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Advanced Technological Education (ATE)
Program Solicitation
National Science Foundation
Preliminary Proposal Due Date(s) (required):
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
Changes in the ATE program solicitation for FY2005 include:
Program Title:
Advanced Technological Education (ATE)
Synopsis of Program:
This program promotes improvement in technological education at the undergraduate and secondary school levels by supporting curriculum development; the preparation and professional development of college faculty and secondary school teachers; internships and field experiences for faculty, teachers, and students; and other activities. With an emphasis on two-year colleges, the program focuses on the education of technicians for the high-technology fields that drive our nation's economy. The program also promotes articulation between programs at two-year colleges and four-year colleges and universities--in particular, articulation between two-year and four-year programs for prospective teachers (with a focus on activities and disciplines that have a strong technological foundation) and between two-year and four-year programs in science, technology, engineering, and mathematics (also with a focus on disciplines that have a strong technological foundation). Additionally, the program invites proposals focusing on research relating to technician education.
Cognizant Program Officer(s):
Dr.Elizabeth J Teles, Program Director, Division of Undergraduate Education, telephone: (703) 292-4643, email: firstname.lastname@example.com
Dr.Gerhard L Salinger, Program Director, Division of Elementary, Secondary, and Informal Education, telephone: (703) 292-5116, email: firstname.lastname@example.com
Applicable Catalog of Federal Domestic Assistance (CFDA) Number(s):
An individual may serve as the Principal Investigator (PI) on no more than one proposal submitted, but may serve as a co-PI on multiple proposals.
In planning grants for ATE centers and planning grants for Institution-Wide Reform of Technical Education, indirect costs may not exceed 10 percent of modified total direct costs.
The Advanced Technological Education (ATE) program promotes improvement in the education of science and engineering technicians at the undergraduate and the secondary school levels. Proposals to the program may aim to affect either specialized technology courses or core science, mathematics, and technology courses that serve as prerequisites or corequisites for specialized technology courses. The curricular focus and the activities of all projects should demonstrably contribute to the ATE program's central goals: producing more science and engineering technicians to meet workforce demands, and improving the technical skills and the general science, technology, engineering, and mathematics (STEM) preparation of these technicians and the educators who prepare them.
The ATE program focuses on two-year colleges and expects two-year colleges to have a leadership role in all projects. Effective technological education programs should involve partnerships between two-year colleges, four-year colleges and universities, secondary schools, business, industry, and government, and should respond to industry's need for well-prepared workers having adaptable skills.
Fields of technology supported by the ATE program include, but are not limited to, agricultural technology, biotechnology, chemical technology, civil and construction technology, computer and information technology, electronics, environmental technology, geographic information systems, manufacturing and engineering technology, marine technology, multimedia technology, telecommunications, and transportation technology. The ATE program generally does not support projects that focus primarily on students who will become health or medical technicians.
The nation's economic prosperity hinges on the fields served by the ATE program. Many of these fields also play a vital role in national security. For example, information technology specialists and telecommunications technicians confront threats to computer, information, and Internet security and contribute to intelligence gathering; environmental technicians measure air, water, and soil quality for adulteration by chemical and biological agents; biotechnicians, agricultural technicians, and chemical technicians monitor and thwart biological and chemical threats and threats to the nation's food supply; and process technicians develop, enforce, and improve the security of manufacturing processes, including safeguarding materials and data.
Activities undertaken in ATE projects may include:
Activities may have either a national or a regional focus, but not a purely local one. All projects must be guided by a coherent vision of technological education--a vision that recognizes the needs of the modern workplace, of students as lifelong learners, and for articulation of educational programs at different levels. The program especially encourages efforts that give prospective technicians insight into real-world work environments; serve the needs of not only first-time students but also returning students and workers wishing to acquire new skills; implement the national science, mathematics, technology, and industry standards in education; use information technology and other educational technologies to improve learning and teaching; and link educators and educational programs in two-year colleges, four-year colleges and universities, secondary schools, business and industry.
The ATE program specifically welcomes proposals for developing comprehensive articulation agreements between two-year and four-year institutions either to strengthen the technological knowledge and skills and the science and mathematics preparation of future K-12 teachers or to facilitate the transition of students from STEM associate's degree programs to related bachelor's degree programs, especially those having a strong technological basis.
The ATE program also invites proposals for National Centers of Excellence in all technological fields supported by the program, as well as Regional Centers in information technology and manufacturing education, two areas of technology that have been identified for special emphasis.
This is the 11th year of the ATE program. Nearly 550 ATE projects have been supported to date and provide a base upon which future ATE projects should build. Information about these projects can be found on the ATE web site (https://www.nsf.gov/ATE). In addition, a large-scale evaluation of the ATE program has been performed by the Evaluation Center at Western Michigan University and includes several research studies on best practices in technician education. Proposers should visit http://ate.wmich.edu for information on evaluation and best practices and build proposals on this evaluation and research base. The ATE program invites proposals that focus on research relating to the education and career pathways of students served by these programs, how career choices are made, and the impact of programs on business and industry. The program also invites proposals to investigate the effects of advanced technological education on increasing the diversity of K-12 students prepared to study in these fields and on changes in teaching and learning in technical and academic courses.
The ATE program supports proposals in three major tracks: ATE Projects, ATE Centers, and Articulation Partnerships. Although these tracks are expected to encompass most of the activities supported by the program, people who have ideas for other activities are invited to contact an ATE program officer to explore whether those ideas might be appropriate for funding by the program. Proposals in all tracks should demonstrate a thorough awareness of previous relevant ATE grants as well as research in the field. Whenever feasible, projects should utilize and innovatively build from successful educational materials, courses, curricula, strategies, and methods that have been developed through other ATE grants, as well as other exemplary resources (including those not supported by NSF) that can be adapted to technological education. Proposers should contact the Principal Investigators (PIs) of previously funded projects to explore the possibilities for adapting materials, evaluating materials, receiving guidance, or collaborating in other ways, such as conducting research projects which focus on the effectiveness of technician education.
1. ATE Projects
While ATE Centers are comprehensive in scope, ATE Projects focus more narrowly on one or more of the six activities described below. Multifaceted projects that cut across these activity categories are especially encouraged. For all activities, proposers should thoroughly explore possibilities for adapting and implementing proven materials and methods. Grants for ATE Projects range from $25,000 to $300,000 per year and have a duration of up to three years, except as noted below for Large Scale Materials Development (LSMD) and for conferences, workshops and special activities.
The ATE program also supports a small number of conferences, workshops, and special similar activities that lead to a better understanding of issues in advanced technological education. Typically, these are short-duration events and are national or international in scope.
Program Improvement: These efforts should increase the relevance of technician education to modern practices and assure an increased number of students entering the high performance workplace with enhanced competencies.
Proposed activities for program and department projects should enhance a curriculum in multiple ways, producing a coherent sequence of classes, laboratories, and work-based educational experiences that revitalize the learning environment, course content, and experience of instruction for students preparing to be science and engineering technicians. Employers must be involved, and the resulting program should constitute a model that will be disseminated broadly. The improved program should lead students to an appropriate associate degree, or specific occupational competency or certification embedded in an associate degree program, provide business and industry with a larger pool of skilled technicians, and induce an increased proportion of students who enroll to complete programs. Components of the program improvement process might include, for example, integrating industry standards and workplace competencies into the curriculum; adapting educational materials or courses developed elsewhere; adding rigorous STEM content to courses; adding work-based experiences; modernizing equipment; incorporating appropriate pedagogical approaches; providing professional development for educators; improving articulation between programs at secondary schools and two-year college programs, and providing pathways to four-year college or university programs; and improving the recruitment and retention of students. Innovative programs that provide faster tracks to demonstrated competencies are encouraged--for example, programs that restructure courses and curricula into modules, tracks, or blocks to provide students a step-wise approach to a two-year degree, with multiple exit and reentry points defined by certifications or competency assessments.
