig, H G

    1996-01-01

    This article addresses the need for improved clergy-mental health professional collaboration in the assessment and treatment of elderly suicide. Millions of older adults with personal problems seek the counsel of clergy. A recent Gallup survey found that elders are more willing to turn to their clergy than their medical doctor or a mental health specialist for help when a friend is contemplating suicide (Gallup Organization, 1992). Elder suicide prevention presents the mental health and religious communities with unique opportunities to work together in the best interests of those they serve.

  20. Linking public health training and health systems development in sub-Saharan Africa: opportunities for improvement and collaboration.

    PubMed

    Fonn, Sharon

    2011-01-01

    In sub-Saharan Africa previous health gains have been reversed and many countries are not on track to achieving the Millennium Development Goals. The reasons are multifaceted but relate fundamentally to poorly functioning health systems and the HIV, AIDS, and tuberculosis epidemics. Although population health can be improved through specific health interventions that target high burden diseases, these interventions must be offered within a functional health system for optimal effectiveness. Schools of Public Health in Africa should respond to the many systemic issues that confound improvements in population level health through reviewing approaches to health professional training that incorporates a public health approach, focusing on health systems research; collaboration, advocacy and networking; and strengthening health systems management. Institutional mechanisms to define joint research agendas and two-way exchanges between universities and national health systems are required. PMID:21730993

  1. 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

  2. U.S. Department of Energy University Reactor Instrumentation Program Final Report for 1992-94 Grant for the University of Florida Training Reactor

    SciTech Connect

    Vernetson, William G.

    1999-04-01

    Overall, the instrumentation obtained under the first year 1992-93 University Reactor Instrumentation Program grant assured that the goals of the program were well understood and met as well as possible at the level of support provided for the University of Florida Training Reactor facility. Though the initial grant support of $21,000 provided toward the purchase of $23,865 of proposed instrumentation certainly did not meet many of the facility's needs, the instrumentation items obtained and implemented did meet some critical needs and hence the goals of the Program to support modernization and improvement of reactor facilities such as the UFTR within the academic community. Similarly, the instrumentation obtained under the second year 1993-94 University Reactor Instrumentation Program grant again met some of the critical needs for instrumentation support at the UFTR facility. Again, though the grant support of $32,799 for proposed instrumentation at the same cost projection does not need all of the facility's needs, it does assure continued facility viability and improvement in operations. Certainly, reduction of forced unavailability of the reactor is the most obvious achievement of the University Reactor Instrumentation Program to date at the UFTR. Nevertheless, the ability to close out several expressed-inspection concerns of the Nuclear Regulatory Commission with acquisition of the low level survey meter and the area radiation monitoring system is also very important. Most importantly, with modest cost sharing the facility has been able to continue and even accelerate the improvement and modernization of a facility, especially in the Neutron Activation Analysis Laboratory, that is used by nearly every post-secondary school in the State of Florida and several in other states, by dozens of departments within the University of Florida, and by several dozen high schools around the State of Florida on a regular basis. Better, more reliable service to such a broad

  3. 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…

  4. 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.

  5. Bashkiria train-gas pipeline disaster: a history of the joint USSR/USA collaboration.

    PubMed

    Kulyapin, A V; Sakhautdinov, V G; Temerbulatov, V M; Becker, W K; Waymack, J P

    1990-10-01

    In June 1989, a methane/propane pipeline explosion destroyed two passenger trains in the Bashkirian Republic of the Soviet Union. Over 400 passengers died immediately and 806 were injured. Most of those injured suffered thermal injuries. One hundred and fifty patients were treated at Hospital 21 in Ufa, Bashkiria, by a combined Soviet-US team. Twenty-six patients underwent excision and grafting of their burn wounds. Microbiological studies indicated significant resistance to locally available antibiotics. Antibiotics provided by the US team proved useful in treating the resistant organisms. This disaster and the international response to it exemplify the need for a coordinated response to major burn disasters and the positive results of international cooperation. PMID:2275763

  6. The NGS WikiBook: a dynamic collaborative online training effort with long-term sustainability.

    PubMed

    Li, Jing-Woei; Bolser, Dan; Manske, Magnus; Giorgi, Federico Manuel; Vyahhi, Nikolay; Usadel, Björn; Clavijo, Bernardo J; Chan, Ting-Fung; Wong, Nathalie; Zerbino, Daniel; Schneider, Maria Victoria

    2013-09-01

    Next-generation sequencing (NGS) is increasingly being adopted as the backbone of biomedical research. With the commercialization of various affordable desktop sequencers, NGS will be reached by increasing numbers of cellular and molecular biologists, necessitating community consensus on bioinformatics protocols to tackle the exponential increase in quantity of sequence data. The current resources for NGS informatics are extremely fragmented. Finding a centralized synthesis is difficult. A multitude of tools exist for NGS data analysis; however, none of these satisfies all possible uses and needs. This gap in functionality could be filled by integrating different methods in customized pipelines, an approach helped by the open-source nature of many NGS programmes. Drawing from community spirit and with the use of the Wikipedia framework, we have initiated a collaborative NGS resource: The NGS WikiBook. We have collected a sufficient amount of text to incentivize a broader community to contribute to it. Users can search, browse, edit and create new content, so as to facilitate self-learning and feedback to the community. The overall structure and style for this dynamic material is designed for the bench biologists and non-bioinformaticians. The flexibility of online material allows the readers to ignore details in a first read, yet have immediate access to the information they need. Each chapter comes with practical exercises so readers may familiarize themselves with each step. The NGS WikiBook aims to create a collective laboratory book and protocol that explains the key concepts and describes best practices in this fast-evolving field.

  7. [Researchers training in the context of the collaborative projects: experiences of Instituto de Medicina Tropical "Alexander von Humbolt", Universidad Peruana Cayetano Heredia].

    PubMed

    Gotuzzo, Eduardo; González, Elsa; Verdonck, Kristien

    2010-09-01

    Research is a main element for human and social development. Under this point of view, it involves particular challenges and opportunities for the so-called "developing countries". An approach for those challenges and opportunities comes from the analysis of two interrelated activities; the training of new researchers and the research development with institutions or researchers which are external to the institution ("collaborative research"). Both activities are essential for the consolidation, widening and updating of the institutional capabilities for scientific production. We present here the experiences of the Instituto de Medicina Tropical "Alexander von Humboldt" of the Universidad Peruana Cayetano Heredia, in relation to the training of new researchers, we discuss the four elements we consider key for this process; the promotion of stimulating environments for research, the proactive identification of fellows, the complementary advice and networks consolidation; and we analyze three successful models of international collaboration for the training of new researchers under different institutional approaches.

  8. 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.

  9. 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

  10. 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.

  11. Training Internists to Meet Critical Care Needs in the United States: A Consensus Statement from the Critical Care Societies Collaborative (CCSC)

    PubMed Central

    Pastores, Stephen M.; Martin, Greg S.; Baumann, Michael H.; Curtis, J. Randall; Farmer, J. Christopher; Fessler, Henry E.; Gupta, Rakesh; Hill, Nicholas S.; Hyzy, Robert C.; Kvetan, Vladimir; MacGregor, Drew A.; O’Grady, Naomi P.; Ognibene, Frederick P.; Rubenfeld, Gordon D.; Sessler, Curtis N.; Siegal, Eric; Simpson, Steven Q.; Spevetz, Antoinette; Ward, Nicholas S.; Zimmerman, Janice L.

    2014-01-01

    Objectives Multiple training pathways are recognized by the Accreditation Council for Graduate Medical Education (ACGME) for internal medicine (IM) physicians to certify in critical care medicine (CCM) via the American Board of Internal Medicine. While each involves 1 year of clinical fellowship training in CCM, substantive differences in training requirements exist among the various pathways. The Critical Care Societies Collaborative convened a task force to review these CCM pathways and to provide recommendations for unified and coordinated training requirements for IM-based physicians. Participants A group of CCM professionals certified in pulmonary-CCM and/or IM-CCM from ACGME-accredited training programs who have expertise in education, administration, research, and clinical practice. Data Sources and Synthesis Relevant published literature was accessed through a MEDLINE search and references provided by all task force members. Material published by the ACGME, American Board of Internal Medicine, and other specialty organizations was also reviewed. Collaboratively and iteratively, the task force reached consensus using a roundtable meeting, electronic mail, and conference calls. Main Results Internal medicine-CCM–based fellowships have disparate program requirements compared to other internal medicine subspecialties and adult CCM fellowships. Differences between IM-CCM and pulmonary-CCM programs include the ratio of key clinical faculty to fellows and a requirement to perform 50 therapeutic bronchoscopies. Competency-based training was considered uniformly desirable for all CCM training pathways. Conclusions The task force concluded that requesting competency-based training and minimizing variations in the requirements for IM-based CCM fellowship programs will facilitate effective CCM training for both programs and trainees. PMID:24637881

  12. Should We Travel by Plane, Car, Train, or Bus? Teacher/Child Collaboration in Developing a Thematic Literacy Center.

    ERIC Educational Resources Information Center

    Walker, Carolyn Ann; And Others

    1997-01-01

    Describes collaborating with preschool children in the development of themed reading and writing activities in a travel agency play center in the classroom. Discuss collaboration rather than prescription, literacy in the travel agency, making plans with literacy-related materials, and developing a successful collaboration. (SR)

  13. 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.

  14. 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

  15. 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.

  16. 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…

  17. 77 FR 15812 - Notice of Funding Opportunity and Solicitation for Grant Applications for Serving Juvenile...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-16

    ...://www.grants.gov . The Web sites provide application information, eligibility requirements, review and... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications... Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA)....

  18. 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…

  19. 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…

  20. 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

  1. 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

  2. Joining University Affiliated Programs and Schools of Social Work: A Collaborative Model for Disabilities Curriculum Development and Training.

    ERIC Educational Resources Information Center

    Liese, Hank; Clevenger, Richard; Hanley, Barbara

    1999-01-01

    A survey of 58 university-affiliated programs serving persons with mental retardation and developmental disabilities (MR/DD) found that 74% were affiliated with a school of social work and identified types of and settings for MR/DD training opportunities. Results suggest that potential exists for creating and expanding such training relationships.…

  3. 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…

  4. Effects of Collaborative Mentoring on the Articulation of Training and Classroom Situations: A Case Study in the French School System

    ERIC Educational Resources Information Center

    Chalies, Sebastien; Bertone, Stefano; Flavier, Eric; Durand, Marc

    2008-01-01

    This study assessed the effects of a collaborative mentoring sequence on the professional development of a preservice teacher (PT). The analysis of data from observation and self-confrontation interviews identified work rules [Wittgenstein, L. (1996). In G. E. M. Anscomb & G. H. Von Wright (Eds.), "Remarques philosophiques" ["Philosophical…

  5. 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...

  6. 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.

  7. 49 CFR 110.110 - After-grant requirements.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... PUBLIC SECTOR TRAINING AND PLANNING GRANTS § 110.110 After-grant requirements. The Associate... required work of the grant are complete in accordance with subpart D of 49 CFR part 18. The project manager must submit all financial, performance, and other reports required as a condition of the grant,...

  8. 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...

  9. 42 CFR 86.14 - Evaluation and grant award.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 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...

  10. 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...

  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. 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...

  13. 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...

  14. 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...

  15. 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...

  16. 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...

  17. 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...

  18. 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...

  19. 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...

  20. 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...

  1. Advancing Tobacco Dependence Treatment Services in the Eastern Mediterranean Region: International collaboration for training and capacity-building.

    PubMed

    Hawari, Feras I; Bader, Rasha K

    2014-11-01

    Tobacco use negatively affects health and is a major risk factor for non-communicable diseases (NCDs). Today, tobacco use ranks third among risk factors in North Africa and the Middle East in terms of disease burden. Despite the established need for these services, tobacco dependence treatment (TDT) services are still inadequate in the Eastern Mediterranean region (EMR). Among the main challenges hindering their expansion is the current lack of training opportunities. The provision of training and capacity-building-a key enabler of TDT-offers an excellent catalyst to launch TDT services in the region. This review discusses the need for TDT training in the EMR and describes a model for providing regional evidence-based training in line with international standards. The King Hussein Cancer Center in Amman, Jordan, is the regional host for Global Bridges, a worldwide TDT initiative. Using this model, they have trained 1,500 professionals and advocates from the EMR over the past three years. PMID:25364544

  2. Collaborative Partnerships in a Language in the Classroom Program.

    ERIC Educational Resources Information Center

    Prelock, Patricia A.; And Others

    1995-01-01

    This article describes key components for establishing collaborative partnerships for delivering services to children with communication disorders, including establishing a transdisciplinary approach, marketing the collaborative concept, and providing collaborative inservice training. Appendixes provide an outline for inservice training and a…

  3. 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…

  4. 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

  5. 78 FR 24236 - Notice of Availability of Funds and Solicitation for Grant Applications for Cooperative...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-24

    .../grants/ or on http://www.grants.gov . The Web sites provide application information, eligibility... Applications for Cooperative Agreements Under the Disability Employment Initiative AGENCY: Employment and Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA)....

