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This document has been archived and replaced by NSF 05-554.
Informal Science Education (ISE)
Program Solicitation
National Science Foundation
Letter of Intent Due Date(s) (required for ISE Project Grants only):
June 11, 2004
November 05, 2004
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
August 13, 2004
January 06, 2005
Program Title:
Informal Science Education (ISE)
Synopsis of Program:
Program Overview
The ISE program invests in projects that develop and implement informal learning experiences for individuals of all ages and backgrounds that are designed to increase their interest, engagement, and understanding of science, technology, engineering, and mathematics (STEM), as well as projects that advance the theory and practice of informal science education. Projects may target either public audiences or professionals whose work directly affects informal STEM learning. ISE projects are expected to demonstrate strategic impact, collaboration, and innovation.
Cognizant Program Officer(s):
Julie I. Johnson, Program Director [youth & community programs], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5117, fax: (703) 292-9044, email: firstname.lastname@example.com
Valentine H. Kass, Program Director [media projects], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5095, fax: (703) 292-9044, email: firstname.lastname@example.com
David A. Ucko, Program Director [exhibits and museum programs], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5126, fax: (703) 292-9044, email: firstname.lastname@example.com
Sandra H. Welch, Program Director, [media projects], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5094, email: email@example.com
Applicable Catalog of Federal Domestic Assistance (CFDA) Number(s):
An individual may serve as Principal Investigator (PI) on only one full proposal for each round of competition.
In addition to the learning that occurs in formal settings such as the classroom, informal learning happens throughout people's lives in a highly personalized manner based on their specific interests and past experiences. This type of learning is voluntary, self-directed, and often takes place within a social context (Crane et al., 1994; Falk, 2001). The Informal Science Education (ISE) program invests in the development of experiences that encourage informal learning in science, technology, engineering, and mathematics (STEM). It promotes public engagement with and understanding of STEM through such means as exhibitions, media projects, and educational programs. ISE projects reach audiences of all ages and backgrounds across the nation in museums, theaters, community centers, and many other settings, including outdoor environments, as well as in their homes.
The ISE program seeks to support activities at the frontiers of informal science learning that will advance the state-of-the-art by furthering a cycle of advancing knowledge and improving practice (Rand Mathematics Study Panel, 2003). Effective practice, whether implemented through an exhibition, program, or other means, should be based to the greatest extent possible on prior related work and current research in learning. Evaluation of these practices leads to findings that provide insights and questions for research. Subsequent research generates new knowledge that in turn will inform the development of improved informal learning experiences. By funding projects along this cycle, the ISE program can strengthen the connection between research and practice and thereby enhance the capacity of the field to educate the public in informal settings.
The ISE program will therefore continue to invest in projects that directly target public audiences for self-directed STEM learning, such as permanent and traveling exhibitions; films; television and radio series; web-based projects; citizen science programs; and youth and community programs. In addition, ISE will support projects that target professionals to further knowledge and the implementation of practice, such as through research studies, conferences, formation of networks, and professional development; these projects should strengthen the infrastructure for informal science learning by the public.
To achieve the greatest return on its investments, the ISE program encourages projects that will "raise the bar" in the field of informal science education. Thus, in making funding decisions, the program will give particular emphasis to the ability of projects to demonstrate the following characteristics:
Strategic Impact. In addition to reaching their target audiences, projects should seek to improve theory or practice through approaches, strategies, findings, or models having impact on the institutions or systems that promote informal learning. By identifying and influencing a leverage point for advancing the field in a meaningful way, a project can extend its impact beyond the lifetime of the grant or the project deliverables.
Collaboration. Projects should take advantage of partnerships to achieve more significant outcomes than would otherwise be possible. Organizations should seek to extend project impacts through leveraging the respective competencies of partners having complementary resources and expertise.
Innovation. Projects should "push the envelope" through creative new ways to strengthen informal science education. In a manner similar to other NSF programs, ISE seeks to fund projects at the frontiers of informal science education that will advance the field.
Through these means, the ISE program can invest its resources in projects that most effectively advance the engagement and understanding of STEM by all Americans, as well as the institutions and organizations that serve them.
ISE projects have as their primary audience informal learners, from young children to senior citizens, or professionals whose work impacts them directly. In contrast with formal learning, informal learning refers to those activities that are not primarily for school use, part of an ongoing school curriculum, or require mandatory participation in a credited school activity.
A. ISE Project Grants
The ISE program invests in projects that target the following two types of audiences:
1. Public Audiences: For self-directed learning in informal settings
Projects should seek national, significant regional, or community-wide reach, depending on the methods used. They should create and sustain audience engagement through effective ISE techniques. Proposed projects should be grounded in research on learning as well as practice, building on the prior work, experience, and findings of others.
Proposals in this category must meet the following eligibility requirements:
Audience : The primary target audience must be informal learners, which may include families; children and youth (outside of school programs); and adults. Projects are encouraged to create linkages with formal education if appropriate, but students and teachers may be included only as secondary audiences for the ISE program.
Method: The proposed activities must be based on voluntary, self-directed learning by the primary target audience. Project deliverables include--but are not limited to--exhibitions, media of all types, and educational programs. Summer camps, school field trips, science fairs, and competitions are not funded through this program.
Location: Project activities may be carried out in any location that reaches the intended target audience outside of formal education settings. Examples include museums (e.g., science centers, natural history museums, zoos, aquariums, planetariums, arboretums or botanical gardens, history or art museums); community centers; libraries; theaters, and the home.
2. Professional Audiences: For enhancement of informal STEM learning, knowledge, infrastructure, or systems
ISE seeks innovative projects that address issues central to improving understanding of the principles and implementation of the practice of informal science education. Projects that target professionals might involve research and development in informal science learning; formation of collaboratives, consortia, or networks that bring institutions together; field-wide professional development; or other strategies for strengthening the ISE infrastructure. Courses, with or without credit, are not funded by this program.
Proposals in this category must meet the following eligibility requirements:
Organization or Institution: Projects may impact organizations or institutions, such as national or regional associations; museums (e.g., science center, natural history museum, zoo, aquarium, planetarium, arboretum or botanical garden); community organizations; television and radio stations or networks, or others that directly affect informal STEM learning.
Audience: Targeted individuals may include: staff, managers, board members, researchers, evaluators, funders, media producers or disseminators, exhibit designers, or other professionals whose work directly impacts informal science education.
B. Other Types of ISE Grant Proposals
ISE also makes a limited number of grants in the following special categories.
1. Planning Grants
Planning grants are intended for the exploratory phase of highly innovative projects or aspects of complex ISE projects that require resources beyond those usually needed for project development. Examples include demonstration of the proof of concept or project planning for a large national or regional collaboration. Proposers are strongly encouraged to seek guidance from an ISE Program Officer before submitting a planning proposal.
Applicants should be sufficiently advanced in their project conceptualization to be able to present the general approach of the final project and a detailed description of the planning activity goals and methods. Planning grants are not intended to implement projects. Rather, they are intended to lead to submission of a full proposal that would fund the project being planned based on subsequent merit review. Expenses directly involved in preparing a full proposal are not eligible for funding.
ISE will support planning grants under the following conditions: (1) they are small scale or exploratory in nature; (2) the duration does not exceed two years; and (3) awards are non-renewable. Annual and Final reports are required; project results should be broadly disseminated whenever appropriate.
Format: The planning grant proposal should describe the impact of the larger project should it be implemented, while detailing the deliverables and project design for the planning phase. It should use the format for full proposals, addressing the specific questions in this solicitation and the emphases of strategic impact, innovation, and collaboration. Planning grant proposals must fully address the NSF review criteria of intellectual merit and broader impact, including the additional ISE criteria.
2. Conference, Symposia, and Workshop Grants
Conferences, symposia, and workshops provide a specific format for certain projects targeting professionals. Conferences are one way that ISE can provide support to build capacity in the field of informal science learning. These special grants are intended to assemble experts for purposes of discussing issues of relevance to the informal learning community; the primary target audiences are ISE professionals, not the general public or primarily professionals from other fields. For example, conferences may be based on promoting new partnerships and collaborations, or exploring findings and effective practices in such areas as informal learning research and evaluation. Proposers are strongly encouraged to seek guidance from an ISE Program Officer before submitting a conference proposal.
Requests generally should be made at least one year in advance of the scheduled date. Conferences or meetings and the facilities in which they are held must be accessible to participants with disabilities. The range of these awards is between $50,000 to $200,000. The budget may include publication costs; dissemination should be a major project component.
Format: Proposals should be submitted to NSF using the guidelines for full proposals described in this solicitation. Proposals must identify the intended audience; how participants will be invited or selected; tentative agenda and speakers; promotion and marketing; post-conference deliverables; dissemination. For further information on proposal submission, see GPG, Chapter II, Section D.7.