The ATE program also offers grants for planning efforts leading to Institution Level Reform of Technician Education (ILRTE). Many institutions need to undertake substantial reorganization to meet contemporary challenges. These planning grants (up to $150,000 for 24 months) enable institutions to reformulate, streamline, and update technician degree programs at their institutions to meet the emerging educational needs of U. S. industry. ILRTE proposals should be designed to plan to transform the institutional mission, organizational structure, policies and procedures, and curricula; strengthen faculty; and enhance connections with industry.
Proposals may pursue a range of activities related to contemporary issues and changes facing technician education:
ILRTE proposals require a letter of commitment from the Chief Academic Officer at the institution. Participation by academic administrators and significant faculty involvement on the leadership team are essential and expected. Institutions should be prepared to participate in separately funded studies of ILRTE projects.
For these planning grants, indirect costs are limited to no more than 10%.
Professional Development for Educators: The ATE program supports projects that provide current secondary school teachers and college faculty with opportunities for continued professional growth in areas that directly impact advanced technological education. These projects should be designed to enhance the educators' disciplinary capabilities, teaching skills (including skills in using information technology and other educational technologies to enhance instruction), vitality, and understanding of current technologies and practices. Activities typically include workshops, intensive seminars, industrial internships, or a combination of these. Such activities typically last from a few days to several weeks and are usually conducted in the summer, with follow-up activities during the academic year. To effect long-term change, these projects should normally span at least two academic years. The program particularly encourages activities that involve secondary school teachers and two-year college faculty working together. Evaluation should demonstrate changes in practice of participating faculty and teachers.
Curriculum and Educational Materials Development (for National Dissemination): Proposed activities should affect the learning environment, course content, and experience of instruction for students preparing to be science and engineering technicians and for their teachers. Projects result in new print, electronic, and multimedia materials, including simulations, scenarios, web-based collections, etc. as well as laboratory experiments and manuals. It is expected that products will be developed with input from industry, validated by industry experts, field tested in diverse locations, and validated in terms of their effectiveness in meeting learning goals. Educational materials and curricula that offer students innovative high-quality learning experiences through distance education are encouraged. A project's focus may range from the revision or adaptation of existing educational materials to the creation of entirely new ones; from the a few modules at a single educational level to a comprehensive curriculum for multiple years; from a single subject to integration of several disciplines.
The ATE program also anticipates funding a few Large Scale Materials Development (LSMD) projects that could exceed the financial limits noted above. These projects may target course sequences or multiple courses that are integrated and taken concurrently, or major changes in teaching strategy. They should be research-based, build upon cognitive science, leverage existing resources, and respond to documented national needs. The materials may be pilot tested locally, but field tests should be done in diverse locations. The evaluation must include measures of increased student learning of content and processes and have input from business and industry. A realistic national dissemination strategy must be described. The size of the budget and the duration of the work plan should be in proportion to the importance and scope of the proposed work. Preliminary proposals should clearly identify that they are for LSMD, and full proposals should be submitted to this category only if a preliminary proposals was submitted to LSMD.
Technical Experiences: Well-designed technical experiences typically allow educators or students to get hands-on exposure to applications of science, technology, engineering and mathematics; interact closely with working scientists, mathematicians, engineers, and technicians; engage in the actual practice and thought processes of science, engineering, and technology (formulating problems and questions, designing appropriate models, troubleshooting, and using technological tools); and become acquainted with the environments of two-year colleges and other academic institutions, businesses and industries, government laboratories, and other research organizations. Projects ideally should provide a balance of classroom, laboratory, and field experiences and should foster collaboration among peers. Student-faculty teams are particularly encouraged to participate in technical experiences and to translate those experiences into meaningful classroom activities that introduce other students to the role of technicians in the workplace.
Laboratory Development: The ATE program supports the development of innovative methods for using laboratory and field exercises and technical experiences to improve students' understanding of basic principles and for using modern instrumentation, new technologies, or applications of instruments that extend their instructional capability. The program also encourages the establishment of equipment-sharing arrangements through consortia or ATE centers. For some proposals, instrumentation-only requests might be appropriate; however, innovative laboratory development usually entails the concurrent adaptation or development of educational materials, courses, or programs. Proposals whose primary rationale is financial need or the replacement of equipment at the same level of capability are not appropriate.
Research: The ATE program is committed to applied research that assesses the effectiveness and impact of funded efforts in enhancing technician education. The purpose of these applied research projects is to ensure that the ATE program itself and its projects are informed by, and grounded in, educational research. The feedback helps all ATE projects benefit from this knowledge, strengthens the portfolio and identifies new programmatic directions. Research studies are separate efforts that grow out of a group of completed projects or from questions that arise through analysis of an issue of priority to ATE. Proposals should be based on a research design that incorporates appropriate and proven methodologies and strategies to (1) identify the research questions, (2) implement the collection and analysis of data, (3) interpret the resulting measures and findings generated by the study, and (4) address the impact on business and industry. These studies should address the unique challenges and opportunities posed by the broad variety of technician education programs, the diversity of two-year colleges that offer them, and the diversity of students in them. Studies could also determine the effects of the ATE program on student recruitment and retention; changes in the way faculty teach; or changes in college structures. Researchers with interests in adult learning for technical careers are especially encouraged. People who have experience and expertise in designing and implementing such studies should be in the project leadership. Teams of STEM specialists and social scientists or others well-versed in research design are also encouraged. The intent of the proposed research should be to identify factors (including departmental/institutional) that lead to programs and/or instructional materials that prepare technicians for the high performance workplace. Outcomes should inform the education and business and industry community, including faculty, administrators, business and industry partners, policymakers, and parents, enabling them to guide better the future development of learning experiences for technician education. They should also foster the retention and academic success of diverse students in technician programs.
2. ATE Centers
ATE centers are comprehensive national or regional resources that provide models and leadership for other projects and act as clearinghouses for educational materials and methods. They are typically cooperative efforts involving two-year colleges, four-year colleges and universities, secondary schools, business, industry, and government. Proposals for centers must clearly articulate a vision of technological education for the future and must describe a workable plan for achieving that vision during the period of NSF funding and for sustaining it afterwards. Proposals for ATE centers should be based on a three-pronged alliance of support from (1) NSF, (2) the proposing educational institution or consortium, and (3) businesses, industries, and/or other government agencies or laboratories. Depending on the quality of proposals received and the availability of funds, the ATE program anticipates making awards of the following sizes and durations:
(Within the total proposed budget for a center, experience suggests that the annual budgets should increase during the first three years as the center's activities increase.)