  6. 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.

  7. 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…

  8. The Dean's Grant Projects: A Descriptive Analysis and Evaluation, 1980. Training Programs for Educators to Accommodate Handicapped Children in Regular Class Settings.

    ERIC Educational Resources Information Center

    Minnesota Univ., Minneapolis. National Support Systems Project.

    The report analyzes the effectiveness of Dean's Grant projects (DGPs), federally funded programs designed to help prepare regular preservice educators to deal with mainstreamed handicapped students. Following a review of demographic data on the 112 DGPs, survey and questionnaire results are summarized in an examination of such aspects as DGP…

  9. 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.

  10. 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

  11. 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...

  12. 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...

  13. 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...

  14. 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...

  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. 76 FR 42712 - Announcement of Grant Award

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-19

    ... Community Services, ACF, HHS. ACTION: Announcement of the Award of an Assets for Independence Grant to the... Assets for Independence Act in Title IV of the Community Opportunities, Accountability, and Training and... Demonstration Programs announces the award of an Assets for Independence (AFI) demonstration grant to the...

  17. 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...

  18. 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...

  19. 23 CFR 1200.25 - Motorcyclist safety grants.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... TRANSPORTATION PROCEDURES FOR STATE HIGHWAY SAFETY PROGRAMS UNIFORM PROCEDURES FOR STATE HIGHWAY SAFETY GRANT..., or instructor-led training sessions). (g) Reduction of fatalities and crashes involving...

  20. 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

  1. 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.

  2. 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...

  3. 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...

  4. 75 FR 34973 - New Mexico Collaborative Forest Restoration Program Technical Advisory Panel

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-21

    ... Forest Service New Mexico Collaborative Forest Restoration Program Technical Advisory Panel AGENCY: Forest Service, USDA. ACTION: Notice of meeting. SUMMARY: The New Mexico Collaborative Forest Restoration... restoration grant proposals submitted in response to the Collaborative Forest Restoration Program Request...

  5. 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

    ....grants.gov . The Web sites provide application information, eligibility requirements, review and... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications... Solicitation for Grant Applications (SGA). Funding Opportunity Number: SGA/DFA PY 11-06. SUMMARY:...

  6. Innovation Grant To Develop a Unique Rehabilitation Curriculum To Train Rehabilitation Counseling Master's Students in Alcoholism Counseling To Work with Multidisabled Alcohol Abusers.

    ERIC Educational Resources Information Center

    Buxbaum, Joan

    This report describes the rehabilitation curriculum of Hunter College (New York). The curriculum is designed to educate and train qualified Master's level students, the majority of whom are minority, disabled, or working women, to become professional rehabilitation counselors for multidisabled alcohol abusers. Individuals with this unique skill…

  7. Study of the JTPA Eight Percent Education Coordination and Grants Set-Aside and the Three Percent Set-Aside Training Program for Older Individuals.

    ERIC Educational Resources Information Center

    Alegria, Fernando L., Jr.; Figueroa, Jose R.

    Between October and December 1985, a national survey gathered information from 37 states on the 3 percent and 8 percent set-aside programs. Approximately three-fourths of the responding states administered the 3 percent program for older individuals through the same state employment and training unit responsible for the basic Title II-A program;…

  8. 78 FR 45973 - Brookwood-Sago Mine Safety Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-30

    ..., discuss the subjects to be taught, the length of the training sessions, type of training (e.g., Mine... for the grant demonstrates experience with mine safety teaching or providing mine safety educational... CFR Part 96, Audit requirements for grants, contracts, and other agreements. 29 CFR Part 97,...

  9. 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...

  10. 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…

  11. 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.

  12. 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

    ... Applications for YouthBuild Grants AGENCY: Employment and Training Administration, Labor. ACTION: Notice of... approximately $75 million in grant funds authorized by the YouthBuild provisions of the Workforce Investment Act... training, and employment services to disadvantaged youth in their communities while performing...

  13. Hands-On Instruction in an Electronic Classroom. A Final Report to the U.S. Dept. of Education of a Research and Development Grant Awarded To Establish a Fully-Equipped Electronic Training Room and Test the Effectiveness of Hands-On Instruction in Learning the NOTIS OPAC and Silver-Platter ERIC.

    ERIC Educational Resources Information Center

    Wiggins, Marvin E.

    This document is the final report to the U.S. Department of Education of a research and development grant awarded to establish a fully equipped electronic training room and test the effectiveness of hands-on instruction in learning the NOTIS OPAC (online public access catalog) and the Silver-Platter ERIC database on CD-ROM. The purpose of the…

  14. 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/

  15. Minnesota Family Service Collaboratives: 1998 Outcome Reports.

    ERIC Educational Resources Information Center

    Minnesota Univ., Minneapolis. Center for Applied Research and Educational Improvement.

    In 1993 the Minnesota Legislature provided funding to establish local collaborative initiatives to integrate services and improve outcomes for children and families. This report is based on the individual outcome reports mandated for the 24 collaboratives that first received implementation grants in 1995 or 1996. Information from a variety of…

  16. 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…

  17. 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.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support...

  18. 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...

  19. 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.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support...

  20. 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.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support...

  1. 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...

  2. 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.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support...

  3. 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...

  4. 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...

  5. 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...

  6. 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.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTES OF HEALTH TRAINING GRANTS § 63a.8 How long does grant support...

  7. 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…

  8. 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…

  9. 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.

  10. News and Views: UK joins Russia for a Year of Space; Science and Technology Committee hearings; Lawrence sheds light on how STFC allocates astronomy grants; NERC support for master's ends this year

    NASA Astrophysics Data System (ADS)

    2011-04-01

    A year of events focusing on collaboration between UK and Russian space scientists was launched on 22 February. Many individuals, institutions and societies have submitted documents to the House of Commons Select Committee inquiry into astronomy and particle physics. The STFC Astronomy Grants Panel considered both grants to be allocated now and the new consolidated arrangements put in place for the future - and Chair Prof. Andy Lawrence has documented the process, throwing a little light on the numbers. Natural Environment Research Council support for master's courses - one-postgraduate training courses - will finish at the end of the current academic year.

  11. 77 FR 10573 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for the Workforce...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-22

    ... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications.... ACTION: Notice of Solicitation for Grant Applications. SUMMARY: Through this notice, the Department of... period of performance. This performance period includes all necessary implementation and...

  12. 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.

  13. 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…

  14. 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,…

  15. 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…

  16. 40 CFR Appendix A to Part 45 - Environmental Protection Agency Training Programs

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Radiation: Air Pollution Control Manpower Training Grants X Air Pollution Control—Technical Training X Office of Water: Water Pollution Control—Professional Training Grants X X Safe Drinking Water Professional Training Grants X Safe Drinking Water—Occupational Training X Office of Solid Waste and...

  17. 40 CFR Appendix A to Part 45 - Environmental Protection Agency Training Programs

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Radiation: Air Pollution Control Manpower Training Grants X Air Pollution Control—Technical Training X Office of Water: Water Pollution Control—Professional Training Grants X X Safe Drinking Water Professional Training Grants X Safe Drinking Water—Occupational Training X Office of Solid Waste and...

  18. 40 CFR Appendix A to Part 45 - Environmental Protection Agency Training Programs

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Radiation: Air Pollution Control Manpower Training Grants X Air Pollution Control—Technical Training X Office of Water: Water Pollution Control—Professional Training Grants X X Safe Drinking Water Professional Training Grants X Safe Drinking Water—Occupational Training X Office of Solid Waste and...

  19. 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

  20. 76 FR 47262 - Brookwood-Sago Mine Safety Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-04

    ... Opportunity Description A. Overview of the Brookwood-Sago Mine Safety Grant Program Responding to several coal... in mines. The MINER Act also required that every underground coal mine would have persons trained in... the requirements for the training of mine rescue teams. Recent events demonstrate that training is...

  1. 77 FR 44685 - Brookwood-Sago Mine Safety Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-30

    ... training, discuss the subjects to be taught, the length of the training sessions, type of training (e.g... Experience (13 Points) The applicant applying for the grant demonstrates experience with mine safety teaching... Requirements for Nonprofit Organizations. 29 CFR Parts 96 and 99, Audits. 29 CFR Part 97, Uniform...

  2. 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...

  3. Promoting human subjects training for place-based communities and cultural groups in environmental research: curriculum approaches for graduate student/faculty training.

    PubMed

    Quigley, Dianne

    2015-02-01

    A collaborative team of environmental sociologists, community psychologists, religious studies scholars, environmental studies/science researchers and engineers has been working together to design and implement new training in research ethics, culture and community-based approaches for place-based communities and cultural groups. The training is designed for short and semester-long graduate courses at several universities in the northeastern US. The team received a 3 year grant from the US National Science Foundation's Ethics Education in Science and Engineering in 2010. This manuscript details the curriculum topics developed that incorporate ethical principles, particularly for group protections/benefits within the field practices of environmental/engineering researchers.

  4. 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…

  5. Interagency Collaboration.

    ERIC Educational Resources Information Center

    Tonelson, Stephen W.; Waters, Rebecca

    This chapter, from a guide for designing, implementing, and evaluating instruction and services for students with disabilities, acquaints the education administrator with the what, why, and how of interagency collaboration. System-level interagency collaboration involves joint planning, joint implementation, and joint evaluation between…

  6. Collaborative Hierarchy.

    ERIC Educational Resources Information Center

    Maris, Mariann

    The University of Wisconsin-Milwaukee writing program is collaborative, not divisionary, as some, such as Jeanne Gunner, have suggested. Three terms are useful in understanding the relationships and ethics governing operations at Wisconsin-Milwaukee: (1) authority and collaboration; (2) hierarchical difference; (3) professional respect. "Authority…

  7. 42 CFR 67.17 - Grant award.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING AGENCY..., Evaluation, Demonstration, and Dissemination Projects § 67.17 Grant award. (a) Within the limits of available.... Recommendations to the Administrator for continuation support will be based upon evaluation of: (1) The...

  8. 42 CFR 67.17 - Grant award.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING AGENCY..., Evaluation, Demonstration, and Dissemination Projects § 67.17 Grant award. (a) Within the limits of available.... Recommendations to the Administrator for continuation support will be based upon evaluation of: (1) The...

  9. 42 CFR 67.17 - Grant award.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING AGENCY..., Evaluation, Demonstration, and Dissemination Projects § 67.17 Grant award. (a) Within the limits of available.... Recommendations to the Administrator for continuation support will be based upon evaluation of: (1) The...

  10. Economic Development Grant Report, Fiscal Year 1986.

    ERIC Educational Resources Information Center

    Illinois Community Coll. Board, Springfield.

    A profile is provided of Illinois community college business centers and the activities they conducted under the fiscal year 1986 $3.5 million economic development grant allocation. First, highlights of the year's accomplishments are presented, including: (1) community colleges provided training for 852 companies through 1,400 courses, serving…

  11. 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... field testing facilities with documentation of cost effectiveness of field testing approach; and (6... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Grant application. 35.2040 Section...

  12. 40 CFR 35.2040 - Grant application.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... method of acquiring the real property (see 40 CFR part 4). (c) Training facility project. An application... field testing facilities with documentation of cost effectiveness of field testing approach; and (6... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Grant application. 35.2040 Section...

  13. 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…

  14. 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)

  15. 42 CFR 38.5 - Grant assistance.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... private nonprofit mental health organizations which are determined by the Secretary to be capable of providing the professional mental health crisis counseling services or mental health training of disaster..., but are not limited to: 42 CFR part 50, subpart D—Public Health Service grant appeals procedure 45...

  16. 42 CFR 38.5 - Grant assistance.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... private nonprofit mental health organizations which are determined by the Secretary to be capable of providing the professional mental health crisis counseling services or mental health training of disaster..., but are not limited to: 42 CFR part 50, subpart D—Public Health Service grant appeals procedure 45...

  17. 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...

  18. 25 CFR 276.13 - Indian preference in grant administration.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Indian preference in grant administration. 276.13 Section... EDUCATION ASSISTANCE ACT PROGRAM UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS § 276.13 Indian preference...) Preferences and opportunities for training and employment in connection with the administration of such...