3. Grant Supplements
For existing ISE awards, ISE will consider requests for small amounts of supplemental funding to ensure completion of the original scope of work based on changes in conditions after the award was made or to take advantage of opportunities to extend further the project impact. Supplemental funding will not be approved for such purposes as defraying costs associated with increases in salaries or additional indirect cost reimbursement (see GPG Chapter V, Section B.4). ISE supplements are limited to $200,000 or 20% of the total award amount, whichever is less; only one supplement will be considered per ISE award. For their Supplement requests to be considered, PIs must be up to date in the submission of Annual Reports. Awardees are strongly encouraged to discuss the need with the Cognizant Program Officer prior to submission.
Format: Requests for supplemental funding must include an update of the progress of the original grant including data to support progress, description of the proposed work (including rationale, audience, design, evaluation), a budget for the requested funds, and a narrative justification of expenses. Proposals are submitted using the Supplemental Funding Request function in FastLane.
For Further Information
www.ehr.nsf.gov/esie/programs/ise/ise.asp: NSF Informal Science Education (ISE) Program.
www.informalscience.org: Resource for research and techniques related to informal science learning.
www.ehr.nsf.gov, www.ehr.nsf.gov/esie: NSF Education and Human Resources (EHR) Directorate and the Division of Elementary, Secondary and Informal Education (ESIE), respectively.
References and Resources
Austin, J. E. (2000). The Collaboration Challenge. Jossey-Bass.
Bohan-Baker, M. (ed.) (2003). Evaluating Community-based Initiatives. The Evaluation Exchange, 9(3). Harvard Family Research Project.
Chittenden, D., Farmelo, G. & Lewenstein, B. V (eds.) (2004). Creating Connections: Museums and the Public Understanding of Current Research. AltaMira Press.
Crane, V., Nicholson, H., Chen, M. & Bitgood, S. (1994). Informal Science Learning: What the Research Says about Television, Science Museums and Community-based Projects. Research Communications Ltd.
De Vita, C. J. & Fleming, C. (eds.). (2001). Building Capacity in Nonprofit Organizations. The Urban Institute.
Falk, J. H. (2001). Free-Choice Science Education: How We Learn Science Outside of School. Teachers College Press.
Falk, J. H. & Dierking, L. D. (2000). Learning from Museums: Visitor Experiences and the Making of Meaning. AltaMira Press.
Gregory, J. & Miller, S. (1998). Science in Public: Communication, Culture, and Credibility. Perseus Publishing.
Hein, G. E. (1998). Learning in the Museum. Routledge.
Kirshner, B., O'Donoghue, J. L. & McLaughlin, M. W. (2003). Youth Participation: Improving Institutions and Communities. New Directions for Youth Development, No. 96. Jossey Bass.
Linden, R. (2002). Working Across Boundaries. John Wiley & Sons, Inc.
National Institute for Out-of-School Time (2004). Making the Case: A Fact Sheet on Children and Youth in Out-of-School Time. Center for Research on Women.
Rand Mathematics Study Panel (2003). Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education. Rand Science & Technology Policy Institute.
Schauble, L, Leinhardt, G & Martin, L. (1997). A Framework for Organizing a Cumulative Research Agenda in Informal Learning Contexts. Journal of Museum Education, 22(2 & 3), 3-8.
Senge, P. M. (1998). The Practice of Innovation. Leader to Leader, No. 9, Summer 1998.
St. John, M., Perry, D. & Huntwork, D. (1994). Investments in Informal Science Education: A Framework for Evaluation and Research. Inverness Research Associates.
Wartella, E, Lee, J. H. & Caokivitz, M. A. (2002). Children and Interactive Media--Research Compendium Update. Markle Foundation.
The categories of proposers identified in the Grant Proposal Guide are eligible to submit proposals under this program announcement/solicitation. An individual may serve as Principal Investigator (PI) on only one full proposal for each round of competition.
Duration and Funding Level:
ISE Full Proposals: Project duration may be from one to five years. The level of funding depends on the nature and scope of the project. Awards may range from $100,000 to a maximum of $3 million, except that up to two projects up to $5 million each may be considered for major efforts (e.g., multi-institutional project, new television series), pending availability of funds.
Planning Grants. Project duration is to be no more than two years. The maximum award is $75,000.
Conferences, Symposia, and Workshops. Project duration is expected to be no more than two years. The range for these awards is approximately $50,000 to $200,000.
Grant Supplements. The maximum award is $200,000 or 20% of the total amount of the original award, whichever is less.
Letters of Intent (required for ISE Project Grants only):
A Letter of Intent (LOI) is required in order to submit a full proposal (but not required prior to proposals for Planning Grants, Conference Grants, or Grant Supplements). The LOIs helps ISE staff identify the required numbers and qualifications of reviewers and panelists. In addition, LOIs enable Program Officers to provide feedback to PIs on appropriateness of the proposed projects to the ISE program. A PI should submit a LOI as early as possible in advance of the due date; Program Officer feedback will be provided as expeditiously as possible. Note that LOIs will also be required for any full proposals being resubmitted.
Format: A LOI is limited in length to no more than four single-spaced pages (12-point font) and should include all of the information listed below. It should summarize the essential features of the project, using the format for the Project Description of a full proposal presented in this solicitation.
Proposed Title of project
Submitting Institution
Names and affiliations of PI and co-PIs; e -mail and phone number of PI
Impact. Summarize the intended strategic impact; public or professional target audience; intended public or professional impact; and means for evaluating impact, including the external evaluator.
Collaboration. Identify the senior staff; advisory committee members; consultants; contractors; and primary organizational partners, describing how they will achieve impacts through collaboration not otherwise possible.
Innovation. Briefly describe the primary project deliverables; how they will achieve the intended impacts; their primary STEM content; the project plan; and how it builds on research and prior work.
LOIs must be submitted by the due date to the following e-mail address: firstname.lastname@example.com. The e-mail subject line should include the PI name and project title. The LOI should appear both as text in the message and as an attachment (PDF or Word format). No supplementary or additional materials will be accepted.
ISE will indicate receipt of the required LOI via an e-mail reply. This acknowledgment will establish eligibility for submission of the full proposal based on the LOI. The PI must save this e-mail and include it among the Supplementary Documents uploaded via FastLane. ISE Project Grant proposals submitted without this LOI e-mail acknowledgment will be returned without review.
Full Proposal Instructions:
Proposals submitted in response to this program announcement/solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Grant Proposal Guide (GPG). The complete text of the GPG is available electronically on the NSF Website at: https://www.nsf.gov/cgi-bin/getpub?gpg. Paper copies of the GPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from email@example.com.
All proposals are submitted through FastLane. They must include: Cover Sheet, Project Summary, Table of Contents, Project Description, References Cited, Biographical Sketches, Budgets (including Justification), Current and Pending Support, and Supplementary Documents (as required). Specific requirements for ISE that supplement the Grant Proposal Guide are described below.
Proposers are reminded to include the program solicitation number of this solicitation; failure to do so will delay processing of the proposal.
This overview should succinctly describe the intended project impacts, deliverables, and means by which they will achieve those impacts. It must specifically summarize the project's intellectual merit and broader impacts (including the Additional Review Criteria in Section VI.A ) in separate sections labeled as such; if the Summary does not directly explicitly address intellectual merit and broader impacts, the proposal will be returned without review. This Project Summary, which is limited to one single-spaced page, should demonstrate how the project addresses the characteristics of strategic impact, collaboration,and innovation.
ISE strongly encourages projects to be developed working "backwards" based from desired impacts rather than starting with a particular deliverable, such as an exhibition or television series. For this reason, the sequence of questions to be addressed here starts with the project impacts and the target audiences, then the project team, deliverables, and project design for achieving the intended impacts.
For consideration by the ISE program, this project narrative must follow the format described here and explicitly address the questions under the three headings that follow (do not retype the questions in the narrative, however). The Project Description is limited to 15 single-spaced pages in length.
1. Impact
What is the most critical strategic impact that your project intends to produce? What continuing impact is this project likely to have?
Projects should seek to produce a lasting impact on the field of informal science education that extends beyond those achieved with their target audiences, whether public or professional. They should strive to advance knowledge or practice that extends the capacity of the field to educate the public in informal settings.
Who is the intended PUBLIC or PROFESSIONAL audience for your project?
For PUBLIC audiences:
Who is the primary target audience for this project in terms of age range and other attributes? How many individuals will be directly reached by this project during the award and up to five years following the grant period? Provide a basis for this estimate. How does this project maximize reach to audiences nationally, regionally, or community-wide?