In addition, the ATE program anticipates making up to 10 new planning grants to fund the development of well-formulated plans for future national centers in any technological field supported by ATE or regional centers in manufacturing or information technology education. Planning grants are made for up to $70,000 and have a duration of one to two years. A proposal for a planning grant should clearly describe the activities that will take place during the planning period. It should also provide details about the workforce demands that the prospective center will address, the organizations that will be (or will likely be) partners in the center, the core faculty members or administrators who will manage the center, and the criteria that will be used to judge the proposer's readiness to form an ATE center at the end of the planning period. The proposal should also outline plans for identifying and enlisting faculty and representatives from business or industry to provide intellectual leadership for the center's various activities. Planning-grant proposals need not present elaborate plans for evaluation and dissemination.
National Centers of Excellence: National Centers of Excellence may vary in size and disciplinary coverage but must have a national impact. In particular, a National Center should bring together a broad array of institutions that offer programs in the area of technology on which the center focuses. National Centers typically engage in the full range of activities associated with ATE Projects (see Section A.1 above). They are expected to develop high-quality curricula for the high-performance workplace; to provide professional development for educators to support the utilization of these resources; and to disseminate their products through commercial publishers, journals, conferences, workshops, electronic networks, and other means. Centers must also have well-developed strategies for recruiting, retaining, and placing students preparing to be science and engineering technicians. Proposals should present a detailed plan for advancing the ATE program's mission and emphases; proposals for Centers must articulate a vision for sustainability and describe a realistic process for attaining it. In particular, the proposals should lay out significant plans for:
Regional Centers for Manufacturing or Information Technology Education: Manufacturing and information technology (IT) are central to maintaining the economic competitiveness of the United States in the 21st century. ATE Regional Centers for manufacturing or IT education are designed to impact the nation's economy and workplace through the comprehensive reform of technician education in these critical areas.
These centers are expected to focus mainly on reforming academic programs, departments, and systems to produce highly qualified workers who meet industry's needs within a particular geographic region and who also meet national industry and academic skill standards appropriate for the region's employers.
A Regional Center must involve multiple academic institutions. Each center should lead systemic reform in the manufacturing or IT programs at all or most of the academic institutions in a region, engaging a majority of the region's college faculty and secondary school teachers in the relevant discipline(s). Each center's activities must be designed to have a clear, measurable impact on the region's workforce needs in manufacturing or IT; and the center must have mechanisms for measuring the number and quality of students who are recruited, achieve competencies in relevant areas, receive industry certifications (when relevant), participate in internships, graduate, and find appropriate employment. The Centers should also have a measurable impact on the educational institution involved. Center leaders should also be prepared to contribute to longitudinal studies that examine students' performance in the workplace and measure employers' satisfaction with graduates.
In conjunction with business and industry partners, each center should undertake activities that address:
Resource Centers: A Resource Center should constitute a highly visible source of materials, ideas, contacts, and mentoring in a particular field of technological education, and the proposers should have already made substantial, high-quality contributions in an area of technological education. These centers (1) serve as clearinghouses for, and broadly distribute, the exemplary educational materials, curricula, and pedagogical practices adapted or designed by previously funded ATE centers and projects and (2) provide support and mentoring for institutions that wish to start or improve educational programs in a particular field of technology. Generally, only ATE national or regional centers and exemplary ATE projects that have already completed their original grants are well-positioned to become Resource Centers.
3. Articulation Partnerships
This track promotes initiatives at two-year colleges, in partnership with four-year colleges and universities, to expand two important educational pathways. One type of articulation partnership aims to impact two-year college programs for prospective K-12 teachers (with a focus on activities and disciplines that have a strong technological foundation), and the other type of partnership targets two-year college programs for students who continue their education in four-year STEM degree programs, especially programs that have a strong technological basis. With leadership based at two-year colleges, these articulation partnerships should enhance the ability of two-year college students to transfer to four-year programs and should improve the quality of these students' preparation in STEM. Grants for Articulation Partnerships range from $50,000 to $100,000 per year and have a duration of three years, except as noted below for Large Scale Teacher Preparation (LSTP) projects.
Teacher Preparation: Because many of the nation's teachers begin their professional education and complete a significant portion of their required science and mathematics course work in two-year colleges, the resources of these institutions must be utilized fully if the national need for a teaching force well-prepared in science, mathematics, and technology is to be met. (See the report Investing in Tomorrow's Teachers: The Integral Role of Two-Year Colleges in the Science and Mathematics Preparation of Prospective Teachers [NSF 99-49].) Moreover, the nation's technological future depends not only on highly qualified technicians, engineers, and scientists, but also on K-12 teachers who are technologically literate and have been exposed to the range of advanced technologies used in the modern workplace and supported by the ATE program.
Projects must involve both two-year and four-year institutions and should aim to increase the number, quality, and diversity of prospective K-12 science, mathematics, or technology teachers in preprofessional or paraprofessional programs at two-year colleges; improve the prospective teachers' technological literacy; improve their understanding of advanced technologies used in the modern workplace; and strengthen their preparation in science and mathematics (since science and mathematics provide critical underpinnings for advanced technological education). Paraprofessional programs should provide pathways to a four-year degree. The ATE program particularly encourages efforts that target prospective middle school and high school technology teachers.
Projects should focus on activities such as recruiting students, improving systems for advising and mentoring, developing high-quality STEM educational materials, engaging pre-service and in-service teachers in joint activities, and connecting two-year college programs for prospective teachers with other organizations (such as businesses, laboratories, professional societies, and museums) that have a stake in STEM education. Each project's evaluation plan must include metrics for the recruitment of prospective K-12 teachers, the transfer of those students into four-year teacher preparation programs, and the improvement in those students' preparation in science, mathematics, and technology. Project leaders should also be prepared to contribute to longitudinal studies that track students beyond the grant period, in order to measure the number who graduate with teaching credentials, find positions in K-12 schools, and demonstrate successful performance in the classroom.
The ATE program also anticipates funding a few Large Scale Teacher Preparation (LSTP) projects that could exceed the limits above. These could focus on state systems of two- and four-year colleges or multiple two- and four-year institutions working together on teacher preparation activities as described above. The size and duration should be in proportion to the importance of the proposed work. Preliminary proposals should clearly identify that they are LSTP, and full proposals should only be submitted in this category if a preliminary proposal for LSTP was submitted.
Articulation Between Associate's Degree and Bachelor's Degree Programs: The ATE program supports partnerships in which two-year colleges work with four-year colleges or universities to develop, implement, and evaluate model programs that enable students to make a successful transition from a STEM associate's degree program to a related bachelor's degree program. Like other ATE projects, these partnerships should involve industry. The partnerships should aim to produce highly skilled technicians with bachelor's degrees and/or highly qualified bachelor's degree graduates in science, mathematics, or engineering who are well-prepared for employment in the technical workplace. Projects that involve curricula central to technician education are strongly encouraged. Such projects might involve, for example, joint activities between students in programs with different educational requirements (e.g., engineering and engineering technology); "reverse transfer" arrangements in which students in a four-year degree program take technical courses in a two-year college; or students' transition from a two-year degree program to a four-year program from which graduates enter the workforce as technicians or technologists. Project activities must constitute an innovative approach to articulation that can be disseminated and implemented broadly. For example, activities might focus on designing and implementing "bridge" programs, creating or reengineering curricula to respond to emerging workforce needs, attracting students into programs, or bringing together two-year and four-year college faculty in the design and implementation of new courses and programs. Proposals should explain the rationale for the particular partnership that is proposed, describe existing barriers to effective articulation, detail a plan for overcoming those barriers, demonstrate strong institutional commitments to the new curricular arrangements that would come out of the project, estimate the project's impact on the number of students (or workers) going on to complete STEM bachelor's degrees, and describe the evidence that will be used to evaluate the project's impact on student transfers, degree production, workforce enrichment, and student learning.