  19. 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...

  20. 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…

  1. 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…

  2. 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...

  3. 75 FR 61180 - Notice of Availability of Funds and Solicitation for Grant Applications (SGA) for YouthBuild Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-04

    ... Applications (SGA) for YouthBuild Grants AGENCY: Employment and Training Administration, U.S. Department of Labor. Announcement Type: Notice of Solicitation for Grant Applications. Funding Opportunity Number: SGA... date for receipt of applications under this announcement is December 3, 2010. Applications must...

  4. 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.

  5. NSF Graduate School Grants

    NASA Astrophysics Data System (ADS)

    The National Science Foundation is offering graduate research grants for study leading to masters and doctoral degrees in the mathematical, physical, biological, engineering, and social sciences, as well as in the history and philosophy of science. These grants also support work toward some research-based degrees in science education. The grants can be held for 3 years and come with a $12,300 annual stipend. NSF will pay a $6000 cost-of-education allowance to the grant recipient's school in lieu of tuition fees. In some cases, $1000 international research travel allowance is also available.

  6. 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.

  7. 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.; Hanratty, L. D.; Hansen, A.; Harris, J. W.; Hartmann, H.; Harton, A.; Hatzifotiadou, D.; Hayashi, S.; Heckel, S. T.; Heide, M.; Helstrup, H.; Herghelegiu, A.; Herrera Corral, G.; Hess, B. A.; Hetland, K. F.; Hippolyte, B.; Hladky, J.; Hristov, P.; Huang, M.; Humanic, T. J.; Hussain, N.; Hussain, T.; Hutter, D.; Hwang, D. S.; Ilkaev, R.; Ilkiv, I.; Inaba, M.; Innocenti, G. M.; Ionita, C.; Ippolitov, M.; Irfan, M.; Ivanov, M.; Ivanov, V.; Jachołkowski, A.; Jacobs, P. M.; Jahnke, C.; Jang, H. J.; Janik, M. A.; Jayarathna, P. H. S. Y.; Jena, C.; Jena, S.; Jimenez Bustamante, R. T.; Jones, P. G.; Jung, H.; Jusko, A.; Kadyshevskiy, V.; Kalinak, P.; Kalweit, A.; Kamin, J.; Kang, J. H.; Kaplin, V.; Kar, S.; Karasu Uysal, A.; Karavichev, O.; Karavicheva, T.; Karpechev, E.; Kebschull, U.; Keidel, R.; Keijdener, D. L. D.; Keil SVN, M.; Khan, M. M.; Khan, P.; Khan, S. A.; Khanzadeev, A.; Kharlov, Y.; Kileng, B.; Kim, B.; Kim, D. W.; Kim, D. J.; Kim, J. S.; Kim, M.; Kim, M.; Kim, S.; Kim, S. H.; Kim, T.; Kirsch, S.; Kisel, I.; Kiselev, S.; Kisiel, A.; Kiss, G.; Klay, J. L.; Klein, J.; Klein-Bösing, C.; Kluge, A.; Knichel, M. L.; Knospe, A. G.; Kobdaj, C.; Kofarago, M.; Köhler, M. K.; Kollegger, T.; Kolojvari, A.; Kondratiev, V.; Kondratyeva, N.; Konevskikh, A.; Kovalenko, V.; Kowalski, M.; Kox, S.; Koyithatta Meethaleveedu, G.; Kral, J.; Králik, I.; Kravčáková, A.; Krelina, M.; Kretz, M.; Krivda, M.; Krizek, F.; Kryshen, E.; Krzewicki, M.; Kučera, V.; Kucheriaev, Y.; Kugathasan, T.; Kuhn, C.; Kuijer, P. G.; Kulakov, I.; Kumar, J.; Kurashvili, P.; Kurepin, A.; Kurepin, A. B.; Kuryakin, A.; Kushpil, S.; Kweon, M. J.; Kwon, Y.; Ladron de Guevara, P.; Lagana Fernandes, C.; Lakomov, I.; Langoy, R.; Lara, C.; Lardeux, A.; Lattuca, A.; La Pointe, S. L.; La Rocca, P.; Lea, R.; Leardini, L.; Lee, G. R.; Legrand, I.; Lehnert, J.; Lemmon, R. C.; Lenti, V.; Leogrande, E.; Leoncino, M.; León Monzón, I.; Lévai, P.; Li, S.; Lien, J.; Lietava, R.; Lindal, S.; Lindenstruth, V.; Lippmann, C.; Lisa, M. A.; Ljunggren, H. M.; Lodato, D. F.; Loenne, P. I.; Loggins, V. R.; Loginov, V.; Lohner, D.; Loizides, C.; Lopez, X.; López Torres, E.; Lu, X.-G.; Luettig, P.; Lunardon, M.; Luparello, G.; Ma, R.; Maevskaya, A.; Mager, M.; Mahapatra, D. P.; Mahmood, S. M.; Maire, A.; Majka, R. D.; Malaev, M.; Maldonado Cervantes, I.; Malinina, L.; Mal'Kevich, D.; Malzacher, P.; Mamonov, A.; Manceau, L.; Manko, V.; Manso, F.; Manzari, V.; Marchisone, M.; Mareš, J.; Margagliotti, G. V.; Margotti, A.; Marín, A.; Markert, C.; Marquard, M.; Martashvili, I.; Martin, N. A.; Martinengo, P.; Martínez, M. I.; Martínez García, G.; Martin Blanco, J.; Martynov, Y.; Mas, A.; Masciocchi, S.; Masera, M.; Masoni, A.; Massacrier, L.; Mastroserio, A.; Matyja, A.; Mayer, C.; Mazer, J.; Mazzoni, M. A.; Meddi, F.; Menchaca-Rocha, A.; Meninno, E.; Mercado Pérez, J.; Meres, M.; Miake, Y.; Mikhaylov, K.; Milano, L.; Milosevic, J.; Mischke, A.; Mishra, A. N.; Miśkowiec, D.; Mitra, J.; Mitu, C. M.; Mlynarz, J.; Mohammadi, N.; Mohanty, B.; Molnar, L.; Montaño Zetina, L.; Montes, E.; Morando, M.; Moreira De Godoy, D. A.; Moretto, S.; Morreale, A.; Morsch, A.; Muccifora, V.; Mudnic, E.; Mühlheim, D.; Muhuri, S.; Mukherjee, M.; Müller, H.; Munhoz, M. G.; Murray, S.; Musa, L.; Musinsky, J.; Nandi, B. K.; Nania, R.; Nappi, E.; Naru, M. U.; Nattrass, C.; Nayak, K.; Nayak, T. K.; Nazarenko, S.; Nedosekin, A.; Nicassio, M.; Niculescu, M.; Niedziela, J.; Nielsen, B. S.; Nikolaev, S.; Nikulin, S.; Nikulin, V.; Nilsen, B. S.; Noferini, F.; Nomokonov, P.; Nooren, G.; Norman, J.; Nyanin, A.; Nystrand, J.; Oeschler, H.; Oh, S.; Oh, S. K.; Okatan, A.; Okubo, T.; Olah, L.; Oleniacz, J.; Oliveira Da Silva, A. C.; Onderwaater, J.; Oppedisano, C.; Ortiz Velasquez, A.; Oskarsson, A.; Otwinowski, J.; Oyama, K.; Ozdemir, M.; Sahoo, P.; Pachmayer, Y.; Pachr, M.; Pagano, P.; Paić, G.; Pajares, C.; Pal, S. K.; Palmeri, A.; Pant, D.; Papikyan, V.; Pappalardo, G. S.; Pareek, P.; Park, W. J.; Parmar, S.; Passfeld, A.; Patalakha, D. I.; Paticchio, V.; Paul, B.; Pawlak, T.; Peitzmann, T.; Pereira Da Costa, H.; Pereira De Oliveira Filho, E.; Peresunko, D.; Pérez Lara, C. E.; Pesci, A.; Peskov, V.; Pestov, Y.; Petráček, V.; Petran, M.; Petris, M.; Petrovici, M.; Petta, C.; Piano, S.; Pikna, M.; Pillot, P.; Pinazza, O.; Pinsky, L.; Piyarathna, D. B.; Płoskoń, M.; Planinic, M.; Pluta, J.; Pochybova, S.; Podesta-Lerma, P. L. M.; Poghosyan, M. G.; Pohjoisaho, E. H. O.; Polichtchouk, B.; Poljak, N.; Pop, A.; Porteboeuf-Houssais, S.; Porter, J.; Potukuchi, B.; Prasad, S. K.; Preghenella, R.; Prino, F.; Pruneau, C. A.; Pshenichnov, I.; Puccio, M.; Puddu, G.; Pujahari, P.; Punin, V.; Putschke, J.; Qvigstad, H.; Rachevski, A.; Raha, S.; Rajput, S.; Rak, J.; Rakotozafindrabe, A.; Ramello, L.; Raniwala, R.; Raniwala, S.; Räsänen, S. S.; Rascanu, B. T.; Rathee, D.; Rauf, A. W.; Razazi, V.; Read, K. F.; Real, J. S.; Redlich, K.; Reed, R. J.; Rehman, A.; Reichelt, P.; Reicher, M.; Reidt, F.; Renfordt, R.; Reolon, A. R.; Reshetin, A.; Rettig, F.; Revol, J.-P.; Reygers, K.; Riabov, V.; Ricci, R. A.; Richert, T.; Richter, M.; Riedler, P.; Riegler, W.; Riggi, F.; Rivetti, A.; Rocco, E.; Rodríguez Cahuantzi, M.; Rodriguez Manso, A.; Røed, K.; Rogochaya, E.; Rohni, S.; Rohr, D.; Röhrich, D.; Romita, R.; Ronchetti, F.; Ronflette, L.; Rosnet, P.; Rossi, A.; Roukoutakis, F.; Roy, A.; Roy, C.; Roy, P.; Rubio Montero, A. J.; Rui, R.; Russo, R.; Ryabinkin, E.; Ryabov, Y.; Rybicki, A.; Sadovsky, S.; Šafařík, K.; Sahlmuller, B.; Sahoo, R.; Sahu, P. K.; Saini, J.; Sakai, S.; Salgado, C. A.; Salzwedel, J.; Sambyal, S.; Samsonov, V.; Sanchez Castro, X.; Sánchez Rodríguez, F. J.; Šándor, L.; Sandoval, A.; Sano, M.; Santagati, G.; Sarkar, D.; Scapparone, E.; Scarlassara, F.; Scharenberg, R. P.; Schiaua, C.; Schicker, R.; Schmidt, C.; Schmidt, H. R.; Schuchmann, S.; Schukraft, J.; Schulc, M.; Schuster, T.; Schutz, Y.; Schwarz, K.; Schweda, K.; Scioli, G.; Scomparin, E.; Scott, R.; Segato, G.; Seger, J. E.; Sekiguchi, Y.; Selyuzhenkov, I.; Senosi, K.; Seo, J.; Serradilla, E.; Sevcenco, A.; Shabetai, A.; Shabratova, G.; Shahoyan, R.; Shangaraev, A.; Sharma, A.; Sharma, N.; Sharma, S.; Shigaki, K.; Shtejer, K.; Sibiriak, Y.; Siddhanta, S.; Siemiarczuk, T.; Silvermyr, D.; Silvestre, C.; Simatovic, G.; Singaraju, R.; Singh, R.; Singha, S.; Singhal, V.; Sinha, B. C.; Sinha, T.; Sitar, B.; Sitta, M.; Skaali, T. B.; Skjerdal, K.; Slupecki, M.; Smirnov, N.; Snellings, R. J. M.; Søgaard, C.; Soltz, R.; Song, J.; Song, M.; Soramel, F.; Sorensen, S.; Spacek, M.; Spiriti, E.; Sputowska, I.; Spyropoulou-Stassinaki, M.; Srivastava, B. K.; Stachel, J.; Stan, I.; Stefanek, G.; Steinpreis, M.; Stenlund, E.; Steyn, G.; Stiller, J. H.; Stocco, D.; Stolpovskiy, M.; Strmen, P.; Suaide, A. A. P.; Sugitate, T.; Suire, C.; Suleymanov, M.; Sultanov, R.; Šumbera, M.; Susa, T.; Symons, T. J. M.; Szabo, A.; Szanto de Toledo, A.; Szarka, I.; Szczepankiewicz, A.; Szymanski, M.; Takahashi, J.; Tangaro, M. A.; Tapia Takaki, J. D.; Tarantola Peloni, A.; Tarazona Martinez, A.; Tariq, M.; Tarzila, M. G.; Tauro, A.; Tejeda Muñoz, G.; Telesca, A.; Terasaki, K.; Terrevoli, C.; Thäder, J.; Thomas, D.; Tieulent, R.; Timmins, A. R.; Toia, A.; Trubnikov, V.; Trzaska, W. H.; Tsuji, T.; Tumkin, A.; Turrisi, R.; Tveter, T. S.; Ullaland, K.; Uras, A.; Usai, G. L.; Vajzer, M.; Vala, M.; Valencia Palomo, L.; Vallero, S.; Vande Vyvre, P.; Van Der Maarel, J.; Van Hoorne, J. W.; van Leeuwen, M.; Vargas, A.; Vargyas, M.; Varma, R.; Vasileiou, M.; Vasiliev, A.; Vechernin, V.; Veldhoen, M.; Velure, A.; Venaruzzo, M.; Vercellin, E.; Vergara Limón, S.; Vernet, R.; Verweij, M.; Vickovic, L.; Viesti, G.; Viinikainen, J.; Vilakazi, Z.; Villalobos Baillie, O.; Vinogradov, A.; Vinogradov, L.; Vinogradov, Y.; Virgili, T.; Vislavicius, V.; Viyogi, Y. P.; Vodopyanov, A.; Völkl, M. A.; Voloshin, K.; Voloshin, S. A.; Volpe, G.; von Haller, B.; Vorobyev, I.; Vranic, D.; Vrláková, J.; Vulpescu, B.; Vyushin, A.; Wagner, B.; Wagner, J.; Wagner, V.; Wang, M.; Wang, Y.; Watanabe, D.; Weber, M.; Weber, S. G.; Wessels, J. P.; Westerhoff, U.; Wiechula, J.; Wikne, J.; Wilde, M.; Wilk, G.; Wilkinson, J.; Williams, M. C. S.; Windelband, B.; Winn, M.; Yaldo, C. G.; Yamaguchi, Y.; Yang, H.; Yang, P.; Yang, S.; Yano, S.; Yasnopolskiy, S.; Yi, J.; Yin, Z.; Yoo, I.-K.; Yushmanov, I.; Zaborowska, A.; Zaccolo, V.; Zach, C.; Zaman, A.; Zampolli, C.; Zaporozhets, S.; Zarochentsev, A.; Závada, P.; Zaviyalov, N.; Zbroszczyk, H.; Zgura, I. S.; Zhalov, M.; Zhang, H.; Zhang, X.; Zhang, Y.; Zhao, C.; Zhigareva, N.; Zhou, D.; Zhou, F.; Zhou, Y.; Zhou, Zhuo; Zhu, H.; Zhu, J.; Zhu, X.; Zichichi, A.; Zimmermann, A.; Zimmermann, M. B.; Zinovjev, G.; Zoccarato, Y.; Zyzak, M.