Impact often can be extended through strategic collaboration with organizations that offer additional access to target audiences.
For PROFESSIONAL audiences:
What are the types of informal learning organizations on which your project will have the greatest impact? Examples include: national or regional associations; museums (e.g., science center, natural history museum, zoo, aquarium, planetarium, arboretum or botanical garden); community organizations; media producers or disseminators; exhibit designers; or others that directly affect informal STEM learning.
What categories of professionals does your project specifically target to achieve this impact? Examples include: staff, managers, board members, researchers/evaluators, funders, or others whose work directly impacts informal science education.
What do you already know about the knowledge, interests, attitudes, and needs of your target audience(s)? How do you know? What compelling target audience need does this project address?
Successful proposals are based on knowledge of the target audience, as well as identification of significant challenges and opportunities for enhancing informal science learning.
How does this project increase participation of underserved audiences in STEM? Describe your strategies for attracting and engaging these audiences.
ISE seeks to contribute to the development of a diverse, internationally competitive and globally-engaged workforce of scientists, engineers, and technicians, in addition to informed citizens. Activities should stimulate increased participation in STEM of underserved and underrepresented groups (e.g., minorities, women, girls, persons with disabilities, youth and adults from economically disadvantaged areas) or regions (e.g., rural areas, small towns, and urban areas). Projects should seek to match program content to the needs of diverse audiences, target their communities, partner with youth and community organizations that serve them, and incorporate appropriate strategies for outreach and project dissemination.
What is the intended impact of your project on its target audience(s)? Identify the most important intended impacts (up to three). For each, indicate how you will measure or assess that impact and what value of that measure or evidence will serve as your criterion for defining project success. Explain your selections and provide the rationale for your selections.
What is the evaluation strategy you will use for the impact measures or assessments that you have identified? Provide a rationale.
All ISE projects should include plans for a summative evaluation based on qualitative and quantitative data that document the extent to which the intended impacts have been achieved, along with any unanticipated impacts. This study should seek to further theory and practice in informal learning by sharing lessons learned from both positive and negative findings. It should be conducted by an independent evaluator experienced in informal learning. The web site www.informalscience.org posts information provided by evaluation firms that offer services in this area (listing here does not represent an endorsement by NSF). ISE encourages publication and sharing of summative evaluation findings widely with the field; at a minimum, reports must be submitted to this web site for dissemination.
2. Collaboration
For each of the following categories, who are the key project team members, their areas of expertise, their roles, and their extent of commitment to this project? Provide a rationale for your selections.
a. Senior Staff
b. Advisory Committee Members
c. Consultants
d. Contractors
Project leaders, key team members, and advisory committee members should collectively provide the expertise necessary to conduct the project, including relevant experience based in informal science learning, STEM content, knowledge of target audiences, any media used, and evaluation. Projects are encouraged to include members of underserved groups on their teams.
Who are your primary organizational partners? Identify each organization, its expertise, role in the project, extent of commitment, and contact person.
Potential partners could be drawn from informal learning organizations, media organizations, community organizations, professional associations, research institutions, school systems, and universities. (School systems, universities, and other entities for which informal learning is not the primary focus should partner with one or more informal learning organizations, which must be actively involved in both project planning and implementation.)
Partnerships and strategic alliances can be challenging to implement, but they often make it possible to achieve greater impact. For example, partnerships between larger and smaller institutions developing projects that serve both may promote capacity building in the field. Appropriately-selected partners can bring access to audiences, complementary resources, and expertise that extend project outcomes.
How will the project partner organizations work together to achieve the deliverables and produce impacts that would not otherwise be possible? Describe your management structure and strategy for fostering or strengthening collaboration among the partners.
3. Innovation
What deliverables will your project produce that will lead to the intended impacts? Identify key milestones in their development, clearly indicating the status of every major deliverable by the end of each project year.
The ISE program seeks innovative ways to strengthen informal science learning. Innovation, which may be incremental or sweeping, can take many forms, including improvements in deliverables, new types or combinations of deliverables, or deployment through new strategies. Innovation is more than just something new, however. It should represent a creative approach or solution for improving a deliverable or other ways in which important needs are addressed, building upon prior efforts and educational research.
Proposers are encouraged to include complementary deliverables that are tightly integrated and created strategically to enhance the intended project impacts. Examples of deliverables for public audiences include: exhibition (permanent or traveling); film or video; educational program, kit, or materials; radio program or series; software; television program or series; web site. Examples of deliverables for professionals include: collaborative, consortium, or network; conference, seminar, or workshop; media programs; professional development; publication; research study; web site. The yearly status of each deliverable will serve as a basis for assessing project progress in the Annual Reports.
Describe each deliverable in sufficient detail for reviewers to assess its ability to achieve the intended impacts, addressing the specific issues listed below by type of deliverable.
Exhibit Deliverables
Describe a walk-through from the visitor's perspective that highlights key design elements and experiences; the relationship of these experiences to STEM content; details about accessibility; and logistics of exhibition tour (if applicable). In Supplementary Documents, provide a schematic floor plan, as well as indications of interest or commitment to host traveling exhibitions.
ISE supports both traveling and permanent exhibits that are visitor-centered, inquiry-based, and promote active learning. Where possible, projects are encouraged to consider smaller versions of exhibits or exhibit components for dissemination to additional venues, such as small museums and science centers, libraries, and community centers. To the extent feasible, exhibit developers should consider the principles of universal design and fabrication using environmentally-friendly materials and processes.
Media (Film, Video, Radio) Deliverables
Explain the program/series content and format; how the content will be presented; and a plan for outreach and complementary products designed to extend the learning experiences of target audiences. In Supplementary Documents, provide a treatment for one or more programs; documentation of interest or commitment from a major national or regional broadcast/cable outlet, or an indication of interest and distribution plan for a non-broadcast film; and sample of prior work.
Media deliverables are generally designed for national distribution. If a STEM topic is relevant to a particular area of the country, media projects designed for regional broadcast may be supported.
Research Deliverables
Present clearly-defined research questions, including identification of independent and dependent variables; explain the methodologies used and their appropriateness to the project.
The objective of research studies should be to expand understanding of the theory or practice of effective informal STEM learning by investigating important aspects that have significant potential to advance the field. Research studies may be well-defined elements of a larger project for public audiences or a separate project for informal learning professionals. ISE will not accept proposals closely related to any being considered by the EHR Division of Research, Evaluation, and Communication (REC). ISE expects proposals to meet the highest quality standards of educational research.
Web Deliverables
Present organization of web site; user interface; examples of online activities; means for attracting and tracking users; accessibility. In Supplementary Documents, include a flow chart or logic model and descriptions of relevant prior work.
Effective web-based ISE deliverables should be interactive and use a variety of techniques to hold the attention of the learner; exemplify scientific or technological processes; encourage off-line follow-up activities; provide feedback and guidance to users; have multiple entry points; and accommodate users with special needs to the extent possible. ISE does not support institutional web sites that primarily serve as marketing tools or basic information resources about institutions.
Youth and Community Program Deliverables
Describe the concept and organization of proposed programs; examples of activities; and key issues (e.g., participant recruitment, retention, and language barriers). In Supplementary Documents, provide documentation of commitment from all partners, local and regional/national; and samples of intended activities.
Creative project designs should provide participants with authentic STEM-based experiences. For example, projects might encourage family involvement in science and mathematics activities, or allow participants to contribute to ongoing scientific research as in citizen science. Youth and community projects result in high-quality program designs and the resources to support them including kits, activity materials, workbooks, information for parents, and multi-media products for national dissemination.
PIs that present new or improved models must clearly describe how what is proposed differs from and improves upon existing models. ISE may support prototype projects to be piloted and disseminated through a network of partnering organizations that leverage organizational strengths and resources.
What are the primary STEM disciplines for the project deliverables? Briefly describe the age-appropriate STEM content.
What strategies will you use throughout the development process for ensuring the accuracy of content in deliverables and appropriateness to the target audiences?
ISE projects focus on STEM concepts and themes, processes, and skills, and inquiry. Appropriate STEM content encompasses all NSF program areas, including biology; computer/information sciences; engineering; environmental sciences; geosciences; mathematics; physical sciences; and social, behavioral, and economic sciences. Strategies and mechanisms must be in place for ensuring accuracy of content and appropriateness to the target audience. Projects are encouraged to incorporate strategies for stimulating interest in STEM-related careers. ISE also seeks to engage the public in aspects of current research, including emerging STEM content and NSF priority areas (currently biocomplexity in the environment; information technology research; nanoscale science and engineering; mathematical sciences; and human and social dynamics), the process or nature of discovery and design, and the implications or consequences of research. While ISE requires a primary focus on STEM content, the program encourages connections to the humanities and arts, as well as proposals submitted by institutions representing those fields.