The categories of proposers identified in the Grant Proposal Guide (Chapter 1, Section C) are eligible to submit proposals under this program solicitation. Two-year colleges and other associate degree-granting institutions are especially encouraged to submit proposals, and all proposals are expected to include one or more two-year colleges in a leadership role. A proposal from an informal consortium of institutions should be submitted by one member of the consortium; a proposal from a formal consortium--such as a community college system or school district--should be submitted by the consortium.
An individual may serve as the Principal Investigator (PI) on no more than one proposal submitted for each deadline date, but may serve as a co-PI on multiple proposals.
Preliminary Proposals (required):
Preliminary Proposal Deadline Date: April 21, 2004 (optional except for LSMD and LSTP)
The submission of a preliminary proposal is required for LSMD and LSTP proposals, and recommended but not required for all other proposals. Preliminary proposals are read by experienced reviewers and NSF staff. On the basis of these readers' judgment of the likelihood that a full proposal based on the preliminary proposal could be successful in the formal peer review process, NSF will either "encourage" or "discourage" the submission of a full proposal. This is an advisory opinion only; a proposer may submit a formal proposal even if NSF recommends against it. The ATE program anticipates being able to return reviews of preliminary proposals within approximately ten weeks after the deadline date. These reviews will provide comments to help proposers strengthen their ideas and project plans before submitting a full proposal.
Preliminary proposals must be submitted through FastLane. A preliminary proposal must include the following sections/forms:
A preliminary proposal should not include the following sections/forms:
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 (301) 947-2722 or by e-mail from email@example.com.
When preparing proposals (both preliminary and full), proposers should
follow the GPG's guidelines for format and content except where the
instructions below specifically allow a departure from the GPG. The
following guidance on particular sections of the proposal supplements
the guidance found in
GPG, Chapter II, Section C.
Proposers are reminded that the Project Summary must explicitly address, in separate statements, both NSB-approved merit review criteria; the statements should contain the phrases "intellectual merit" and "broader impacts." Proposals that do not separately address both merit review criteria within the one-page Project Summary will be returned without review.
Because proposals submitted in response to this solicitation will be reviewed by panel review instead of mail review, there is no need for proposers to submit a list of suggested reviewers unless an NSF program officer specifically requests it.
Certain special types of proposals described in the GPG--i.e., Small
Grants for Exploratory Research (SGER) proposals (see GPG,
Chapter II, Section D.1), Equipment Proposals (see
GPG, Chapter II, Section D.4), and Accomplishment-Based Renewal (ABR) proposals (see
GPG, Chapter V, Section B.2)--are not appropriate for the ATE program. Collaborative Proposals (see GPG, Chapter II, Section D.3) should in most cases be submitted as a single proposal. Under unusual circumstances, Collaborative Proposals involving the simultaneous submission of proposals from different organizations will be accepted in the formal proposal cycle. The lead proposer must obtain advance written approval from an ATE program officer to submit such a proposal, and the collaborating organizations must exactly follow the instructions for electronic submission specified in
GPG, Chapter II, Section D.3.b. The project titles of the related proposals must be identical and must begin with the words "Collaborative Project," and the combined budgets of the related proposals should conform to the typical award sizes specified in this solicitation. These simultaneous Collaborative Proposals will be treated as a single proposal (with a single Project Summary, Project Description, and References Cited) during the review process.
Proposers are reminded to identify the program announcement/solicitation number (04-541) 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.
Indirect Cost (F&A) Limitations:
In planning grants for ATE centers and planning grants for Institution-Wide Reform of Technical Education, indirect costs may not exceed 10 percent of modified total direct costs.
Other Budgetary Limitations:
Funds requested for equipment (computers, computer-related hardware, software, laboratory or field instrumentation, and scientific or industrial machinery) must not exceed $100,000 or 10 percent of the total NSF funding request, whichever is larger. NSF funds may not be used to support expenditures that would normally be made in the absence of an award, such as costs for routine teaching activities (including curriculum development) and laboratory upgrades.
NSF project funds may not be used for:
Workshops: In proposals that involve professional development workshops, it is generally expected that the home institutions of the participants will bear the cost of travel to and from the workshop. However, some travel costs may be included in project budgets. Costs for subsistence (lodging and meals) during the workshop may be included. In addition, funds may be requested for a stipend of up to $100 per workshop day for participants; requests for such stipends must be specific to the target audience and must be fully justified--for example, to assure participation by faculty with few professional development opportunities or from resource-poor institutions.
The use of NSF funds to hire substitute teachers is allowed under the following conditions: (1) it is necessary to meet the goals and objectives of the project; and (2) it can be documented that the substitute teachers are directly replacing teachers participating in the NSF-funded project. Substitute teachers should be paid in accordance with established school district policies, and in lieu of paying the teachers participating in the project. Records must be maintained on the hiring and use of substitutes.
Note that indirect costs may not be charged on participant support costs.
National Visiting Committee: For large projects (generally those requesting a total of $750,000 or more), the budget should include provisions for a National Visiting Committee (NVC) to visit the project on an annual basis. An NVC is a group of experts who provide advice to the project staff, assess the plans and progress of the project (and make reports both to the project leadership and to NSF), and enhance the dissemination of the project's products. Typically, ATE Projects enlist four to six members for an NVC, and ATE Centers enlist eight to ten. After an award is made, an NSF program officer will work with the grantee to finalize NVC membership. But the proposal should address how the NVC will be used in the project. (Additional information describing the role of NVCs can be found at http://www.wmich.edu/evalctr/ate/NVC%20Handbook%20Final%20ceh%2010_09_03.pdf ;information describing ATE Centers advisory boards can be found at http://www.wmich.edu/evalctr/ate/adv-comm.html.
Proposals must be submitted by the following date(s):
Preliminary Proposals (required):
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
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: http://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:
For the ATE program, questions such as the following are often relevant to evaluating proposals in terms of NSF's merit review criteria
Intellectual Merit
Broader Impacts
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.
In most cases, proposers will be contacted by the Program Officer after his or her recommendation to award or decline funding has been approved by the Division Director. This informal notification is not a guarantee of an eventual award.
NSF is striving to be able to tell applicants whether their proposals have been declined or recommended for funding within six months. The time interval begins on the date of receipt. 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 (301) 947-2722 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.
To assist NSF in evaluating the ATE program and meeting the reporting requirements of the Government Performance and Results Act of 1993, the PI must also respond annually to a survey that requests information about the number and characteristics of students and educators that have been affected by the project; the retention, graduation, and placement rates for students; the project's impact on workforce needs; awards and other measures of the quality of the project's products and activities; and other indicators of the project's effect on the quality and quantity of technicians being educated for the high-tech workplace. NSF will provide guidelines for the collection and reporting of data. (NSF may use an external evaluator to gather and analyze the data.)
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:
Dr.Elizabeth J Teles, Program Director, Division of Undergraduate Education, telephone: (703) 292-4643, email: firstname.lastname@example.com
Dr.Gerhard L Salinger, Program Director, Division of Elementary, Secondary, and Informal Education, telephone: (703) 292-5116, email: firstname.lastname@example.com
For questions related to the use of FastLane, contact:
FastLane Help Desk, telephone: (800) 673-6188, email: email@example.com
Ms.Antoinette Allen, Computer Specialist, Division of Undergraduate Education, telephone: (703) 292-4646, 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 Division of Undergraduate Education has compiled a short list of other funding opportunities for undergraduate STEM education, which can be found on the Web at http://www.ehr.nsf.gov/ehr/due/links/other_programs.asp.
Funding opportunities in the Division of Elementary, Secondary, and Informal Education can be found at http://www.ehr.nsf.gov/esie/.
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.
The National Science Foundation, 4201 Wilson Boulevard, Arlington, Virginia 22230, USA