    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.

  8. 78 FR 15976 - Notice of Availability of Funds and Solicitation for Grant Applications for the Workforce Data...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-13

    ... Employment and Training Administration Notice of Availability of Funds and Solicitation for Grant Applications for the Workforce Data Quality Initiative AGENCY: Employment and Training Administration, Labor.... SUMMARY: The Employment and Training Administration (ETA), U.S. Department of Labor, announces...

  9. 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…

  10. 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…

  11. 76 FR 32989 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-07

    ... 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. 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:...

  13. 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:...

  14. 75 FR 70950 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-19

    ... 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 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:...

  16. 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:...

  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. 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:...

  19. 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:...

  20. 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:...

  1. 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:...

  2. 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:...

  3. 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:...

  4. 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:...

  5. 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:...

  6. Reducing nonpoint source pollution through collaboration: policies and programs across the U.S. States.

    PubMed

    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.

  7. 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.

  8. 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…

  9. 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…

  10. 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?...

  11. 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?...

  12. 76 FR 7880 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for Ex Offenders...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-11

    ... or on http://www.grants.gov . The Web sites provide application information, eligibility requirements... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications.... ACTION: Notice of Solicitation for Grant Applications (SGA). Funding Opportunity Number: SGA/DFA PY...

  13. 76 FR 31366 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for Cooperative...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-31

    ... performance. The complete SGA and any subsequent SGA amendments are described in further detail on ETA's Web site at http:// ] www.doleta.gov/grants or on http://www.grants.gov . The Web sites provide application... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant...

  14. 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.

  15. 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…

  16. [Training at the African Institute of Tropical Ophthalmology in Bamako].

    PubMed

    Auzemery, A; Huguet, P; Audugé, A; Traoré, J; Ceccon, J F; Schémann, J F

    1998-01-01

    The African Institute of Tropical Ophthalmology (AITO) is an OCCCMED institute, founded in Bamako in 1953. The OCCCMED itself is based at Bobo Dioulasso (Burkina Faso). AITO is a WHO collaborating center for the prevention of blindness. Training is one of the main activities of the institute, along with eye care, research and assessment. The prevalence of blindness in sub-Saharan countries is about 1.2%, with blindness mostly caused by cataracts, trachoma, glaucoma and onchocercosis. The demand for eye care is high but there are currently too few trained personnel to satisfy that demand. Therefore, AITO's role in training eye-care professionals is particularly important. The institute trains ophthalmologists, specialist nurses, eye surgeons (who remove cataracts) and spectacle manufacturers. Training is carried out within the framework of the community and apprenticeship in the workplace. The student must attain specific targets, listed in a "competency passport" issued at the start of training. Clinical and surgical ophthalmology and general eye care are taught. Training costs and grants are mostly paid by the Lions Club International Sight First Program or by the French Overseas Development Ministry. Since 1991, AITO has trained to graduation: 18 ophthalmologists; 24 eye surgeons; 83 specialist nurses; 16 spectacle manufacturers.

  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.; Nedosekin, A.; Neumann, B.; Niebur, W.; Nikulin, V.; Normanov, D.; Nüssle, M.; Oancea, A.; Oh, Kunsu; Onishchuk, Y.; Osipov, D.; Ososkov, G.; Ossetski, D.; Otfinowski, P.; Ovcharenko, E.; Pal, S.; Panasenko, I.; Panda, N. R.; Parzhitskiy, S.; Pauly, C.; Peng, Haiping; Peric, I.; Peshekhonov, D.; Peshekhonov, V.; Petráček, V.; Petriş, M.; Petrovici, A.; Petrovici, M.; Petrovskiy, A.; Petukhov, O.; Piasecki, K.; Pieper, J.; Pietraszko, J.; Płaneta, R.; Plekhanov, E.; Plotnikov, V.; Plujko, V.; Pluta, J.; Poliakov, V.; Polozov, P.; Pop, A.; Popov, V.; Pospisil, V.; Potukuchi, B. V. K. S.; Pouryamout, J.; Poźniak, K.; Prakash, A.; Prokudin, M.; Pshenichnov, I.; Pugach, M.; Pugatch, V.; Querchfeld, S.; Radulescu, L.; Raha, S.; Raja, W.; Rami, F.; Raniwala, R.; Raniwala, S.; Raportirenko, A.; Rautenberg, J.; Rauza, J.; Ray, R.; Razin, S.; Reichelt, P.; Reinecke, S.; Reshetin, A.; Ristea, C.; Ristea, O.; Roether, F.; Romaniuk, R.; Rost, A.; Rostchin, E.; Rostovtseva, I.; Roy, A.; Rożynek, J.; Ryabov, Yu.; Rykalin, V.; Sadovsky, A.; Sadovsky, S.; Sahoo, R.; Sahu, P. K.; Saini, J.; Samanta, S.; Sambyal, S. S.; Samsonov, V.; Sánchez Rosado, J.; Sau, S.; Saveliev, V.; Schatral, S.; Schiaua, C.; Schmidt, C. J.; Schmidt, H. R.; Schmidt, K.; Schweda, K.; Scurtu, A.; Seck, F.; Seddiki, S.; Selyuzhenkov, I.; Semennikov, A.; Senger, A.; Senger, P.; Shabunov, A.; Shao, Ming; Sharma, M. K.; Shumeiko, N.; Shumikhin, V.; Sikora, B.; Simakov, A.; Simon, C.; Simons, C.; Singaraju, R. N.; Singh, A. K.; Singh, B. K.; Singh, C. P.; Singhal, V.; Siwek-Wilczyńska, K.; Škoda, L.; Skwira-Chalot, I.; Som, I.; Song, Jihye; Sorokin, I.; Sosin, Z.; Soyk, D.; Staszel, P.; Stavinskiy, A.; Stephan, E.; Storozhyk, D.; Strikhanov, M.; Strohauer, S.; Stroth, J.; Sturm, C.; Sultanov, R.; Sun, Yongjie; Svoboda, O.; Szczygieł, R.; Talukdar, R.; Tang, Zebo; Tanha, M.; Tarasiuk, J.; Tarassenkova, O.; Târzilă, M.-G.; Tiflov, V.; Tischler, T.; Tlustý, P.; Toia, A.; Tolyhi, T.; Topil'skaya, N.; Trageser, C.; Trivedy, P.; Tsakov, I.; Tsyupa, Yu.; Turowiecki, A.; Uhlig, F.; Usenko, E.; Valin, I.; Vasiliev, T.; Vassiliev, I.; Verbitskaya, E.; Verhoeven, W.; Veshikov, A.; Visinka, R.; Viyogi, Y. P.; Volkov, S.; Volkov, Yu.; Vorobiev, A.; Voronin, A.; Vovchenko, V.; Vznuzdaev, E.; Vznuzdaev, M.; Wang, Dong; Wang, Yaping; Yi, Wang; Wendisch, C.; Wessels, J. P.; Wiebusch, M.; Wiechula, J.; Wiedemann, B.; Wielanek, D.; Wieloch, A.; Winckler, N.; Winter, M.; Wiśniewski, K.; Wohlfeld, D.; Wolf, Gy.; Sanguk, Won; Wüstenfeld, J.; Xiang, Changzhou; Nu, Xu; Yi, Jun-Gyu; Yin, Zhongbao; Yoo, In-Kwon; Yue, Qian; Yuldashev, B.; Yushmanov, I.; Zabołotny, W.; Zaitsev, Yu.; Zanevsky, Yu.; Zhalov, M.; Zhang, Ya Peng; Zhang, Yifei; Zhou, Daicui; Zhu, Xianglei; Zinchenko, A.; Zipper, W.; Żoładź, M.; Zrelov, P.; Zryuev, V.; Zumbruch, P.; Zyzak, M.

    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. 78 FR 40092 - Inviting Rural Business Enterprise Grant Program Applications for Grants To Provide Technical...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-03

    ... applicant which is a qualified national non-profit organization. Two grants are for the provision of... assistance to local and regional governments, public transit agencies, and related non-profit and for-profit... national non-profit organizations with experience in providing technical assistance and training to...

  19. 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…

  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. Employers' Guide to Grants Scheme, 1969/70.

    ERIC Educational Resources Information Center

    Knitting, Lace, and Net Industry Training Board, Nottingham (England).

    This booklet gives details, approved by the British Secretary of State for Employment and Productivity, of grants which will be paid by the Knitting, Lace, and Net Industry Board for training and further education during the training year, 1 August 1969-31 July 1970. Two categories are stressed: (1) day, block, release, and full time courses and…

  3. 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 §...

  4. 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...

  5. 76 FR 80407 - Notice of Funding Opportunity and Solicitation for Grant Application (SGA) for Workforce...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-23

    ... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Application.... ACTION: Notice of Solicitation for Grant Applications (SGA). SUMMARY: Through this notice, the Department... employment and training services that generate long-term improvements in the performance of the...

  6. The NASA Space Grant College and Fellowship Program

    NASA Astrophysics Data System (ADS)

    Atkinson, D. H.; Ward, E. B.; Detroye, D.

    1998-09-01

    National Aeronautics and Space Administration in 1989, the National Space Grant College and Fellowship Program (also known as Space Grant) contributes to the nation's science enterprise by funding research, education, and public service projects through a national network of 52 university-based Space Grant consortia. These consortia administer programs in all 50 states, the District of Columbia, and Puerto Rico. In 1998, the consortia's 703 affiliates include 493 academic institutions and 62 businesses. Other partners include state and local government agencies, other federal agencies, and nonprofit organizations. Space Grant celebrates its tenth year of service in 1999. Since its inception, Space Grant has awarded over 12,000 U.S. citizens with tuition assistance in science, engineering, and related fields of study. Approximately twenty percent of these awards were to students from underrepresented groups and approximately thirty-five percent were to women. The majority of Space Grant student awards include a mentored research experience with university faculty or NASA scientists. Space Grant funds curriculum enhancement and faculty development as well. Space Grant colleges and universities also administer precollege and public service education programs that help to meet the education needs of their states. The Space Grant consortia have leveraged federal funds to more than double the Space Grant budget with matching contributions from state and local sources. Space Grant encourages collaboration among departments, across institutions, and with business and industry. All 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.