How did you select the project deliverables and how will they be integrated to produce the greatest impact? What is your project plan? How will each deliverable be developed to achieve the greatest impact, and how will it be produced cost-effectively?
Every component of the project should be aligned in a way to enhance its ability to achieve the intended impacts. ISE strongly encourages the integration of approaches and techniques across traditional boundaries to accomplish that end. The proposal must demonstrate how the deliverables address the needs and interests of a clearly defined target audience, segmented into audience subgroups as appropriate.
What are the evaluation strategies you will use in developing your deliverables? Provide a rationale for the approaches taken.
Projects should be based on initial front-end research that relates the project to the needs and interests of target audiences. Formative research should be employed to obtain audience feedback at early stages. For example, prototypes, pilot studies, or other forms of preliminary testing with target audiences are expected as part of the project design whenever possible. Projects also may include remedial evaluation where appropriate.
How does your project design build on specific informal learning research? On prior efforts in this area by yourself (including NSF grants) and others?
Proposals must demonstrate that they are soundly based on research in education and informal learning in particular, in addition to the lessons learned from prior practice and related work.
Results of Prior NSF Support. For NSF awards received within the past five years, the prospective PI or co-PI must describe the projects and outcomes in sufficient detail for reviewers to assess their results. Full proposals based on Planning Grants must clearly demonstrate how the project builds on results from that award. Each project should be identified by grant number, funding amount, period of support, title, summary of outcomes, and any publications or presentations that acknowledge the award. Summative evaluation results and lessons learned should be clearly described. Executive summaries of evaluation studies (not entire reports) should be included as Supplementary Documents. Note: A new grant cannot be awarded unless the PI and co-PIs have submitted Final Reports for all completed NSF-funded projects.
What are the areas of greatest potential risk in successfully achieving the intended project impacts? Describe your strategies for minimizing these risks.
In its efforts to advance the leading edge of informal science education, the ISE program is willing to support projects of higher risk that demonstrate the potential to yield significant payoffs. Proposals must demonstrate an understanding of those risks and identify appropriate measures for managing them.
Note that ISE proposals no longer require cost sharing or other leveraged resources. See Budgetary Information (Section V.B), for additional guidance on budget preparation.
Proposals must include this form for the PI, any co-PIs, and senior project personnel. The proposal being submitted should be listed first on the form and identified as pending.
Because reviewers may be asked to assess a substantial number of competing proposals, the Project Description should provide sufficient information for a reviewer unfamiliar with the specific content or context to make a reasoned judgment. It may be necessary to provide some additional supporting information, as noted in the section on project deliverables. However, PIs should be judicious in the number of pages submitted. Do not include lengthy publications or complete reports (executive summary only). Media that cannot be submitted through FastLane may be provided in the form of DVD, CD-ROM, VHS or audiotape; 15 copies (5 for Planning Grants), labeled with proposal number, title, and PI, must be sent to: Informal Science Education Program, EHR/ESIE, Room 885, National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230 [phone: (703) 292-5087]. These materials, which will not be returned, must be received within 5 business days following electronic submission; clearly mark the package re: Supplementary Documents.
The Supplementary Documents must include a copy of the e-mail message from ISE indicating receipt of a LOI for the proposed project. ISE Project Grant proposals submitted without this LOI e-mail acknowledgment will be returned without review.
For Award Durations and Funding Levels, please see Section IV above.
Proposers are reminded to identify the program announcement/solicitation number (04-579) in the program announcement/solicitation block on the proposal Cover Sheet. Compliance with this requirement is critical to determining the relevant proposal processing guidelines. Failure to submit this information may delay processing.
Cost Sharing:
Cost sharing is not required in proposals submitted under this Program Solicitation.
Budget Preparation Instructions:
Budgets should provide the most cost-effective means of producing the project deliverables and achieving the intended impacts. They must be accompanied by an explanation and justification that corresponds to budget line items.
Funds cannot be requested for operational expenses or for equipment that is not an essential component of a project deliverable, such as an exhibition. Include under Travel (E) the cost for the PI to attend a two-day meeting every other year at NSF. Any consultants included in line G.3 must be compensated on a daily rate not to exceed the current NSF maximum rate. Each Subaward on line G.5 requires a complete set of Proposal Budget forms accompanied by line item justifications, as well as the basis for selecting the subawardee.
NSF funds requested by an ISE project grant proposal are limited to no more than $3 million over the term of the project, with the exception that one or two major projects each up to $5 million in total may be considered per year, pending availability of funds. The ISE program does not require cost sharing of any kind; line M on all budget forms should be zero. However, the program recognizes that certain types of projects cannot be funded solely through ISE grant funds. Should a project depend on other sources of funding, proposals should include in the Supplementary Documents a spreadsheet that shows an itemized total project budget and the sources of the additional funds. The requirement to provide information and budgets for the work to be performed and/or funded by parties other than NSF is intended to allow proposers, reviewers, and NSF Program Officers to clearly delineate who is responsible for performing and funding each part of the overall large project. Reference to these additional funds is for informational purposes only, and they will not be subject to audit.
Proposals must be submitted by the following date(s):
Letters of Intent (required for ISE Project Grants
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
Proposals for Planning Grants and Conference Grants may be submitted at any time, following discussion with a Program Officer.
Grant Supplements: Requests must be submitted at least two months prior to the need for additional funds, following discussion with the Cognizant Program Officer.
Proposers are required to prepare and submit all proposals for this announcement/solicitation through the FastLane system. Detailed instructions for proposal preparation and submission via FastLane are available at: https://www.fastlane.nsf.gov/a1/newstan.htm. For FastLane user support, call the FastLane Help Desk at 1-800-673-6188 or e-mail firstname.lastname@example.com. The FastLane Help Desk answers general technical questions related to the use of the FastLane system. Specific questions related to this program announcement/solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this announcement/solicitation.
Submission of Electronically Signed Cover Sheets. The Authorized Organizational Representative (AOR) must electronically sign the proposal Cover Sheet to submit the required proposal certifications (see Chapter II, Section C of the Grant Proposal Guide for a listing of the certifications). The AOR must provide the required electronic certifications within five working days following the electronic submission of the proposal. Proposers are no longer required to provide a paper copy of the signed Proposal Cover Sheet to NSF. Further instructions regarding this process are available on the FastLane Website at: http://www.fastlane.nsf.gov
Reviews of proposals submitted to NSF are solicited from peers with expertise in the substantive area of the proposed research or education project. These reviewers are selected by Program Officers charged with the oversight of the review process. NSF invites the proposer to suggest, at the time of submission, the names of appropriate or inappropriate reviewers. Care is taken to ensure that reviewers have no conflicts with the proposer. Special efforts are made to recruit reviewers from non-academic institutions, minority-serving institutions, or adjacent disciplines to that principally addressed in the proposal.
The National Science Board approved revised criteria for evaluating proposals at its meeting on March 28, 1997 (NSB 97-72). All NSF proposals are evaluated through use of the two merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.
On July 8, 2002, the NSF Director issued Important Notice 127, Implementation of new Grant Proposal Guide Requirements Related to the Broader Impacts Criterion. This Important Notice reinforces the importance of addressing both criteria in the preparation and review of all proposals submitted to NSF. NSF continues to strengthen its internal processes to ensure that both of the merit review criteria are addressed when making funding decisions.
In an effort to increase compliance with these requirements, the January 2002 issuance of the GPG incorporated revised proposal preparation guidelines relating to the development of the Project Summary and Project Description. Chapter II of the GPG specifies that Principal Investigators (PIs) must address both merit review criteria in separate statements within the one-page Project Summary. This chapter also reiterates that broader impacts resulting from the proposed project must be addressed in the Project Description and described as an integral part of the narrative.
Effective October 1, 2002, NSF will return without review proposals that do not separately address both merit review criteria within the Project Summary. It is believed that these changes to NSF proposal preparation and processing guidelines will more clearly articulate the importance of broader impacts to NSF-funded projects.
The two National Science Board approved merit review criteria are listed below (see the Grant Proposal Guide Chapter III.A for further information). The criteria include considerations that help define them. These considerations are suggestions and not all will apply to any given proposal. While proposers must address both merit review criteria, reviewers will be asked to address only those considerations that are relevant to the proposal being considered and for which he/she is qualified to make judgments.
NSF staff will give careful consideration to the following in making funding decisions:
ISE reviewers will consider the following specific aspects of intellectual merit and broader impacts.
What is the intellectual merit of the proposed activity?
Project Team. Is the team qualified to carry out the project? Do external advisors provide the expertise necessary to conduct the project, including relevant expertise based in informal science learning, STEM content, any media used, and evaluation? (Collaboration).