text:
LONDON, Dec 13 (Reuters) - British retailer Marks & Spencer said on Tuesday its chairman Robert Swannell has informed the board he plans to retire in 2017, having served six years in the post.
The clothing and food group said Vindi Banga, its senior independent director, would lead a process to identify and appoint the next chairman.
Swannell will continue in his role until this process is complete.
"A year ago we chose Steve Rowe as our chief executive. Steve completed a thorough analysis of the business and developed a detailed plan to build a simpler and more relevant M&S," said Swannell.
"This plan is now underway and I feel that it is the right time for the business to look for a new chairman." (Reporting by James Davey; editing by Sarah Young)

subset: commoncrawl


text:
Devils Tower Meteor Shower
The Eta Aquarids Meteor Shower over Bear Lodge, also known as Devils Tower, in the Black Hills of Wyoming. To get this image I travelled 7 hours with a friend to Wyoming from Denver to photograph the meteor shower. Using the Star Walk app on my phone I knew the tower would be a perfect spot to line up the Milky Way as a background to the meteor shower. The first night of photographing I was much further from the tower and knew I wanted it to be more prominent in the next night of shooting. I found a spot along the paved loop trail and set up the next night at the base of a boulder field. To create the image I used a spotlight to light paint the tower and combined those images with 8 more captured throughout the night using a remote timer.


text: Reaction kinetics is central to the study of chemistry. Kinetic studies can provide both an insight into the detailed molecular mechanisms of elementary reactions and practical information which can be used to unravel complex chemical problems such as the formation of the ozone hole. This modern, accessible text begins with an introduction to the importance and relevance of chemical kinetics, and then describes and explains the experimental and theoretical studies of elementary reactions. The applications of kinetics to complex phenomena such as chain reactions and photochemistry are then described, emphasizing how these systems are built up of individual elementary reactions. Examples from the fields of chain reactions, atmospheric chemistry, explosions, oscillating reactions, and photochemistry are then explored in greater detail. Worked examples and problems throughout the text allow students to obtain a detailed understanding of the field. Boxed inserts explain advanced topics more clearly.


text:
Her quizzes
User hasn't taken any quizzes
Profile link:
Story about Juta Montenegro
My name is Juta Montenegro, I'm female and 37 Years old. My Sign of Zodiac is capricorn. I live in Estonia. On Flirtic.com I've been registered for 17.11.2012 years.
If our iterests match, you can send me a message, make a gift or invite for a date.
I speak estonian. My mother tongue is estonian.
Juta Montenegro
Was online 13.05.2013
She is not a VIP user. Send her VIP as a gift and you'll see your name here
|Aim of acquaintance:
|Yet to be answered
|Interested in:
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Do not participate in Top 100. Reason:
Has no profile pictures


text:
Re: Susannah Flickinger b. Pa.
In reply to:
Re: Susannah Flickinger b. Pa.
I purchased my copy from the Higginson Book Company several years ago. I got the address from an ad in one of the genealogy magazines - Everton's. I don't know if they still reprint it (@ that time they only reprinted every so often). The telephone # 978-745-7170, FAX 978-745-8025, web page www.higginsonbooks.com (this is from 1998 - can't verify still accurate). You might want to check with a local library or historical society, especially in Berks or Lancaster Co's, as they might have a copy in their reference section. The author hypothesizes that the 4 original Flickingers he researched might be related as they probably came from the same region in Europe, but the Lancaster Co branch is not directly connected (per his research) to my branch that settled in Berks Co initially then moved to Perry Co. Will gladly check my book for any references if you send me your names/dates/etc.
Good Luck!