  7. 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.

  8. 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.

  9. 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…

  10. Collaborative Online Course Development: Converting Correspondence Courses to the Web.

    ERIC Educational Resources Information Center

    White, Cheryl

    2000-01-01

    Collaborative online course development brings together a group of staff with experience in course content, instructional design, multimedia, graphic arts, and HTML formatting to create a course. The process is illustrated through by a collaborative design initiative at Grant MacEwan College to convert existing print-based distance courses to a…

  11. 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.

  12. 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.

  13. 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.

  14. 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…

  15. Controls Are Needed Over Indian Self-Determination Contracts, Grants, And Training And Technical Assistance Activities To Insure Required Services Are Provided To Indians. Report of the Comptroller General of the United States.

    ERIC Educational Resources Information Center

    Comptroller General of the U.S., Washington, DC.

    Although self-determination funds in fiscal year 1977 accounted for about 25 percent of the Bureau of Indian Affairs (BIA) budget for the operation of Indian programs, the BIA has not adequately supervised tribal performance under these contracts and grants. Questionable use of funds, incorrect interpretations of regulations, inadequate criteria…

  16. Positive reinforcement training in rhesus macaques-training progress as a result of training frequency.

    PubMed

    Fernström, A-L; Fredlund, H; Spångberg, M; Westlund, K

    2009-05-01

    Positive reinforcement training (PRT) efficiency was examined as a function of training frequency in 33 pair- or triple-housed female rhesus macaques. The animals were trained three times a week, once a day or twice a day, using PRT and a clicker as a secondary reinforcer. All animals were trained on 30 sessions, with an average of 5 min per training session per animal. The behaviors, trained in succession, were Targeting (reliably touching and following a Target); Collaborating (dominant animals allowing subordinates to train while stationing); Box-training (accepting being enclosed in a small compartment while responding to Target training) and initial Injection training.Fulfilled criteria for Targeting were obtained in 32/33 animals in a median of nine training sessions. Collaboration was obtained in 27/33 animals in a median of 15 training sessions. However, only four animals completed Box-training during the 30 training sessions and started Injection training. When comparing training success in terms of number of training sessions, training twice a day was less efficient than the other two treatments. In terms of daily progress, our results suggest that from a management perspective, daily training is more conducive to quick training success than thrice weekly training. In addition, in this study no further advantages could be gained from training twice a day.

  17. 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.; Mannel, E.; Mao, Y.; Maruyama, T.; Mašek, L.; Masui, H.; Masumoto, S.; Matathias, F.; McCumber, M.; McGaughey, P. L.; McGlinchey, D.; McKinney, C.; Means, N.; Meles, A.; Mendoza, M.; Meredith, B.; Miake, Y.; Mibe, T.; Midori, J.; Mignerey, A. C.; Mikeš, P.; Miki, K.; Miller, A. J.; Miller, T. E.; Milov, A.; Mioduszewski, S.; Mishra, D. K.; Mishra, M.; Mitchell, J. T.; Mitrovski, M.; Miyachi, Y.; Miyasaka, S.; Mizuno, S.; Mohanty, A. K.; Montuenga, P.; Moon, H. J.; Moon, T.; Morino, Y.; Morreale, A.; Morrison, D. P.; Moskowitz, M.; Motschwiller, S.; Moukhanova, T. V.; Mukhopadhyay, D.; Murakami, T.; Murata, J.; Mwai, A.; Nagae, T.; Nagamiya, S.; Nagata, Y.; Nagle, J. L.; Naglis, M.; Nagy, M. I.; Nakagawa, I.; Nakagomi, H.; Nakamiya, Y.; Nakamura, K. R.; Nakamura, T.; Nakano, K.; Nam, S.; Nattrass, C.; Nederlof, A.; Netrakanti, P. K.; Newby, J.; Nguyen, M.; Nihashi, M.; Niida, T.; Norman, B. E.; Nouicer, R.; Novak, T.; Novitzky, N.; Nukariya, A.; Nyanin, A. S.; Oakley, C.; Obayashi, H.; O'Brien, E.; Oda, S. X.; Ogilvie, C. A.; Ohnishi, H.; Oide, H.; Oka, M.; Okada, K.; Omiwade, O. O.; Onuki, Y.; Orjuela Koop, J. D.; Oskarsson, A.; Ouchida, M.; Ozaki, H.; Ozawa, K.; Pak, R.; Pal, D.; Palounek, A. P. T.; Pantuev, V.; Papavassiliou, V.; Park, B. H.; Park, I. H.; Park, J.; Park, S.; Park, S. K.; Park, W. J.; Pate, S. F.; Patel, L.; Patel, M.; Pei, H.; Peng, J.-C.; Pereira, H.; Perepelitsa, D. V.; Perera, G. D. N.; Peresedov, V.; Peressounko, D. Yu.; Perry, J.; Petti, R.; Pinkenburg, C.; Pinson, R.; Pisani, R. P.; Proissl, M.; Purschke, M. L.; Purwar, A. K.; Qu, H.; Rak, J.; Rakotozafindrabe, A.; Ravinovich, I.; Read, K. F.; Rembeczki, S.; Reuter, M.; Reygers, K.; Reynolds, D.; Riabov, V.; Riabov, Y.; Richardson, E.; Riveli, N.; Roach, D.; Roche, G.; Rolnick, S. D.; Romana, A.; Rosati, M.; Rosen, C. A.; Rosendahl, S. S. E.; Rosnet, P.; Rowan, Z.; Rubin, J. G.; Rukoyatkin, P.; Ružička, P.; Rykov, V. L.; Ryu, M. S.; Sahlmueller, B.; Saito, N.; Sakaguchi, T.; Sakai, S.; Sakashita, K.; Sakata, H.; Sako, H.; Samsonov, V.; Sano, M.; Sano, S.; Sarsour, M.; Sato, S.; Sato, T.; Savastio, M.; Sawada, S.; Schaefer, B.; Schmoll, B. K.; Sedgwick, K.; Seele, J.; Seidl, R.; Sekiguchi, Y.; Semenov, A. Yu.; Semenov, V.; Sen, A.; Seto, R.; Sett, P.; Sexton, A.; Sharma, D.; Shaver, A.; Shein, I.; Shevel, A.; Shibata, T.-A.; Shigaki, K.; Shim, H. H.; Shimomura, M.; Shoji, K.; Shukla, P.; Sickles, A.; Silva, C. L.; Silvermyr, D.; Silvestre, C.; Sim, K. S.; Singh, B. K.; Singh, C. P.; Singh, V.; Skolnik, M.; Skutnik, S.; Slunečka, M.; Sodre, T.; Solano, S.; Soldatov, A.; Soltz, R. A.; Sondheim, W. E.; Sorensen, S. P.; Soumya, M.; Sourikova, I. V.; Sparks, N. A.; Staley, F.; Stankus, P. W.; Steinberg, P.; Stenlund, E.; Stepanov, M.; Ster, A.; Stoll, S. P.; Stone, M. R.; Sugitate, T.; Suire, C.; Sukhanov, A.; Sumita, T.; Sun, J.; Sziklai, J.; Tabaru, T.; Takagi, S.; Takagui, E. M.; Takahara, A.; Taketani, A.; Tanabe, R.; Tanaka, Y.; Taneja, S.; Tanida, K.; Tannenbaum, M. J.; Tarafdar, S.; Taranenko, A.; Tarján, P.; Tennant, E.; Themann, H.; Thomas, D.; Thomas, T. L.; Timilsina, A.; Todoroki, T.; Togawa, M.; Toia, A.; Tojo, J.; Tomášek, L.; Tomášek, M.; Tomita, Y.; Torii, H.; Towell, M.; Towell, R.; Towell, R. S.; Tram, V.-N.; Tserruya, I.; Tsuchimoto, Y.; Tsuji, T.; Utsunomiya, K.; Vale, C.; Valle, H.; van Hecke, H. W.; Vargyas, M.; Vazquez-Zambrano, E.; Veicht, A.; Velkovska, J.; Vértesi, R.; Vinogradov, A. A.; Virius, M.; Voas, B.; Vossen, A.; Vrba, V.; Vznuzdaev, E.; Wagner, M.; Walker, D.; Wang, X. R.; Watanabe, D.; Watanabe, K.; Watanabe, Y.; Watanabe, Y. S.; Wei, F.; Wei, R.; Wessels, J.; Whitaker, S.; White, S. N.; Winter, D.; Wolin, S.; Wood, J. P.; Woody, C. L.; Wright, R. M.; Wysocki, M.; Xia, B.; Xie, W.; Xue, L.; Yalcin, S.; Yamaguchi, Y. L.; Yamaura, K.; Yang, R.; Yanovich, A.; Yasin, Z.; Ying, J.; Yokkaichi, S.; Yoo, J. S.; Yoon, I.; You, Z.; Young, G. R.; Younus, I.; Yushmanov, I. E.; Zajc, W. A.; Zaudtke, O.; Zelenski, A.; Zhang, C.; Zhou, S.; Zimányi, J.; Zolin, L.

    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.