Partnerships. Does the project fully take advantage of partnerships to enhance project outcomes? Is there a credible strategy and plan for fostering or strengthening collaboration among the partners? (Collaboration)
Deliverables. Does this project creatively "push the envelope" in enhancing informal science learning? Have the deliverables been selected and integrated to achieve the greatest project impacts? Are front-end and formative evaluation efforts adequate for their development? Are their scope and depth of STEM content appropriate to the target audience? (Innovation)
Project Design. Are the deliverables, project design, and timeline well developed and organized to produce the specified impacts? Does the project design build on informal learning research and on prior efforts? Is the proposed budget reasonable and adequate? Does the proposal present meaningful strategies for managing potential risks? (Innovation)
What are the broader impacts of the proposed activity?
Strategic Impact. Is the project likely to have a meaningful impact on the theory or practice of informal science education in addition to serving any audiences directly? (Impact)
Audience. Is the primary target audience, as well as any secondary audience, clearly identified and segmented into subgroups as appropriate? Does the project demonstrate knowledge about the target audiences, their needs, and their interests? (Impact)
Public Audiences. Will the project likely achieve a significant impact on the target audience of informal learners? Does the project maximize reach to audiences nationally, regionally, or community-wide? Does the proposal offer effective ways to reach nontraditional audiences and underrepresented groups? (Impact)
---or---Professional Audiences. Will the project likely achieve a significant impact on professionals in the field of informal science learning? (Impact)
Evaluation. Are there clear and appropriate measures and criteria for defining project success? Is there an appropriate summative evaluation plan for assessing impact? Is there an effective plan for broadly sharing project outcomes and findings? (Impact)
All proposals are carefully reviewed by at least three other persons outside NSF who are experts in the particular field represented by the proposal. Proposals submitted in response to this announcement/solicitation will be reviewed by Panel Review.
Reviewers will be asked to formulate a recommendation to either support or decline each proposal. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.
A summary rating and accompanying narrative will be completed and submitted by each reviewer. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers, are sent to the Principal Investigator/Project Director by the Program Director. In addition, the proposer will receive an explanation of the decision to award or decline funding.
NSF is striving to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. The time interval begins on the closing date of an announcement/solicitation, or the date of proposal receipt, whichever is later. The interval ends when the Division Director accepts the Program Officer's recommendation.
In all cases, after programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements for review of business, financial, and policy implications and the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.
Notification of the award is made to the submitting organization by a Grants Officer in the Division of Grants and Agreements. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program Division administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See section VI.A. for additional information on the review process.)
An NSF award consists of: (1) the award letter, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award letter; (4) the applicable award conditions, such as Grant General Conditions (NSF-GC-1); * or Federal Demonstration Partnership (FDP) Terms and Conditions * and (5) any announcement or other NSF issuance that may be incorporated by reference in the award letter. Cooperative agreement awards also are administered in accordance with NSF Cooperative Agreement Terms and Conditions (CA-1). Electronic mail notification is the preferred way to transmit NSF awards to organizations that have electronic mail capabilities and have requested such notification from the Division of Grants and Agreements.
*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/home/grants/grants_gac.htm. Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from firstname.lastname@example.com.
More comprehensive information on NSF Award Conditions is contained in the NSF Grant Policy Manual (GPM) Chapter II, available electronically on the NSF Website at https://www.nsf.gov/cgi-bin/getpub?gpm. The GPM is also for sale through the Superintendent of Documents, Government Printing Office (GPO), Washington, DC 20402. The telephone number at GPO for subscription information is (202) 512-1800. The GPM may be ordered through the GPO Website at http://www.gpo.gov.
For all multi-year grants (including both standard and continuing grants), the PI must submit an annual project report to the cognizant Program Officer at least 90 days before the end of the current budget period.
Annual and Final Reports should describe the progress in developing and implementing the project deliverables. Reference should be made explicitly to the milestones identified by year in the Project Design. Should additional funds be required, the status of obtaining them should also be described.
Within 90 days after the expiration of an award, the PI also is required to submit a final project report. Failure to provide final technical reports delays NSF review and processing of pending proposals for the PI and all Co-PIs. PIs should examine the formats of the required reports in advance to assure availability of required data.
PIs are required to use NSF's electronic project reporting system, available through FastLane, for preparation and submission of annual and final project reports. This system permits electronic submission and updating of project reports, including information on project participants (individual and organizational), activities and findings, publications, and other specific products and contributions. PIs will not be required to re-enter information previously provided, either with a proposal or in earlier updates using the electronic system.
General inquiries regarding this program should be made to:
Julie I. Johnson, Program Director [youth & community programs], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5117, fax: (703) 292-9044, email: email@example.com
Valentine H. Kass, Program Director [media projects], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5095, fax: (703) 292-9044, email: firstname.lastname@example.com
David A. Ucko, Program Director [exhibits and museum programs], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5126, fax: (703) 292-9044, email: email@example.com
Sandra H. Welch, Program Director, [media projects], Directorate for Education & Human Resources, Division of Elementary, Secondary, & Informal Education, 885 S, telephone: (703) 292-5094, email: firstname.lastname@example.com
This document replaces the prior ISE solicitation, NSF 03-511.
For questions related to the use of FastLane, contact:
ESIE FastLane Contact, telephone: (703) 292-8620, email: firstname.lastname@example.com
The NSF Guide to Programs is a compilation of funding for research and education in science, mathematics, and engineering. The NSF Guide to Programs is available electronically at https://www.nsf.gov/cgi-bin/getpub?gp. General descriptions of NSF programs, research areas, and eligibility information for proposal submission are provided in each chapter.
Many NSF programs offer announcements or solicitations concerning specific proposal requirements. To obtain additional information about these requirements, contact the appropriate NSF program offices. Any changes in NSF's fiscal year programs occurring after press time for the Guide to Programs will be announced in the NSF E-Bulletin, which is updated daily on the NSF Website at https://www.nsf.gov/home/ebulletin, and in individual program announcements/solicitations. Subscribers can also sign up for NSF's Custom News Service (https://www.nsf.gov/home/cns/start.htm) to be notified of new funding opportunities that become available.
The National Science Foundation (NSF) funds research and education in most fields of science and engineering. Awardees are wholly responsible for conducting their project activities and preparing the results for publication. Thus, the Foundation does not assume responsibility for such findings or their interpretation.
NSF welcomes proposals from all qualified scientists, engineers and educators. The Foundation strongly encourages women, minorities and persons with disabilities to compete fully in its programs. In accordance with Federal statutes, regulations and NSF policies, no person on grounds of race, color, age, sex, national origin or disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving financial assistance from NSF, although some programs may have special requirements that limit eligibility.
Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities (investigators and other staff, including student research assistants) to work on NSF-supported projects. See the GPG Chapter II, Section D.2 for instructions regarding preparation of these types of proposals.
The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering.
To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at https://www.nsf.gov
The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; project reports submitted by awardees will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to applicant institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies needing information as part of the review process or in order to coordinate programs; and to another Federal agency, court or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See Systems of Records, NSF-50, "Principal Investigator/Proposal File and Associated Records," 63 Federal Register 267 (January 5, 1998), and NSF-51, "Reviewer/Proposal File and Associated Records," 63 Federal Register 268 (January 5, 1998). Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award.
An agency may not conduct or sponsor, and a person is not required to respond to an information collection unless it displays a valid OMB control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding this burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne Plimpton, Reports Clearance Officer, Division of Administrative Services, National Science Foundation, Arlington, VA 22230.
OMB control number: 3145-0058.
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text:
I am about to simulate the "hi
I am about to simulate the "hidrostatic head" of a simple column (cylinder full of water).
the remaining equation to solve is actually dp/dz=rho*g (1)
So, I added the gravity to the momentum equation and set u-vectors equal to zero. No inlet to the cylinder and no outlet. Just water. And I want to calculate the pressure difference between the top and the bottom of the cylinder.
however the result is not matching the equation
p(top)-p(bottom)=rho*g*h (2)
and I dont have an explanation for that.
Henry netioned in the board that the pressure p in simpleFoam is rho/p. If I take the equation into account, the calculated result is not matching eq.(2) anyway.
Unfortunately, I dont know how to handle that situation in OpenFoam. What BC do I need for this job?
Any help you can give would be very much appreciated.
Hello Holger, I am also hav
Hello Holger,
I am also having problems with hydrostatic equilibrium. I would also like to know if someone has a solution for this problem.
|All times are GMT -4. The time now is 05:48.

subset: commoncrawl


text:
171 Tomahawk Drive, Palm Desert CA, 92211 (Residential)
Sold Price:
3 beds , 3 Full/1 Half baths
3,513 sqft
Status: Sold
Last Updated: 8/21/2017 8:57 PM
Description for 171 Tomahawk Drive Palm Desert, CA 92211
Input for comp purposes.