text:
Listing Courtesy of Jim Maloof Realty Inc
Listing information
- Stories: 0
- Foreclosure: No
- Style: Lot/Land
- Parking Type Description: None 0 cars
- Estimated Annual Taxes: $64
- Status: Active
- New Construction: No
- County: Marshall
Area Lake Wildwood / Varna
Backup Package (Y/N) No
Basement Bathrooms (Y/N) No
Basement Description None
Building(s) on Land No
Current Use Platted, Recreational
Farm No
Franchisor Feed(y/n) No
Frontage/Access Public Road
General Information School Bus Service
Known Existing Liens Right of First Refusal
Lot Size .25-.49 Acre
Other Front Footage - 130, Min Req/Sq Ft By Covenant (1 Story) - 800, Min Req/Sq Ft By Covenant (2 Story) - 650, Special Service Area - N, Tax Year - 2016, Total Listed Lots Avail - 1, Township - Roberts, Zoning Type - Singl
Ownership Fee Simple w/ HO Assn.
Possession Closing
Potential Use Recreational, Residential-Single Family
Property Type Land
Road Surface Tar/Gravel
Special Assessments N
Special Compensation Info. None
Utilities To Site Electric Nearby, Septic System Required, Water-Community, Water-Nearby
Waterfront (Y/N) No
Listing Courtesy of Jim Maloof Realty Inc


text:
Vintage Florals
Perfect to send thanks to family and friends!
Printed on 110lb white or cream cotton stock or kraft recycled stock, these folded birthday cards measure 5 by 3.5 inches when folded and come with matching matte envelopes.
Choose an envelope color.
Matching address labels can be added to your order below.
Have a questions about this design?
Contact us at email@example.com.


text:
Ghost work
the tasks and duties of laid-off or fired employees that must then be done by the remaining employees
The ghost work has been taken on by surviving employees, without their former colleagues' expertise.
Tagged: g
Read Also:
- Ghostwrite
[gohst-rahyt] /ˈgoʊstˌraɪt/ verb (used with or without object), ghostwrote, ghostwritten, ghostwriting. 1. to write as a ghost writer. /ˈɡəʊstˌraɪt/ verb -writes, -writing, -wrote, -written 1. to write (an autobiographical or other article) on behalf of a person who is then credited as author Often shortened to ghost
- Ghost-writer
noun 1. a person who writes one or numerous speeches, books, articles, etc., for another person who is named as or presumed to be the author.
- Ghoul
[gool] /gul/ noun 1. an evil demon, originally of Oriental legend, supposed to feed on human beings, and especially to rob graves, prey on corpses, etc. 2. a grave robber. 3. a person who revels in what is revolting. /ɡuːl/ noun 1. a malevolent spirit or ghost 2. a person interested in morbid or disgusting […]
- Ghoulish
[goo-lish] /ˈgu lɪʃ/ adjective 1. strangely diabolical or cruel; monstrous: a ghoulish and questionable sense of humor. 2. showing fascination with death, disease, maiming, etc.; morbid: ghoulish curiosity. 3. of, relating to, or like a or ghouls. /ˈɡuːlɪʃ/ adjective 1. of or relating to ghouls; morbid or disgusting; unhealthily interested in death adj. 1840, from […]


text:
Real challenge comes with late spring freezes
killer freeze – to make a vineyard like this struggle. struggle.in texas, it's true the weather can wreck the wine industry. industry.there are 280 family-owned vineyards in the state.they generate 1.35 billion dollars each year for our economy… and employ more than nine thousand people in the process. process.today, kxan's josh hinkle travelled back to flat creek to see how the owner is weathering what could be ahead. 3 madelyn naber: "looks like it's winter in the vineyard." brown and brittle, the rows of grape vines at flat creek estate are waiting for better weather.trooper, this vineyard's mascot, has the same idea.naber: "he picks his place in the sun hand talks someone into bringing his bed and blanket over to make sure he's cozy."you'll find him here, while owner madelyn naber walks the fields, wondering if she'll have to purchase grapes from other vineyards again. again.naber:
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text:
Leo Varadkar: Health plans for migrants 'on the agenda'
Health Minister Leo Varadkar has said the HSE is currently preparing for an influx of up to 4,000 asylum seekers but no definite health plans are currently in place.
Speaking to the Herald, Mr Varadkar said a joint working group was discussing the issue but added that money had yet to be set aside for any projects.
"It is on the agenda. There is currently a joint working group involving the different parties working on it and the HSE is on that group," he said.
When asked if the projects had any monetary value attached to them he said no.
Director of the Migrants' Right Centre Edel McGinley has hit out at Mr Varadkar's comments and has branded what she calls "a lack of transparency from the Government" a reason for "concern".
Ms McGinley said that access to "doctors and counsellors" is vital for those arriving in the country, as many will have spent months on the road or living in campsites across the continent.
"People arriving will need access to psychological and physical medical services," she said. "At the moment, we don't know what will be in place for them.
"The last thing we have really heard from the Government is that we will be taking 4,000 people, which isn't enough.
"We still don't know how or where they will be housed.
"We have still not been given answers as to whether they will be placed in direct provision where we already have 4,500 left stranded in limbo," she said.
"What we need is transparency and openness. The for-profit system we currently have for housing migrants is not working and is not acceptable. We can't see a repeat of that in the future."
Last Thursday, Mr Varadkar signed regulations to exempt asylum seekers who were currently living in direct provision from paying the prescription charge levied on medical-card holders.
The move came after a recommendation from the working group, which expressed concerns surrounding asylum seekers suffering from chronic illnesses.
The Dublin West TD said that the decision was made after it came to light that refugees were struggling to meet the charge, which equates to €2.50 per item, from their weekly payment of just €19.10.
Mr Varadkar said last week that the exemption would help to "relieve some of the financial burden on people living in direct provision, who previously were obliged to pay the charge from limited State support".
The exemption was one of the recommendations made by a Department of Justice working group in a report published last week. The only current exemptions are for children in the care of the HSE.
Those on the methadone programme are also covered.
The first wave of asylum seekers are to arrive in the country later this week.
Priority is to be given to unaccompanied minors, the Government said, with family reunification also a key plank of the emergency response, which will ultimately add to the initial commitment.
Justice Minister Frances Fitzgerald has said that special arrangements are being put in place to care for children who arrive without parents, guardians or relatives.
"Ireland has always lived up to its international humanitarian obligation and we are fully committed to playing our part in addressing the migration crisis facing Europe," she said.
"We have all been shocked and upset at the scenes witnessed in southern and central Europe and the distressing scenes during rescues in the Mediterranean. It is only right that we do all we can as a nation to help," she added.
The resettlement programme is part of European Commission plans to move 160,000 migrants around the continent.