  18. 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.; Maruyama, T.; Mašek, L.; Masui, H.; Masumoto, S.; Matathias, F.; McCumber, M.; McGaughey, P. L.; McGlinchey, D.; McKinney, C.; Means, N.; Meles, A.; Mendoza, M.; Meredith, B.; Miake, Y.; Mibe, T.; Midori, J.; Mignerey, A. C.; Mikeš, P.; Miki, K.; Miller, A. J.; Miller, T. E.; Milov, A.; Mioduszewski, S.; Mishra, D. K.; Mishra, M.; Mitchell, J. T.; Mitrovski, M.; Miyachi, Y.; Miyasaka, S.; Mizuno, S.; Mohanty, A. K.; Montuenga, P.; Moon, H. J.; Moon, T.; Morino, Y.; Morreale, A.; Morrison, D. P.; Moskowitz, M.; Motschwiller, S.; Moukhanova, T. V.; Mukhopadhyay, D.; Murakami, T.; Murata, J.; Mwai, A.; Nagae, T.; Nagamiya, S.; Nagata, Y.; Nagle, J. L.; Naglis, M.; Nagy, M. I.; Nakagawa, I.; Nakagomi, H.; Nakamiya, Y.; Nakamura, K. R.; Nakamura, T.; Nakano, K.; Nam, S.; Nattrass, C.; Nederlof, A.; Netrakanti, P. K.; Newby, J.; Nguyen, M.; Nihashi, M.; Niida, T.; Norman, B. E.; Nouicer, R.; Novak, T.; Novitzky, N.; Nukariya, A.; Nyanin, A. S.; Oakley, C.; Obayashi, H.; O'Brien, E.; Oda, S. X.; Ogilvie, C. A.; Ohnishi, H.; Oide, H.; Oka, M.; Okada, K.; Omiwade, O. O.; Onuki, Y.; Orjuela Koop, J. D.; Oskarsson, A.; Ouchida, M.; Ozaki, H.; Ozawa, K.; Pak, R.; Pal, D.; Palounek, A. P. T.; Pantuev, V.; Papavassiliou, V.; Park, B. H.; Park, I. H.; Park, J.; Park, S.; Park, S. K.; Park, W. J.; Pate, S. F.; Patel, L.; Patel, M.; Pei, H.; Peng, J.-C.; Pereira, H.; Perepelitsa, D. V.; Perera, G. D. N.; Peresedov, V.; Peressounko, D. Yu.; Perry, J.; Petti, R.; Pinkenburg, C.; Pinson, R.; Pisani, R. P.; Proissl, M.; Purschke, M. L.; Purwar, A. K.; Qu, H.; Rak, J.; Rakotozafindrabe, A.; Ravinovich, I.; Read, K. F.; Rembeczki, S.; Reuter, M.; Reygers, K.; Reynolds, D.; Riabov, V.; Riabov, Y.; Richardson, E.; Riveli, N.; Roach, D.; Roche, G.; Rolnick, S. D.; Romana, A.; Rosati, M.; Rosen, C. A.; Rosendahl, S. S. E.; Rosnet, P.; Rowan, Z.; Rubin, J. G.; Rukoyatkin, P.; Ružička, P.; Rykov, V. L.; Ryu, M. S.; Sahlmueller, B.; Saito, N.; Sakaguchi, T.; Sakai, S.; Sakashita, K.; Sakata, H.; Sako, H.; Samsonov, V.; Sano, M.; Sano, S.; Sarsour, M.; Sato, S.; Sato, T.; Savastio, M.; Sawada, S.; Schaefer, B.; Schmoll, B. K.; Sedgwick, K.; Seele, J.; Seidl, R.; Sekiguchi, Y.; Semenov, A. Yu.; Semenov, V.; Sen, A.; Seto, R.; Sett, P.; Sexton, A.; Sharma, D.; Shaver, A.; Shein, I.; Shevel, A.; Shibata, T.-A.; Shigaki, K.; Shim, H. H.; Shimomura, M.; Shoji, K.; Shukla, P.; Sickles, A.; Silva, C. L.; Silvermyr, D.; Silvestre, C.; Sim, K. S.; Singh, B. K.; Singh, C. P.; Singh, V.; Skolnik, M.; Skutnik, S.; Slunečka, M.; Sodre, T.; Solano, S.; Soldatov, A.; Soltz, R. A.; Sondheim, W. E.; Sorensen, S. P.; Soumya, M.; Sourikova, I. V.; Sparks, N. A.; Staley, F.; Stankus, P. W.; Steinberg, P.; Stenlund, E.; Stepanov, M.; Ster, A.; Stoll, S. P.; Stone, M. R.; Sugitate, T.; Suire, C.; Sukhanov, A.; Sumita, T.; Sun, J.; Sziklai, J.; Tabaru, T.; Takagi, S.; Takagui, E. M.; Takahara, A.; Taketani, A.; Tanabe, R.; Tanaka, Y.; Taneja, S.; Tanida, K.; Tannenbaum, M. J.; Tarafdar, S.; Taranenko, A.; Tarján, P.; Tennant, E.; Themann, H.; Thomas, D.; Thomas, T. L.; Timilsina, A.; Todoroki, T.; Togawa, M.; Toia, A.; Tojo, J.; Tomášek, L.; Tomášek, M.; Tomita, Y.; Torii, H.; Towell, M.; Towell, R.; Towell, R. S.; Tram, V.-N.; Tserruya, I.; Tsuchimoto, Y.; Tsuji, T.; Utsunomiya, K.; Vale, C.; Valle, H.; van Hecke, H. W.; Vargyas, M.; Vazquez-Zambrano, E.; Veicht, A.; Velkovska, J.; Vértesi, R.; Vinogradov, A. A.; Virius, M.; Voas, B.; Vossen, A.; Vrba, V.; Vznuzdaev, E.; Wagner, M.; Walker, D.; Wang, X. R.; Watanabe, D.; Watanabe, K.; Watanabe, Y.; Watanabe, Y. S.; Wei, F.; Wei, R.; Wessels, J.; Whitaker, S.; White, S. N.; Winter, D.; Wolin, S.; Wood, J. P.; Woody, C. L.; Wright, R. M.; Wysocki, M.; Xia, B.; Xie, W.; Xue, L.; Yalcin, S.; Yamaguchi, Y. L.; Yamaura, K.; Yang, R.; Yanovich, A.; Yasin, Z.; Ying, J.; Yokkaichi, S.; Yoo, J. S.; Yoon, I.; You, Z.; Young, G. R.; Younus, I.; Yushmanov, I. E.; Zajc, W. A.; Zaudtke, O.; Zelenski, A.; Zhang, C.; Zhou, S.; Zimányi, J.; Zolin, L.

    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.

  19. 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

  20. 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."

  1. 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…

  2. 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…

  3. 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.

  4. 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…

  5. The Grant School Plan.

    ERIC Educational Resources Information Center

    Nebo School District, Spanish Fork, UT.

    In 1972-73 Grant Elementary School began the first year-round school in Utah. The program involves changes for teachers and students, and increases both in the number of school days and teachers' salaries. Each teacher has one-fourth more students than the average classroom in the community; each teacher has one-fourth more days (45) in which to…

  6. 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.

  7. 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…

  8. 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.

  9. Taken for Granted.

    ERIC Educational Resources Information Center

    Chiu-ming, Li

    1982-01-01

    Explores use of phrase 'taken for granted' including 'accept as true' and 'to fail to give subject's due.' Suggests latter usage has been noticed by few dictionary compilers, and EFL learners find it difficult to use and understand. (Author/BK)

  10. 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…

  11. Translational research education and training needs in Hawai'i.

    PubMed

    Kataoka-Yahiro, Merle R; Inouye, Jillian; Seto, Todd B; Braun, Kathryn L

    2015-05-01

    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.

  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. Experiments in Mental Health Training. Project Summaries.

    ERIC Educational Resources Information Center

    Silverstein, Sam, Ed.; And Others

    This report contains summaries of mental health training projects conducted under grants awarded by the Experimental and Special Training Branch of the Division of Manpower and Training Programs. The projects have been developed in both academic and non-academic settings for professional, subprofessional, and nonprofessional training for a variety…

  14. 20 CFR 667.210 - What administrative cost limits apply to Workforce Investment Act title I grants?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Workforce Investment Act title I grants? 667.210 Section 667.210 Employees' Benefits EMPLOYMENT AND TRAINING... INVESTMENT ACT Administrative Rules, Costs and Limitations § 667.210 What administrative cost limits apply to Workforce Investment Act title I grants? (a) Formula grants to States: (1) As part of the 15 percent that...

  15. 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…

  16. 20 CFR 671.130 - When should applications for national emergency grants be submitted to the Department?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... emergency grants be submitted to the Department? 671.130 Section 671.130 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) NATIONAL EMERGENCY GRANTS FOR DISLOCATED WORKERS § 671.130 When should applications for national emergency grants be submitted to the Department?...

  17. 20 CFR 671.130 - When should applications for national emergency grants be submitted to the Department?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... emergency grants be submitted to the Department? 671.130 Section 671.130 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR NATIONAL EMERGENCY GRANTS FOR DISLOCATED WORKERS § 671.130 When should applications for national emergency grants be submitted to the Department? (a)...

  18. 20 CFR 671.130 - When should applications for national emergency grants be submitted to the Department?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... emergency grants be submitted to the Department? 671.130 Section 671.130 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR NATIONAL EMERGENCY GRANTS FOR DISLOCATED WORKERS § 671.130 When should applications for national emergency grants be submitted to the Department? (a)...

  19. 20 CFR 671.130 - When should applications for national emergency grants be submitted to the Department?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... emergency grants be submitted to the Department? 671.130 Section 671.130 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) NATIONAL EMERGENCY GRANTS FOR DISLOCATED WORKERS § 671.130 When should applications for national emergency grants be submitted to the Department?...

  20. 20 CFR 671.130 - When should applications for national emergency grants be submitted to the Department?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... emergency grants be submitted to the Department? 671.130 Section 671.130 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) NATIONAL EMERGENCY GRANTS FOR DISLOCATED WORKERS § 671.130 When should applications for national emergency grants be submitted to the Department?...

  1. 76 FR 24917 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for H-1B Technical...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-03

    ... http://www.grants.gov . The Web sites provide application information, eligibility requirements, review... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications.... ACTION: Notice of Solicitation for Grant Applications. Funding Opportunity Number: SGA/DFA PY...

  2. 78 FR 20355 - Notice of Availability of Funds and Solicitation for Grant Applications for Face Forward-Serving...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-04

    ...://www.doleta.gov/grants/ or on http://www.grants.gov . The Web sites provide application information... Applications for Face Forward--Serving Juvenile Offenders AGENCY: Employment and Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA). Funding Opportunity Number: SGA/DFA...

  3. 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.

  4. TRAIN-UNIX. Training Records And Information Network UNIX Version

    SciTech Connect

    Lawrence, M.E.; Crires, J.T.; Johnston, M.

    1995-12-01

    TRAIN-UNIX is used to track training requirements, qualifications, training completion and schedule training, classrooms and instructors. TRAIN-UNIX is a requirements-based system. When the identified training requirements for specific jobs are entered into the system, the employees manager or responsible training person assigns jobs to an employee. TRAIN-UNIX will then assemble an Individual Training Plan (ITP) with all courses required. ITP`s can also be modified to add any special training directed or identified by management, best business practices, procedures, etc. TRAIN-UNIX also schedules and tracks conferences, seminars, and required reading. TRAIN-UNIX is a secure database system on a server accessible via the network. Access to the user functions (scheduling, data entry, ITP modification etc.) within TRAIN-UNIX are granted by function, as needed, by the system administrator. An additional level of security allows those who access TRAIN-UNIX to only add, modify or view information for the organizations to which they belong. TRAIN-UNIX scheduling function allows network access to scheduling of students. As a function of the scheduling process, TRAIN-UNIX checks to insure that the student is a valid employee, not double booked, and the instructor and classroom are not double booked. TRAIN-UNIX will report pending lapse of courses or qualifications. This ability to know the lapse of training along with built in training requesting function allows the training deliverers to forecast training needs.

  5. 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…

  6. 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.

  7. Grants: View from the Campus.

    ERIC Educational Resources Information Center

    Mohrman, Kathryn, Ed.

    Each of 13 authors, all experienced in obtaining grants, examines a separate element of the grantsgetting process. The essays include: The Characteristics of an Effective Grants Officer (Julia B. Leverenz); The Grants Office (Morton Cooper); Working with the Academic Dean (Robert C. Nordvall); Working with the Development Office (Barbara A.…

  8. 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)

  9. 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,…

  10. 30 CFR 285.301 - What do ROW grants and RUE grants include?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 30 Mineral Resources 2 2011-07-01 2011-07-01 false What do ROW grants and RUE grants include? 285... Row Grants and Rue Grants § 285.301 What do ROW grants and RUE grants include? (a) An ROW grant: (1... pumping station or other accessory facility. (b) An RUE grant includes the site on which a facility...

  11. 30 CFR 285.301 - What do ROW grants and RUE grants include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 2 2010-07-01 2010-07-01 false What do ROW grants and RUE grants include? 285... and Rights-of-Use and Easement Grants for Renewable Energy Activities Row Grants and Rue Grants § 285.301 What do ROW grants and RUE grants include? (a) An ROW grant: (1) Includes the full length of...

  12. 75 FR 13305 - Comment Request for Information Collection for Evaluation of the Technology-Based Learning Grants...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-19

    ... the Employment and Training Administration's (ETA) TBL Initiative (73 FR 35155 (June 20, 2008)) to... Technology-Based Learning Grants: New Collection AGENCY: Employment and Training Administration, Labor... comments concerning a new data collection effort for the Technology- Based Learning Grants Evaluation....

  13. 75 FR 79418 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-20

    ... Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY: The Employment and Training Administration is issuing this notice to announce the receipt of a ``Certification...

  14. 76 FR 21042 - Request for Certification of Compliance-Rural Industrialization Loan and Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-14

    ... Employment and Training Administration Request for Certification of Compliance--Rural Industrialization Loan and Grant Program AGENCY: Employment and Training Administration, Labor. ACTION: Notice. SUMMARY: The Employment and Training Administration is issuing this notice to announce the receipt of a ``Certification...

  15. 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

  16. 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.

  17. SciVal Experts: a collaborative tool.

    PubMed

    Vardell, Emily; Feddern-Bekcan, Tanya; Moore, Mary

    2011-01-01

    SciVal Experts is a resource for finding experts and fostering collaboration. The tool creates researcher profiles with automatically updated publication and grant information and faculty-inputted curriculum vitae, more fully capturing a researcher's body of work. SciVal Experts indexes campus-based "experts" by research topic, allowing faculty to find potential research partners and mentors, furthering translational research opportunities and dissemination of knowledge.

  18. 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…

  19. 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...

  20. 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...

  1. 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...

  2. 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...

  3. 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...

  4. 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...

  5. 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...

  6. 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...

  7. 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.

  8. Police officers' collaboration with rape victim advocates: barriers and facilitators.

    PubMed

    Rich, Karen; Seffrin, Patrick

    2013-01-01

    Secondary victimization may occur when rape victims make police reports. This can compromise the quality of official statements and jeopardize criminal cases. Rape reporters receive better treatment by police officers when advocates are involved and best practice police work includes such collaboration. Studies of advocates have described tension, role confusion, and poor communication with police officers. Many variables, including rape myth acceptance (RMA) and training on sexual assault dynamics, may affect officers' collaboration with advocates. There were 429 police officers who responded to a survey measuring their victim interviewing skill, formal training about rape, years on the job, number of victims known personally, number of recent rape cases, RMA, and collaboration with advocates. Results suggest that officers' interviewing skill, years on the job, and specific training are related to collaboration with victim advocates on rape cases. Professional, rather than personal, variables were most predictive of collaboration. Implications for officer selection and training are explored.