Sold Price:
Sold Date:08/29/2014
3 Full/1 Half
3,513 (approx)
Input for comp purposes.
Listing Information
Common Hot Water Heater, Public Water Service
Sewer Connected
Cable TV
School Information
Room Information
Family Room, Utility Room
First Floor Bedroom, Walk-In Closet, Dressing Area, Master Suite
Low-Flow Toilet, Shower Only
Interior Features
Refrigerator, Garbage Disposal, Gas Range/Cooktop, Trash Compactor, Intercom System, Dryer, Washer
Central Air
Gas Heat, Forced Air
Double Pane
Foyer Entry
Gas Starter, Great Room, Master Bedroom, Master Retreat
Guard At Gate, Security System, 24 Hour Security,
Breakfast Bar, High Ceiling, Wet Bar, Trash Chute, Kitchen Island, Granite Counter Top, Foyer Entry
Exterior / Lot Features
2 Garage Spaces, 2 Parking Spaces, Street Parking, Driveway
Spanish Clay Tile
Lap, In-ground, Gas Heated
In Ground, Private Spa
GolfCourse, Panoramic, Water, Pool View
Stucco Wall
Sliding Glass Door, BBQ
Financial Considerations
Listing Price History
Palm Desert Real Estate
Palm Desert is located in California. Palm Desert, California 92211 has a population of 51,869.
The median household income in Palm Desert, California 92211 is $52,053. The median household income for the surrounding county is $56,592 compared to the national median of $53,482. The median age of people living in Palm Desert 92211 is 50.8 years.
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text:
Microsoft received quite a bit of criticism when it first released Office for iOS, and users were not able to edit documents. The company has changed course and iOS (and soon Android users) will be able to edit documents. But Microsoft Office won't be free for everybody, any kind of commercial use requires an Office 365 subscription. And you'll also need to pay if you want to use advanced editing features.
Here's a roundup of news stories, opinion columns and discussion links about Microsoft's free version of Office for Android. Note that we've also changed the format of our roundups to make it easier and faster to see the stories that interest you.
Computerworld's Gregg Keizer reports on Office 365's subscription requirement for businesses
Among all the headlines yesterday that touted Office as suddenly "free" after Microsoft announced changes to its mobile productivity apps, one thing was overlooked by many: For business, Office still costs money.
Microsoft was much to blame for the mix-up and oversight. In its messaging Thursday, including the two different blog posts where it spelled out the change details, it never once used the words "consumer" or "business" to clarify which customers got what for free and who must still pay. Instead, the Redmond, Wash. company used the phrase "bringing Office to everyone" to trumpet the news.
Android users on Reddit react to the news about Microsoft Office becoming free
"Interesting move. This probably helps prevent the cannibalization by Google Docs -- given the number of devices people have these days, this definitely makes it less frustrating to handle work documents on all your devices."
"I absolutely welcome the competition. Google forced MS to offer a free online and mobile office. MS will force Google to add features. Consumer wins!"
Mashable's Pete Pachal explains why making Office free makes sense for Microsoft
The reason this move is so smart is it means in those situations where you do need to work on — or even create — a Word or Excel document on a tablet or phone, you no longer have a reason to seek out an alternative like QuickOffice or Google Docs. People who might otherwise have sought out a competitor, one they might have even liked better, will no longer have reason to do so.
Instead, they'll stay with Office, strengthening the suite's mindshare as the only productivity suite that matters. Sure, there'll be a few people who get themselves an iPad with a Bluetooth keyboard and call it a day, but anyone who really wants to do work will want to use Office on a laptop. And they'll pay for the privilege.
Forbes' Amit Chowdhry notes that free Office on Android fits in with Microsoft's decision to make Office free on the web
It is not a surprise that Microsoft decided to offer Office for free on iOS and Android. Microsoft Office has to remain aggressive to stay competitive against other players in the mobile space like Google Drive and Apple iWork.
Plus, Microsoft already offers free Office apps on the web so making them free on a mobile platform is simply an extension of its existing strategy. "We're taking that same user experience we provide online to the native apps of iOS and Android. We want to make sure that our customers can be productive across all the devices they have," said Microsoft Office marketing head Michael Atalla via The Verge.
ZDNet's Larry Dignan thinks that competing with Google Docs is why Microsoft Office will be free for Android users
Unlike iOS, Google's Android comes with tight integration with a document editing suite. With Android you need a Gmail account that's usually attached to Google Drive, Docs and other apps. Those services can be subscription based, but for most folks they're free. Microsoft can't offer viewing of Docs without free editing on Android if it wants usage.
If Office didn't allow for document editing without a subscription, Microsoft would be at a disadvantage to Google's apps. A more freemium approach changes that equation for Office. Now all Microsoft has to do is provide a great experience when Office on Android is out of preview in early 2015.
What's your take on all this? Tell me in the comments below.
This article is published as part of the IDG Contributor Network. Want to Join?


text:
|Blessed Anne of Saint Bartholomew
|1 October 1550, Almendral, Old Castile
|7 June 1626, Antwerp
|Venerated in
|Roman Catholic Church
|1917 by Pope Benedict XV
|June 7
Anne García (Anne of St. Bartholomew) (b. at Almendral, Old Castile, 1 October 1550; d. at Antwerp, 7 June 1626) was a Discalced Carmelite nun, and companion of Teresa of Avila.
She was of humble origin and spent her youth in solitude and prayer tending flocks. When she first went to Ávila to enter the Carmelite convent, she was refused, being too young; for several years after, she suffered much at the hands of her brothers.
She entered the convent as lay sister and made her vows on 15 August 1572. For the next ten years she filled the post of infirmarian; she now became the almost inseparable companion and secretary of St. Teresa, who died in her arms at Alba de Tormes in 1582.
Anne afterwards returned to Avila, took part in the foundation of a convent at Ocana (1595), and was one of the seven nuns selected for the introduction of the order into France (October, 1604). The French superiors, desirous of sending her as prioress to Pontoise, obliged her to pass from the state of lay sister to that of choir sister. So unusual a step met with the disapproval of her companions, but as Teresa had foretold it many years previously Anne offered no resistance. She had also been forewarned that the same step would cause her great sufferings. Her priorship at Pontoise (January to September, 1605), Paris (October, 1605, to April, 1608), Tours May, 1608, to 1611) brought her heavy trials, not the least of which were differences with her superiors. At the expiration of her last term of office she returned to Paris, but warned by a vision, she proceeded to Belgium (October, 1611), where she founded and became prioress of a convent at Antwerp (27 October 1612), which she governed to the end of her life. Twice she was instrumental in delivering the town from the hands of Protestant forces.
In 1735, Anne of St. Bartholomew was declared Venerable. She was beatified in 1917.
Her writings include a number of letters still preserved, an autobiography now at Antwerp, edited by Marie Dominique Bouix (Paris, 1869-72), and several treatises on spiritual matters, which appeared at Paris in 1646.
- ENRIQUEZ, Historia de la Vida etc. (Brussels, 1632, Fr. tr. at Paris, 1633);
- La Vie et les instructions de la Ven. Mere Anne de S. Barthelemy, par un solitaire de Montaigne (Brussels, 1708; new ed., Paris, 1895).
This article incorporates text from the entry Anne García in Catholic Encyclopedia of 1913, a publication now in the public domain.


text:
FREE Delivery available on all UK orders
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Vans Half Cab Pro Bandana Black Skate Shoes
Features :
Classic Vans Half Cab updated with skate technology.
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DURACAP reinforcement rubber underlays in high wear areas.
Features Vans own UltraCush footbed for cushioning along with the original infamous waffle soul unit.
Designed by Magentic ltd


text:
Fall Style: Dress Up Simple Votives
Want to add some easy Fall style to your next table setting? Then take this tip from event designer extraordinaire Preston Bailey. Glue Fall leaves (especially desiccated ones, like these) to the exterior of plain glass votives. The candlelight will add a beautiful glow to the table, and illuminate the shape and details of the leaves.


text:
So...How many help desk tickets are you guys seeing this year?
This question was prompted as ticket number 2000 just rolled across my desk yesterday (we started using SW for help desk on January 1st 2008).
How busy have you been this year?
8 Replies
Feb 2, 2011 at 8:39 UTC
Since July 2010 (when we started using Spiceworks) we are now up to ticket # 4783 (...and counting)
Feb 2, 2011 at 9:55 UTC
We're at well over 8 thousand.
Feb 2, 2011 at 10:00 UTC
We started with Spiceworks in Apr 09. We're currently up to 13059.