text:
More than once when I was heading PR at construction software developer BIW Technologies, I had to assert the company's position in the face of misleading claims by competitors, but the process was sometimes very slow. We were reacting to printed claims in trade magazines, and had to react by writing letters to the publications' editors …
Tag Archive: 4Projects
Jan 27 2011
PR can also mean "protecting reputation"
AEC, construction collaboration, marketing, media, PR, Twitter, Web 2.0
Sep 17 2010
Best use of Social Media?
AEC, blogs, branding, marketing, networks, PR, RSS, Twitter, Web 2.0, wikis
Last November I wrote about the Construction Computing Awards 2009, and suggested five reasons why we didn't yet have an award for best use of Web 2.0 in construction. Well, it's now a whole ten months later, the shortlists for the 2010 awards have just been announced, online voting has begun, and – I must …
Tags: 4Projects, AceCAD, AEC, architecture, Asite, awards, Be2camp, Bentley, BIW, blog, Bluebeam, Causeway, collaboration, construction, construction collaboration technologies, Construction Computing, engineering, Facebook, marketing, PR, Redsky IT, RSS, social media, Twitter, Web 2.0, wikis, Woobius, YouTube
Jul 27 2009
'Extranet' vendors getting social?
AEC, blogs, construction collaboration, marketing, PR, Twitter, Web 2.0
As some readers will know, I spent much of the past ten years working in the 'extranet' or 'construction collaboration technologies' market, and I maintain a continued interest in that sector (including a blog about it). Occasionally, that interest also crosses over into PR, marketing and social media – as it did when I looked …
Tags: 4Projects, Aconex, AEC, architecture, Asite, BIW, blog, Business Collaborator, Causeway, construction, construction collaboration technologies, e-Builder, engineering, ePin, extranets, Kalexo, LinkedIn, marketing, Martin Brown, PR, Sarcophagus, social media, Su Butcher, Sword Group, Twitter, Union Square, Web 2.0, Woobius, YouTube
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- Footings (Liz Male)
- I Have No Opinions (Jodie Miners)
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- PR & the web (Rob Brown)
- Nomvo (digital marketing resource)
- SimonSays (Simon Collister)
- Social Media Marketing
- Social Media for Business (Paul Sutton)
- Two-Way Street (Stephen Waddington)


text:
Identifying social determinants of health (SDH) requires providers to probe beyond the scope of clinical data. But how can health teams ensure that patients and health plan members provide valid data during SDH assessments? In this audio interview, Dr. Randall Williams, chief executive officer, Pharos Innovations, describes three scenarios to build trust and encourage individuals to share sensitive information during SDH interactions.
During Social Determinants and Population Health: Moving Beyond Clinical Data in a Value-Based Healthcare System, a December 2016 webinar now available for replay, Dr. Williams shares his insight on the opportunity available to providers to impact population health beyond traditional clinical factors.
Tag Archives: population health
Connected Care Management: Do Mathematical Risk Predictors Trump Provider Intuition?
Even when employing sophisticated predictive analytics to zero in on population health risk, healthcare organizations shouldn't discount providers' intuition, advises Luke Hansen, MD, vice president and chief medical officer, population health for AMITA Health.
With a future plan to adopt a risk prediction tool, AMITA currently creates chronic illness registries to track its high-cost patients. Listen as Dr. Hansen discusses the tradeoffs of mathematically intense risk predictors versus physicians' guts.
During an August 2016 webinar, Reducing Readmissions and Avoidable Emergency Department Visits Through a Connected Care Management Strategy, now available for replay, Dr. Hansen and Susan Wickey, AMITA Health vice president, quality and care management, share the key components of AMITA Health's care management process, how the various care management teams work together and the impact the program is having on healthcare costs and utilization.
3 Key Benefits to Prudent Sharing of Physician Performance Data
There are three key benefits to prudent sharing of performance data among physicians, notes Cynthia Kilroy, senior vice president of provider strategy and business development at Optum, who suggests a four-step systematic approach for data dissemination that moves companies away from simply creating "metrics in a box." Besides the electronic health record, she recommends three other data sources to mine for provider performance metrics.
Cynthia Kilroy explored the key structure, issues and challenges in these evolving reimbursement models during a January 29, 2014 webinar, Accountable Care Reimbursement Models: Moving from Productivity to Population-Based Incentives, a 45-minute program sponsored by The Healthcare Intelligence Network.
Managing Risk in Population Health Management
Adventist Health's successful use of incentives to engage employees in population health sets a high bar for the program's imminent rollout to patients at Adventist-owned White Memorial Medical Center, notes Elizabeth Miller, Adventist's vice president of care management. In this interview, Ms. Miller describes the program's target population as well as the incentive that engaged 95 percent of its employees in health management.
Elizabeth Miller shared the key features of the population health management program at White Memorial, the program's impact on Adventist's 27,000 employees and program rollout to its patient population during a January 22, 2014 webinar, Managing Risk in Population Health Management, a 45-minute program sponsored by The Healthcare Intelligence Network.
Improving Population Health with Embedded Case Managers in an Open, Multi-Payor Community
There's education, there's experience, and then there's the 'right stuff' the indefinable personality traits that earmark an individual as a change agent, collaborator and ambassador of case management, says Annette Watson, senior vice president of community transformation for Taconic IPA (TIPA), of TIPA's requirements for the RN case managers it hires for its advanced patient-centered medical homes.
Then there are the not insignificant contributions of the RN case manager to accountable and patient-centered care, which Ms. Watson describes in this interview.
While staff-buy-in and communication continue to challenge the embedded case manager model, the participant in CMS Innovation Center's Comprehensive Primary Care (CPC) initiative says reimbursement for embedded case management is less of an obstacle today than in the past, due to funding-friendly care models and pilots descending from healthcare reform.
Ms. Watson shared how TIPA has successfully embedded case managers in an open, multi-payor community during an October 9, 2013 webinar, Improving Population Health with Embedded Case Managers in an Open, Multi-Payor Community.