  9. 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…

  10. NSF grant reductions

    NASA Astrophysics Data System (ADS)

    Jones, R.

    Many National Science Foundation grants will be reduced this year as a result of a provision in H.R. 3299. The provision stems from disagreement between the Congress and the administration on how to make budget deficit cuts required by the Gramm-Rudman-Hollings budget law. An agreement was made to cut $4.55 billion through a reduction in discretionary spending, by what amounts to 1.4% across-the-board. The cuts will affect all discretionary federal domestic and defense programs.

  11. 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…

  12. 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...

  13. 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...

  14. 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...

  15. 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...

  16. 75 FR 41531 - Brookwood-Sago Mine Safety Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-16

    ... will be done, and anticipated results of the activity. For training, discuss the subjects to be taught... applicant applying for the grant demonstrates experience with mine safety and health teaching or providing... Requirements for Nonprofit Organizations. 29 CFR parts 96 and 99, Audits. 29 CFR part 97, Uniform...

  17. 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...

  18. 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...

  19. 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...

  20. 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…

  1. 7 CFR 4284.621 - Eligible grant purposes.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... when the proposed project is consistent with local and area-wide strategic plans for community and... consistent with any USDA Rural Development State Strategic Plan. (e) A grant may be considered for the amount... markets, as well as feasibility and business plan studies. (2) Identify, train, and provide...

  2. 7 CFR 4284.621 - Eligible grant purposes.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... when the proposed project is consistent with local and area-wide strategic plans for community and... consistent with any USDA Rural Development State Strategic Plan. (e) A grant may be considered for the amount... markets, as well as feasibility and business plan studies. (2) Identify, train, and provide...

  3. 7 CFR 4284.621 - Eligible grant purposes.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... when the proposed project is consistent with local and area-wide strategic plans for community and... consistent with any USDA Rural Development State Strategic Plan. (e) A grant may be considered for the amount... markets, as well as feasibility and business plan studies. (2) Identify, train, and provide...

  4. 7 CFR 4284.621 - Eligible grant purposes.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... when the proposed project is consistent with local and area-wide strategic plans for community and... consistent with any USDA Rural Development State Strategic Plan. (e) A grant may be considered for the amount... markets, as well as feasibility and business plan studies. (2) Identify, train, and provide...

  5. 7 CFR 4284.621 - Eligible grant purposes.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... when the proposed project is consistent with local and area-wide strategic plans for community and... consistent with any USDA Rural Development State Strategic Plan. (e) A grant may be considered for the amount... markets, as well as feasibility and business plan studies. (2) Identify, train, and provide...

  6. 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...

  7. 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...

  8. 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...

  9. 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...

  10. 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...

  11. 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...

  12. 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...

  13. 76 FR 72003 - Proposed Collection, Laura Bush 21st Century Librarian Grant Program Evaluation

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-21

    ...., Evaluation and Research Officer, Institute of Museum and Library Services, 1800 M St., NW., Washington, DC... funds made available by the Institute. Current research initiatives include analysis of grants made to educational and training programs by the Laura Bush 21st Century Librarian Grant Program between 2003 and...

  14. 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...

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

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ....210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PERFORMANCE ACCOUNTABILITY UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Incentives and Sanctions for State Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds are awarded to States...

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

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ....210 Section 666.210 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PERFORMANCE ACCOUNTABILITY UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Incentives and Sanctions for State Performance § 666.210 How may Incentive Grant funds be used? Incentive grant funds are awarded to States...

  17. 20 CFR 633.201 - Grant planning and application procedures in general.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Grant planning and application procedures in general. 633.201 Section 633.201 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR MIGRANT AND SEASONAL FARMWORKER PROGRAMS Grant Planning and Application Procedures § 633.201...

  18. 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

    ... Employment and Training Administration Notice of Funding Opportunity and Solicitation for Grant Applications... Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA). Funding Opportunity Number.... Applicants may submit only one proposal of up to $1.5 million to cover a 30-month period of performance...

  19. Agricultural Education and the 1862 Land-Grant Institutions: The Rest of the Story.

    ERIC Educational Resources Information Center

    Herren, Ray V.; Hillison, John

    1996-01-01

    Jonathan Baldwin Turner was instrumental in the creation of the concept of land-grant universities. Despite a push for normal schools as the site of agricultural teacher training, land-grant institutions become the main source of teacher preparation, creating closer ties with agriculture than with pedagogy. (SK)

  20. 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

    ... (SGA) for the Career Pathways Innovation Fund Grants Program AGENCY: Employment and Training... Workforce Investment Act of 1998, Public Law 105-220 to develop and implement career pathway programs in... system in career pathway programs. ETA proposes to fund approximately 40 to 50 grants ranging from...

  1. 78 FR 14121 - Notice of Availability of Funds and Solicitation for Grant Applications for Strategies Targeting...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-04

    ... . The Web sites provide application information, eligibility requirements, review and selection... Applications for Strategies Targeting Characteristics Common to Female Ex-Offenders AGENCY: Employment and Training Administration, Labor. ACTION: Notice of Solicitation for Grant Applications (SGA)....

  2. 77 FR 22806 - Notice of Availability of Funds and Solicitation for Grant Applications for Cooperative...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-17

    ... . The Web sites provide application information, eligibility requirements, review and selection... Applications for Cooperative Agreements Under the Disability Employment Initiative AGENCY: Employment and Training Administration, Labor. Announcement Type: Solicitation for Grant Applications (SGA)....

  3. State Incentive Grant High School/State Incentive Grant. Staff Development Program (SIG) 1992-93. OREA Report.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

    The goal of the High School/State Incentive Grant (SIG) Staff Development program of the New York City Board of Education in 1992-93 was to increase the knowledge levels and competencies of teachers and paraprofessionals assigned to special education classes, by offering a variety of training options for all eligible personnel. The program was…

  4. 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”

  5. 30 CFR 285.316 - What payments are required for ROW grants or RUE grants?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... RUE grants? 285.316 Section 285.316 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, REGULATION... Renewable Energy Activities Financial Requirements for Row Grants and Rue Grants § 285.316 What payments are required for ROW grants or RUE grants? Before we issue the ROW grant or RUE grant, you must pay: (a)...

  6. 30 CFR 285.305 - How do I request an ROW grant or RUE grant?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 2 2010-07-01 2010-07-01 false How do I request an ROW grant or RUE grant? 285... and Rights-of-Use and Easement Grants for Renewable Energy Activities Obtaining Row Grants and Rue Grants § 285.305 How do I request an ROW grant or RUE grant? You must submit to MMS one paper copy...

  7. 30 CFR 285.316 - What payments are required for ROW grants or RUE grants?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... RUE grants? 285.316 Section 285.316 Mineral Resources MINERALS MANAGEMENT SERVICE, DEPARTMENT OF THE... Requirements for Row Grants and Rue Grants § 285.316 What payments are required for ROW grants or RUE grants? Before we issue the ROW grant or RUE grant, you must pay: (a) Any balance on accepted high bids to...

  8. 30 CFR 585.316 - What payments are required for ROW grants or RUE grants?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... RUE grants? 585.316 Section 585.316 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, DEPARTMENT OF... Financial Requirements for Row Grants and Rue Grants § 585.316 What payments are required for ROW grants or RUE grants? Before we issue the ROW grant or RUE grant, you must pay: (a) Any balance on accepted...

  9. 30 CFR 585.316 - What payments are required for ROW grants or RUE grants?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... RUE grants? 585.316 Section 585.316 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, DEPARTMENT OF... Financial Requirements for Row Grants and Rue Grants § 585.316 What payments are required for ROW grants or RUE grants? Before we issue the ROW grant or RUE grant, you must pay: (a) Any balance on accepted...

  10. 30 CFR 585.301 - What do ROW grants and RUE grants include?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 30 Mineral Resources 2 2012-07-01 2012-07-01 false What do ROW grants and RUE grants include? 585... Rue Grants § 585.301 What do ROW grants and RUE grants include? (a) An ROW grant: (1) Includes the... station or other accessory facility. (b) An RUE grant includes the site on which a facility or...

  11. 30 CFR 585.301 - What do ROW grants and RUE grants include?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 30 Mineral Resources 2 2013-07-01 2013-07-01 false What do ROW grants and RUE grants include? 585... Rue Grants § 585.301 What do ROW grants and RUE grants include? (a) An ROW grant: (1) Includes the... station or other accessory facility. (b) An RUE grant includes the site on which a facility or...

  12. 30 CFR 585.301 - What do ROW grants and RUE grants include?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 30 Mineral Resources 2 2014-07-01 2014-07-01 false What do ROW grants and RUE grants include? 585... Rue Grants § 585.301 What do ROW grants and RUE grants include? (a) An ROW grant: (1) Includes the... station or other accessory facility. (b) An RUE grant includes the site on which a facility or...

  13. 30 CFR 585.316 - What payments are required for ROW grants or RUE grants?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... RUE grants? 585.316 Section 585.316 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, DEPARTMENT OF... Financial Requirements for Row Grants and Rue Grants § 585.316 What payments are required for ROW grants or RUE grants? Before we issue the ROW grant or RUE grant, you must pay: (a) Any balance on accepted...

  14. 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.

  15. Training as a Major Factor in Japanese Economic Success.

    ERIC Educational Resources Information Center

    Saha, Arunodaya

    1987-01-01

    Discusses the role of training in Japanese economic development and how Japanese training practices may be transferred to other cultures. Describes practices of both small and large industries, including quality control circles, cross-training, training for maintenance, supervisory training, designer training, and interdepartmental collaboration.…

  16. Network Collaboration with UNIX.

    ERIC Educational Resources Information Center

    Horn, Wm. Dennis

    1993-01-01

    Discusses networking as a collaboration tool in the teaching of technical writing. Argues that some degree of collaboration is innate to all writing, that word processing already facilitates that collaboration, and that networking is the next enhancement to the collaborative process. (RS)

  17. 7 CFR 764.453 - Agency waiver of training requirements.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... writing. (b) The Agency will grant a waiver for training in production, financial management, or both... applicant's experience and training necessary for a successful and efficient operation. (c) If...

  18. Are Training Subsidies for Firms Effective? The Michigan Experience.

    ERIC Educational Resources Information Center

    Holzer, Harry J.; And Others

    1993-01-01

    A survey of 498 firms that applied for Michigan Job Opportunity Bank-Upgrade grants received 157 responses, including 66 grant recipients. Data showed receipt of grants associated with large, significant (though one-time) increase in training hours and lasting reduction in product scrap rates. (SK)

  19. 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.

  20. Explorations in Mental Health Training: Project Summaries.

    ERIC Educational Resources Information Center

    Simon, Ralph, Ed.; And Others

    The report contains summaries of 176 pilot projects demonstrating new and innovative approaches for training mental health personnel. Projects were conducted under grants awarded by the Experimental and Special Training Branch of the Division of Manpower and Training Programs, National Institute of Mental Health. The projects have been developed…

  1. 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.…

  2. 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.

  3. Grants4Targets - an innovative approach to translate ideas from basic research into novel drugs.

    PubMed

    Lessl, Monika; Schoepe, Stefanie; Sommer, Anette; Schneider, Martin; Asadullah, Khusru

    2011-04-01

    Collaborations between industry and academia are steadily gaining importance. To combine expertises Bayer Healthcare has set up a novel open innovation approach called Grants4Targets. Ideas on novel drug targets can easily be submitted to http://www.grants4targets.com. After a review process, grants are provided to perform focused experiments to further validate the proposed targets. In addition to financial support specific know-how on target validation and drug discovery is provided. Experienced scientists are nominated as project partners and, depending on the project, tools or specific models are provided. Around 280 applications have been received and 41 projects granted. According to our experience, this type of bridging fund combined with joint efforts provides a valuable tool to foster drug discovery collaborations.

  4. Training the translational scientist.

    PubMed

    Jackson, Rebecca D; Gabriel, Sherine; Pariser, Anne; Feig, Peter

    2010-12-22

    A Clinical and Translational Science Awards Industry Forum titled "Promoting Efficient and Effective Collaborations Among Academia, Government, and Industry" was held in February 2010. A session at this forum was organized to address the training and skills needed to develop a biomedical scientific workforce that interfaces academia, government agencies, and industry to support the process of translating science into applicable means to improve health. By examining the requisite competencies and training resources for scientists in each of these sectors, opportunities for collaboration and adoption of new educational strategies were identified that could help to address barriers to translational research education and career development.