Feb 2, 2011 at 10:24 UTC
We started July 2010 and we are upto ticket 2122
Feb 2, 2011 at 10:35 UTC
Don't know how many this year but next ticket is # 21304
We use TrackIT
Feb 3, 2011 at 8:24 UTC
170 tickets in 11 months.
It would be double that if the directors would use the system, instead they just use the phone and expect an immediate fix.
Feb 3, 2011 at 9:26 UTC
I'm with ivanidea on that one. It's partly my fault, though.
I should stop answering the phone.
Feb 3, 2011 at 11:17 UTC
i wish there was a "we"
i solo support approx 150+- users and did 1408 tickets last year.
This discussion has been inactive for over a year.
You may get a better answer to your question by starting a new discussion.


text:
- 100% Satisfaction guaranteed (28 day return service)
- Return in store or by courier pick up
- For orders above £60 / €85 Standard Shipping is always FREE!
This modernized kids version of the Adidas Superstar is established as one of the most recognizable shoe ever designed, a true fashion staple celebrating streetwear culture.
Born in 1969, the adidas Superstar has achieved legendary status within the sneaker community over 5 decades.
During the 70's, the adidas Superstar was a favourite amongst basketball's elite. The 100% leather upper created the perfect balance between freedom of movement and stability, while the iconic rubber toe cap reinforced foot protection.
Since then, the "shelltoe" progressively became more and more popular within the urban culture. Legendary hip hop group Run DMC notably took the design to a whole new level of popularity by rocking them on stage, and even dedicating a song to them.
- Smooth leather and/or textile upper with synthetic 3-Stripes® branding
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text:
Internet Explorer versions 7 and older have known compatibility and security issues with modern
web standards which affect next generation Web 2.0 websites. In our attempt to deliver a superior
experience, we no longer support Internet Explorer versions 7 and older.
Please upgrade to the latest
version of Internet Explorer, Firefox, Safari or Chrome.
Visit Horror Today and read about the true to life horror stories and experiences from different people.
© 2017 U.S. Green Building Council


text:
Gallery Fashion Fix - Spring 2014
Check out who's clinched the award for our favourite fashion moment of the day!
Ever wanted to know how your man really feels about your relationship? From pet hates to favourite traits, we asked a group of attached guys to lift the lid on what they honestly think about their loved ones.
Here are the sacred rules we should live by, according to our survey of men...
Rule #1: Shop for ourselves
"My wife has bought all her xmas presents from me to her and wrapped them! I love that! No chance of getting that wrong :-)"
Rule #2: Don't steal their food
"The first date with my future wife almost turned into a disaster – who knew that sharing one's food was even a thing?"
Rule #3: Lay off Hugh Grant
"Why does being in a relationship with a girl mean watching more rom-coms than ever before? What's wrong with sci-fi horror flicks?
Rule #4: Be reasonable
"How comes you can have friends who are boys, but if I have girls who are friends they're evil and I clearly fancy them!"
Rule #5: Respect the car
"My car is like my child, its not just '4 wheels that get you from A to B', please treat it with the respect it deserves."
Rule #6: Don't 'Daddy' them
"The dog is not 'our child', it's a dog. I must never be referred to as 'daddy/dad' when it comes to the dog."
Rule #7: Be tolerant with TV
"I will sit with you, and even cuddle you, whilst you watch Geordie Shore/X-Factor/insert rubbish girl show, but don't expect me to stay awake or get angry if I drift off. Also South Park, American Dad and Family Guy are not stupid cartoons."
Rule #8: Stop pretending we're Sleeping Beauties
"YOU SNORE - deal with it!"
Rule #9: Stealing clothes isn't cool, apparently
"My girlfriend a two wardrobes full of clothes, I have about three outfits I rotate. Why does she need to wear ALL of MY jumpers?"
Rule #10: If you're running late, just tell him
"When she says "I'll be ready in 5 minutes" I do a little air punch as I know I've got enough time for another beer and program on Netflix!"
Rule #11: Don't expect him to write cards
"We have, well I say we… My wife has written all the cards and left me a space to sign. I love my wife, she know me so well."
Rule #12: Remember they're thankful
"She does drink too much wine (lady petrol) but I've never seen anyone juggle as much as she does, work, home, kids, commuting, nursery pick up and me… she works miracles."
Rule #13: Be happy!
"I live by a very simple mantra… Happy wife, happy life."
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Men's beauty regimes are nothing like women's. They need to be hassle free and reliable.
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Heart Beauty has trialled three different ways to keep your brows in check - and here are the results.
Gigi Hadid, Michelle Keegan, Cheryl Fernandez-Versini, Jennifer Lopez, Lady Gaga and Drew Barrymore ditch the makeup and go for a natural look.
We take a look at what 10 icons say about beauty and look at how this can work for you.
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E-Cigarette News
Forbes Reveals the CDC's Hypocrisy in Recent Approach to Ecigarettes
E-Cigarette News September 12, 2015 0
It's no secret that the CDC is taking a hard line approach in the war against electronic cigarettes. CDC reports accuse ecigs of acting as a gateway to teen smoking and putting the public at risk for formaldehyde exposure. The agency completely ignores the potential benefits of vaping and... Read more
Study Proves Secondhand Vapor Poses No Threat to Public Health
E-Cigarette News September 8, 2015 0
It's increasingly common to see "No Vaping Allowed" signs in restaurants, movie theaters, and shopping malls. Some cities have even voted in official bans on ecigarettes in all places where tobacco smoking is not allowed. Lawmakers justify these decisions by claiming that secondhand vapor could be putting innocent bystanders... Read more
Woman's Fake Exploding Ecig Story Backfires When the DA Gets Involved
E-Cigarette News September 5, 2015 0
When 22-year-old Breanne Court contacted Durasmoke to complain about an exploding ecig, she was just hoping to make some fast cash. Court had heard from an acquaintance that Durasmoke paid thousands of dollars in damages to a man when his ecig battery caught on fire and burned his carpet.... Read more
Catch of Glimpse at What Scientists are Learning About the Power of Nicotine
E-Cigarette News September 1, 2015 0
Albert Einstein is well known as one of the most brilliant individuals to ever walk the earth. His contributions to science and math can never fully be appreciated because they made such a difference in the level of modern intelligence. But there's one fact you might not know about... Read more
Public Health England Criticized For Biased Reporting on Ecig Safety
E-Cigarette News August 30, 2015 0
When Public Health England declared that ecigarettes are 95 percent safer than smoking, the world took notice. It created a firestorm of controversy as the world argued over whether PHE was truly telling the truth and what the implications could be for future laws. Now a new report from... Read more
If you grew up reading about the adventures of Anne Shirley in Anne of Green Gables, you probably always imagined Prince Edward Island as the perfect place to call home. While it might sound dreamy, the province is probably not a great spot to live if you enjoy using... Read more
Governor Says No More Vaping at High School Football Games in Texas
E-Cigarette News August 22, 2015 0
You've probably heard that everything is bigger in Texas, but that's not always a good thing. A massive new vaping ban is sweeping the state and leaving a lot of ecig fans feeling frustrated. When Governor Greg Abbott signed Senate Bill 97 into law, it happened quietly and most... Read more
New Survey Offers Solid Proof that Vaping Isn't a Gateway to Teen Smoking
E-Cigarette News August 18, 2015 0
If we've heard it once, we've heard it a thousand times. Ecig haters often like to argue that vaping is bad because it will lead teens to become lifelong smokers. Now a new survey is finally setting the record straight once and for all, proving that ecigs are not... Read more
UK's Royal Society for Public Health Reports Ecigs Are No More Dangerous Than Coffee
E-Cigarette News August 15, 2015 0
An estimated 90 percent of UK adults believe nicotine is bad for your health, but a new study from the Royal Society of Public Health tells a different story. In their latest report, the RSPH reveals that nicotine is actually no more dangerous than coffee. These health experts believe... Read more
99 Percent of Vaping Businesses Would "Shudder" From FDA Regulations
E-Cigarette News August 11, 2015 0
American vapers are still waiting to hear the final verdict on how the FDA will regulate electronic cigarettes. This week, American Vaping Association President Greg Conley spoke out about the precarious situation and its potential consequences. Conley pointed out that today's small ecig start ups just don't have the... Read more
UK Smokers Turn to Ecigs and Shun Smoking Cessation Support Services
E-Cigarette News August 8, 2015 0
Electronic cigarettes are wildly popular in the UK these days and they are changing the whole approach to smoking cessation for thousands of people. In the past, smokers would turn to support programs like Smoke Matters to get help when they wanted to kick the habit, but now smokers... Read more
There are currently more than 1.5 billion Muslims in the world and many of these individuals are also smokers. Ecigs offer a tobacco-free alternative and have gradually been embraced in Muslim-majority countries, but that might change in the near future. This week, Islamic authorities announced that using electronic cigarettes... Read more
Peer pressure isn't a new phenomenon among teenagers. For decades, schools have warned kids not to bend to peer pressure and to make smart choices even if it makes them unpopular. However, teens are quick to try to fit in and they usually want nothing more than to be... Read more
CDC Survey Finds That Most US Adults Believe Legal Smoking Age Should Be 21
E-Cigarette News July 25, 2015 0
Across most of the United States, you cannot buy tobacco products until you are 18 years old. However, anti-tobacco advocates believe that raising the legal smoking age to 21 could go a long way to stop youth smoking. The CDC recently surveyed over 4,000 adults to find out how... Read more
The "Vape Expo NJ" has been months in the making, but things went all wrong this weekend when health officials showed up and started issuing citations to promoters, vendors, attendees, and even the expo hall manager. When all was said and done, there were dozens of citations issued totaling... Read more
It only takes a glance at the headlines to realize that electronic cigarettes are booming in popularity. We've seen new vape shops popping up in cities around the world and the Internet is full of vaping related sites and ecig retailers. Now a new study has released some surprising... Read more
One of the greatest joys of vaping is sampling a variety of fun flavors. With a quick glance into any vape shop, you will find flavors resembling a lot of your favorite sweets from gummy bears to Crunch Berries to cotton candy. While eliquid makers are capitalizing on the... Read more
As lawmakers debate how to handle the growing ecig trend, there is a great deal of confusion about whether ecigs are really a better option than smoking. Do ecigs really reduce your health risks? Is vaping really safer than smoking? The National Institutes of Health has issued a $3.6... Read more
Viral Post on Social Media Claims Woman Died After Using Ecigs, But Is It True?