  5. Apply for Cancer Control Grants

    Cancer.gov

    The Division of Cancer Control and Population Sciences funds a large portfolio of grants and contracts. The portfolio currently includes approximately 800 grants valued at nearly $450 million. Here we provide a listing of funding opportunities that are currently accepting applications. Please visit this page regularly as new funding opportunities are added upon approval by NCI.

  6. The Federal Block Grant Experience.

    ERIC Educational Resources Information Center

    Levy, Seymour; Linster, Charles A.

    Block grants have been defined as programs through which funds are provided to governmental units, such as state or local governments, based upon a statutory formula. They are usually provided for use in a defined, but broad, area and at the recipient's discretion. This document describes the historical development of these grants and the role of…

  7. Grant and the Black Soldier.

    ERIC Educational Resources Information Center

    Lambert, Robert G., Jr.

    General Ulysses S. Grant reflected the prevailing views of his community and times concerning social attitudes. Although opposed to slavery, he was not a strong advocate of liberties and rights for black people. Like President Lincoln, Grant at first opposed use of black troops in the Civil War. On July 17, 1862 black recruitment was approved and…

  8. The Land-Grant Tradition.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    This publication is a source of basic information about the history and current workings of the land-grant university system. The first section briefly describes the nature of land grant universities as institutions that have been designated by state legislatures or Congress to receive the benefits of the Morrill Acts of 1862 and 1890. Their…

  9. 30 CFR 725.17 - Grant amendments.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 30 Mineral Resources 3 2011-07-01 2011-07-01 false Grant amendments. 725.17 Section 725.17 Mineral... REGULATIONS REIMBURSEMENTS TO STATES § 725.17 Grant amendments. (a) A grant amendment is a written alteration to the grant amount, grant terms or conditions, budget or period, or other administrative,...

  10. 25 CFR 276.15 - Grant closeout.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Grant closeout. 276.15 Section 276.15 Indians BUREAU OF... UNIFORM ADMINISTRATIVE REQUIREMENTS FOR GRANTS § 276.15 Grant closeout. (a) In closing out Bureau grants... for allowable reimbursable costs under the grant being closed out. (2) The grantee shall...

  11. 50 CFR 85.22 - Grant proposals.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 50 Wildlife and Fisheries 9 2013-10-01 2013-10-01 false Grant proposals. 85.22 Section 85.22...) FINANCIAL ASSISTANCE-WILDLIFE AND SPORT FISH RESTORATION PROGRAM CLEAN VESSEL ACT GRANT PROGRAM Application for Grants § 85.22 Grant proposals. Grant proposals will consist of a narrative which identifies...

  12. 19 CFR 351.504 - Grants.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 19 Customs Duties 3 2014-04-01 2014-04-01 false Grants. 351.504 Section 351.504 Customs Duties... and Measurement of Countervailable Subsidies § 351.504 Grants. (a) Benefit. In the case of a grant, a benefit exists in the amount of the grant. (b) Time of receipt of benefit. In the case of a grant,...

  13. 7 CFR 1775.12 - Grant processing.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 12 2012-01-01 2012-01-01 false Grant processing. 1775.12 Section 1775.12 Agriculture... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Grant Application Processing § 1775.12 Grant processing. (a) Single State applications. (1) Grant applications submitted at the State level will receive a...

  14. 7 CFR 1775.13 - Grant agreement.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 12 2013-01-01 2013-01-01 false Grant agreement. 1775.13 Section 1775.13 Agriculture... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Grant Application Processing § 1775.13 Grant agreement. Applicants selected for funding will complete a grant agreement, RUS Guide 1775-1, which outlines the terms...

  15. 30 CFR 887.13 - Grant period.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... remaining at the end of any grant period to us according to 43 CFR part 12. ... 30 Mineral Resources 3 2012-07-01 2012-07-01 false Grant period. 887.13 Section 887.13 Mineral... LAND RECLAMATION SUBSIDENCE INSURANCE PROGRAM GRANTS § 887.13 Grant period. The grant funding...

  16. 7 CFR 4284.514 - Grant closing.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Grant closing. 4284.514 Section 4284.514 Agriculture... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS Rural Cooperative Development Grants § 4284.514 Grant... the conditions under which the grant will be made. (b) Applicant's intent to meet conditions....

  17. 2 CFR 182.650 - Grant.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 2 Grants and Agreements 1 2010-01-01 2010-01-01 false Grant. 182.650 Section 182.650 Grants and Agreements OFFICE OF MANAGEMENT AND BUDGET GOVERNMENTWIDE GUIDANCE FOR GRANTS AND AGREEMENTS Reserved GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) Definitions § 182.650 Grant....

  18. 7 CFR 1778.11 - Maximum grants.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 12 2013-01-01 2013-01-01 false Maximum grants. 1778.11 Section 1778.11 Agriculture... (CONTINUED) EMERGENCY AND IMMINENT COMMUNITY WATER ASSISTANCE GRANTS § 1778.11 Maximum grants. (a) Grants not... the filing of an application. (b) Grants made for repairs, partial replacement, or...

  19. 7 CFR 1778.11 - Maximum grants.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 12 2012-01-01 2012-01-01 false Maximum grants. 1778.11 Section 1778.11 Agriculture... (CONTINUED) EMERGENCY AND IMMINENT COMMUNITY WATER ASSISTANCE GRANTS § 1778.11 Maximum grants. (a) Grants not... the filing of an application. (b) Grants made for repairs, partial replacement, or...

  20. 7 CFR 1775.12 - Grant processing.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 12 2013-01-01 2013-01-01 false Grant processing. 1775.12 Section 1775.12 Agriculture... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Grant Application Processing § 1775.12 Grant processing. (a) Single State applications. (1) Grant applications submitted at the State level will receive a...

  1. 7 CFR 1775.23 - Grant servicing.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... are terminated for cause, 7 CFR part 11 will be followed. ... 7 Agriculture 12 2013-01-01 2013-01-01 false Grant servicing. 1775.23 Section 1775.23 Agriculture... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Grant Application Processing § 1775.23 Grant servicing. Grants...

  2. 7 CFR 1775.13 - Grant agreement.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 12 2012-01-01 2012-01-01 false Grant agreement. 1775.13 Section 1775.13 Agriculture... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Grant Application Processing § 1775.13 Grant agreement. Applicants selected for funding will complete a grant agreement, RUS Guide 1775-1, which outlines the terms...

  3. 7 CFR 4284.914 - Grant closing.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Grant closing. 4284.914 Section 4284.914 Agriculture... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS Value-Added Producer Grants § 4284.914 Grant closing. (a... under which the grant will be made. (b) Applicant's intent to meet conditions. Upon reviewing...

  4. 7 CFR 4284.14 - Grant servicing.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS General Requirements for Cooperative Services Grant Programs § 4284.14 Grant servicing. Grants will be serviced in accordance with 7 CFR part 1951, subparts E... 7 Agriculture 15 2011-01-01 2011-01-01 false Grant servicing. 4284.14 Section 4284.14...

  5. 7 CFR 1944.536 - Grant closing.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 13 2013-01-01 2013-01-01 false Grant closing. 1944.536 Section 1944.536 Agriculture... REGULATIONS (CONTINUED) HOUSING Technical and Supervisory Assistance Grants § 1944.536 Grant closing. Closing... applicable administrative actions have been completed and the Grant Agreement is signed. The Grant...

  6. 50 CFR 85.22 - Grant proposals.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 50 Wildlife and Fisheries 9 2012-10-01 2012-10-01 false Grant proposals. 85.22 Section 85.22...) FINANCIAL ASSISTANCE-WILDLIFE SPORT FISH RESTORATION PROGRAM CLEAN VESSEL ACT GRANT PROGRAM Application for Grants § 85.22 Grant proposals. Grant proposals will consist of a narrative which identifies...

  7. 7 CFR 1944.545 - Additional grants.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 13 2013-01-01 2013-01-01 false Additional grants. 1944.545 Section 1944.545...) PROGRAM REGULATIONS (CONTINUED) HOUSING Technical and Supervisory Assistance Grants § 1944.545 Additional grants. An additional grant may be made to an applicant that has previously received a TSA grant and...

  8. 7 CFR 3570.63 - Grant limitations.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... purposes restricted by 7 CFR 1942.17(d)(2). (b) Grant assistance will be provided on a graduated scale with... 7 Agriculture 15 2014-01-01 2014-01-01 false Grant limitations. 3570.63 Section 3570.63... AGRICULTURE COMMUNITY PROGRAMS Community Facilities Grant Program § 3570.63 Grant limitations. (a) Grant...

  9. 7 CFR 3570.63 - Grant limitations.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... purposes restricted by 7 CFR 1942.17(d)(2). (b) Grant assistance will be provided on a graduated scale with... 7 Agriculture 15 2011-01-01 2011-01-01 false Grant limitations. 3570.63 Section 3570.63... AGRICULTURE COMMUNITY PROGRAMS Community Facilities Grant Program § 3570.63 Grant limitations. (a) Grant...

  10. 30 CFR 887.13 - Grant period.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... remaining at the end of any grant period to us according to 43 CFR part 12. ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Grant period. 887.13 Section 887.13 Mineral... LAND RECLAMATION SUBSIDENCE INSURANCE PROGRAM GRANTS § 887.13 Grant period. The grant funding...

  11. 19 CFR 351.504 - Grants.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 19 Customs Duties 3 2011-04-01 2011-04-01 false Grants. 351.504 Section 351.504 Customs Duties... and Measurement of Countervailable Subsidies § 351.504 Grants. (a) Benefit. In the case of a grant, a benefit exists in the amount of the grant. (b) Time of receipt of benefit. In the case of a grant,...

  12. 7 CFR 4284.667 - Grant servicing.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Grant servicing. 4284.667 Section 4284.667... RURAL UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS Rural Business Opportunity Grants § 4284.667 Grant servicing. Grants will be serviced in accordance with part 1951, subparts E and O, of this...

  13. 30 CFR 725.17 - Grant amendments.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 30 Mineral Resources 3 2012-07-01 2012-07-01 false Grant amendments. 725.17 Section 725.17 Mineral... REGULATIONS REIMBURSEMENTS TO STATES § 725.17 Grant amendments. (a) A grant amendment is a written alteration to the grant amount, grant terms or conditions, budget or period, or other administrative,...

  14. 19 CFR 351.504 - Grants.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 19 Customs Duties 3 2013-04-01 2013-04-01 false Grants. 351.504 Section 351.504 Customs Duties... and Measurement of Countervailable Subsidies § 351.504 Grants. (a) Benefit. In the case of a grant, a benefit exists in the amount of the grant. (b) Time of receipt of benefit. In the case of a grant,...

  15. 7 CFR 4284.14 - Grant servicing.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS General Requirements for Cooperative Services Grant Programs § 4284.14 Grant servicing. Grants will be serviced in accordance with 7 CFR part 1951, subparts E... 7 Agriculture 15 2014-01-01 2014-01-01 false Grant servicing. 4284.14 Section 4284.14...

  16. 7 CFR 4284.514 - Grant closing.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Grant closing. 4284.514 Section 4284.514 Agriculture... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS Rural Cooperative Development Grants § 4284.514 Grant... the conditions under which the grant will be made. (b) Applicant's intent to meet conditions....

  17. 7 CFR 4284.667 - Grant servicing.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Grant servicing. 4284.667 Section 4284.667... RURAL UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE GRANTS Rural Business Opportunity Grants § 4284.667 Grant servicing. Grants will be serviced in accordance with part 1951, subparts E and O, of this...

  18. 7 CFR 1944.545 - Additional grants.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 13 2011-01-01 2009-01-01 true Additional grants. 1944.545 Section 1944.545...) PROGRAM REGULATIONS (CONTINUED) HOUSING Technical and Supervisory Assistance Grants § 1944.545 Additional grants. An additional grant may be made to an applicant that has previously received a TSA grant and...

  19. 2 CFR 182.650 - Grant.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 2 Grants and Agreements 1 2014-01-01 2014-01-01 false Grant. 182.650 Section 182.650 Grants and Agreements Office of Management and Budget Guidance for Grants and Agreements OFFICE OF MANAGEMENT AND BUDGET GOVERNMENTWIDE GUIDANCE FOR GRANTS AND AGREEMENTS Reserved GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE...

  20. 16 CFR 1051.10 - Granting petitions.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 16 Commercial Practices 2 2012-01-01 2012-01-01 false Granting petitions. 1051.10 Section 1051.10... § 1051.10 Granting petitions. (a) The Commission shall either grant or deny a petition within a.... The Commission may also grant a petition in part or deny it in part. If the Commission grants...