E-Cigarette News July 9, 2015 0
On June 27, a Jacksonville woman took to Facebook to vent her concerns about electronic cigarettes after vaping supposedly killed her 67-year-old neighbor. She wrote that she had just returned from the memorial service and her neighbor died unnecessarily because of "vapor ciggaretts" (sic) that had "coated the folliculs"... Read more
Since ecigs emerged ten years ago, the world has seen a shocking growth in vaping revenue. While ecigarettes were once rare and marginalized, today they are widely accepted and used by current and former smokers worldwide. Now experts from Euromonitor have released new revenue predictions that show ecig revenue... Read more
Last spring, the Food and Drug Administration released a regulatory proposal for electronic cigarettes, but so far, no official rules have been authorized. However, the FDA is obviously still toying with the idea because this week, they announced the intention to regulate e-liquids. The FDA claimed that the growing... Read more
India has a major problem with tobacco use. In fact, health experts have predicted that there will be 1.5 million tobacco related deaths in India by 2020 if nothing changes. Unfortunately, India's lawmakers aren't making it easy for smokers to quit. They have a zero tolerance policy for electronic... Read more
Electronic cigarette users in New York often find themselves in dicey situations. While the state does not explicitly ban vaping in places where smoking is prohibited, many nonsmokers assume that's the way it should be. This has resulted in a lot of disputes in the past year and now... Read more
American Medical Association Calls for FDA to Change Vaping Age Limits
E-Cigarette News June 20, 2015 0
Across most of the United States, you must be 18 years old to buy a pack of cigarettes. Most states also have laws in place to ban the sale of ecigs to minors. However, the American Medical Association believes that the legal age to buy e-cigarettes needs to be... Read more
When you read the latest news coming out of any state, you will undoubtedly see something related to electronic cigarettes. In most cases, the headlines show bans, criticisms, or concerns, often coming from politicians that have never held an electronic cigarette or even read a basic article about how... Read more
The ecig industry is booming and now a new Reuters poll is giving us a better look at the recent growth. According to the survey, 10 percent of Americans now use electronic cigarettes, a massive spike from 2.6 percent of vapers in 2013. So why are people suddenly flocking... Read more
Aside from eliminating tobacco and tar, one of the biggest benefits of switching to electronic cigarettes is the freedom to use them indoors. However, that privilege could seen disappear for ecig users in Wales. A new law would outlaw vaping in all public places including restaurants, bars, workplaces, and... Read more
The World Health Organization (WHO) has historically taken a hard line against electronic cigarettes and been hesitant to tolerate them, much less offer any kind of endorsements. But former WHO health expert, Dr. Derek Yach, believes it's time for that to change. Yach now serves as the head of... Read more
Over the past 25 years plenty of things have changed. We have suffered through economic hardships and financial blessings. As a nation we have followed 4 different presidents. We have also seen the commercialization of the Internet as well as the advent of social media and social networking. Another... Read more
We've all heard the reports about how smoking can causes strokes, heart disease, and cancer. However, some new research has surfaced that points to another sinister threat from tobacco use. After examining the causes of death among more than 100,000 smokers, researchers have found that smoking increases your risk... Read more
North Carolina has historically taken a hard line against electronic cigarettes. Lawmakers have already instituted ecig taxes and age verification requirements. Now they are pushing for a new legislation that would require all eliquids to be sold in child proof packaging with warning labels. As lawmakers are considering the... Read more
There has been a lot of media hype surrounding claims that ecigarettes can produce formaldehyde, a toxic chemical often associated with smoking. However, now a new study by Dr. Konstantinos Farsalinos reveals that ecigs will only produce harmful levels of formaldehyde under "extreme conditions". Dr. Farsalinos set up his... Read more
Have you ever noticed that vaping with certain flavors leaves your lungs feeling a little raw and irritated? This is a common occurrence for vapers and most people attribute it to sensitivity to propylene glycol and they just switch to eliquids made from vegetable glycerin instead. Now new research... Read more
When rumors started swirling that anti-vaping legislation was on the way, Illinois vape shop owner Dirk Critser decided to take action. Critser is the owner of 309 Vapers, the only ecig shop in Galesburg and he runs it with help from his girlfriend and mom. Back in February, Critser... Read more
No More Flavored Ecigs in Sonoma County
E-Cigarette News May 24, 2015 0
The vote was unanimous this week in Sonoma. The City Council has officially approved the Tobacco Retailers Licensing Ordinance, which is essentially an indirect route to classifying ecigs as tobacco products and banning flavored ecigs and eliquids. That's right… Sonoma vapers can kiss their Cotton Candy and Strawberry Crush... Read more
For 21 years, Victoria Sylvestre spent her days in a classroom giving art lessons and teaching various art techniques to high school students. But several years ago, she decided it was time for a change. She had recently discovered ecigs in an effort to quit smoking and she wanted... Read more
When Richmond vape shop Avail Vapor saw that the FDA was still questioning how to regulate ecigs, they decided to get involved. They set up a survey to ask local vapers about their motivations for using ecigs and how vaping impacted their tobacco habits. After collecting answers from 8,500... Read more
As lawmakers worry about the impact of vaping on local teens, some cities are making their own rules. In Victor, New York, that means a new ban on vape shops for the next six months while they determine appropriate vaping legislation for the area. The six-month ban came after... Read more
Most of the time, the media features stories of health experts that are speculating about potential risks of electronic cigarettes. So what happens when the scientists that have actually studied vaping speak out? The answer might surprise you. Take a look at the following comments from five experts that... Read more
With rising concern about the number of teens using tobacco products, Ontario lawmakers are cracking down with a new "Making Healthier Choices Act". The new laws will give Ontario the most stringent tobacco policies in Canada. If the bill passes legislation, it will completely ban flavored tobacco products from... Read more


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Latest Posts:
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I think hadoop-1.0.4 already have snappy included, you should not using other third party libraries.
I use hadoop-1.0.4 I have followed instruction to install hadoop-snappy at
When I run a mapred job I see
FATAL org.apache.hadoop.mapred.TaskTracker: Task: attempt_201211051656_0002_m_000000_3 - Killed : org.apache.hadoop.io.compress.snappy.SnappyCompressor.compressBytesDirect()I
in task tracker log and the job fails.
Any ideas how to fix this issue.
Thanks in advance.


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The Road to Nowhere Art Print by Jack Vettriano
£15.95 In stock
This lithographic art print is based on a painting entitled The Road to Nowhere by Jack Vettriano. With his uniquely nostalgic vision, Vettriano is widely regarded as the most succesful Scottish contemporary artist of our times. Themes: romantic, beach, couple.


text: Bought my I1 lightly used. It worked great initially. Sometime after updating to FW 1.8, the gimbal won't roll at the same rate as the AC which leads to bad video. First dozen or so times setting it up had me with a mental block to turn AC off before connecting gimbal. Could this have done it or is it something else? Thanks for input.