text:
I Saw What You Did Trailer (1988)
20 May 1988 Drama, Horror, Thriller 93 mins
Two teens, Lisa and Kim, are playing games making prank calls on the phone. But when they call Adrian Lancer who has some mental problems, and say "I saw what you did", they ignite a human time bomb. Adrian has just killed someone and thinks they saw him do it. Now he is trying to find them. Written by Brian W Martz
Watch the official I Saw What You Did 1988 trailer in HD below or find more I Saw What You Did videos on Vidimovie.


text:
Brand Label: Antonio Berardi
Available for Purchase Online at Farfetch US for $748.00Pin It
Black slim fit flared trousers from Antonio Berardi. Size: 42. Gender: Female. Material: Spandex/Elastane/Rayon.
Shop other brand label items from Antonio Berardi on FashionStylist.com.
This item was published for sale online by Farfetch US on October 23, 2017 10:15 am and last updated by us November 15, 2017 10:54 am.
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Miss Selfridge Women's Floral Embroidered Blouse
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|Local 355 Administrative Clerical Employees
Laura Johnson: AFSCME Family Scholarship Winner
Laura Johnson (l) and Maria Johnson.
Congratulations to Laura Johnson, who has been awarded a 2010 AFSCME Family Scholarship.
Laura is one of 10 winners nationwide. She will receive $2,000 for each year of school up to four years. Laura's winning essay, "What AFSCME Has Meant to My Family," is posted in full below. But check out this excerpt:
The Council 4 union family wishes Laura the best of luck as she pursues her education in the fall.
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Photographs and illustrations, as well as text, cannot be used without permission from AFSCME.
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Kekkaishi Episode 51 English Subbed
You are watching Kekkaishi Episode 51 English Subbed from the Kekkaishi Anime Show. Watch or Download Kekkaishi Episode 51 MP4 English Sub and other episodes of Kekkaishi Streamed for Free.
"Yoshimori and Kaguro"
Stream Kekkaishi Episode 51
Episode Summary: Kaguro says that one must cut ties with humankind in order to become stronger. Tokine and Sen appear to show how Kaguro's blades could penetrate the barriers. When Kaguro charges at Yoshimori again, Sen steps in to deflect the attack. All of a sudden, Yoshimori instinctively unleashes a shinkai (true barrier) to defeat Kaguro. Yoshimori loses consciousness in the process, trapping both Sen and himself within. Although the Yagyou arrives, they are left helpless, as they can only stand back. Sen attempts to wake Yoshimori up, while Masamori tries to break through using his absolute barrier.


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This short film starring Michael Quach has some pretty impressive martial arts and I look forward to seeing the finished product. Michael worked on the stuns for Skyfall and From Paris with love, to name but a few. This new film is directed by Pasquale Pagano and co-stars Chloe Dunn, Jeff Lenogue and Sidy Derieue.
PLOT: In a near future – where chaos prevails – the government decided to create a military academy known as Forseti, in order to train Elite forces, aka the Templars. Each academy student is raised in quarantine by the government since childhood and is nano-modified, providing physical strengths far greater than those of an average human. In order to be ranked as a Templar, RAIN, one of Forseti's apprentices, must pass his final test: neutralizing the members of Alastar, an armed organization which illegally creates and distributes nano-augmentations. RAIN will be escorted by his instructor SUNILDA and his partner SCOPE.


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Her arrest on September 3rd and release 5 days later, has gotten a lot of Americans talking about religious freedom and the separation of church and state. Kim Davis, the Kentucky clerk who refused to issue marriage licenses since June after the Supreme Court ruling legalizing gay marriage in all 50 states, has the country split on whether or not someone can defy the law based off of religious convictions. Of course she has her opponents and her supporters; even garnering support from conservative presidential hopefuls Bobby Jindahl and Mike Huckabee.
When asked his opinion on Davis, Jindahl stated, "I don't think anyone should have to choose between following their conscience and religious beliefs and giving up their job and facing financial sanctions.
…I think you should be able to keep your job and follow your conscience."
Tuesday, Mike Huckabee tweeted, "Proud to stand with 4000 + patriots @the #ImWithKim Liberty Rally"
Huckabee has gone as far as saying, "If somebody needs to go to jail, I'm willing to go in her place and I mean that."
Not everyone feels the same sentiments. Read the following tweets below:
Even Republican front runner Donald Trump disagrees with Huckabee. When interviewed on MSNBC's Morning Joe, he stated, "You have to go with it. The decision's been made and that's the law of the land. "
As both sides weigh in, questions arise; Did Davis commit a crime by standing on her Christian principles and denying marriage licenses to gay couples? Or is this an attack on religious liberties?
Those in favor of Davis argue her first amendment rights were violated.
Let's break down the First amendment below:
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
The first amendment allows you to worship freely and to not be censored in speech or in writing. The amendment does not however; allow you to oppress others based off of your religious beliefs. Yes, you can practice your religion. However, your religion should not interfere with doing your job.
Let's be clear: this is not a case of religious persecution. No one is forcing Davis to agree with homosexuality. She is fully entitled to believing that homosexuality is a sin. No one is asking her to officiate a gay marriage. However, she is an elected official, therefore she must abide by the laws of the land. Period.
If the tables were turned and the clerk were Muslim and denied Christians marriage licenses because ideologically they did not agree with Christianity, many of these same Davis supporters would be outraged. It's the same principal.
Davis is not the hero that conservatives are making her out to be, even though ironically Davis herself is a Democrat. She is however, using her religious beliefs to infringe upon the rights of others, which is unacceptable. Regardless of whether you support Davis or not, one thing is for certain, gay marriage is legal in the U.S. That is the law, and Davis cannot take the law in her own hands, as no elected official should.
September 14th will be Davis' first day back at her Rowan county office. She has been ordered by U.S. District Judge David Bunning to not interfere with her clerks issuing marriage licenses to gay couples. If she does not comply, she will be jailed again.
At her release press conference on Tuesday she seemed enthused about returning to work. Let's see if she'll abide by the laws that have been set forth or if her release will be short lived.
Edit: Post originally stated that Davis would return to work on September 9th. The date was changed to September 14th.


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"I get that a lot," Leipheimer allowed in a phone interview from the team hotel after last Wednesday's Stage 5 of the Giro d'Italia. "People tell me, 'You look so effortless, why don't you attack?' But it looks a lot easier on TV, you know?"
The wiry 35-year-old maintained that stoic mien throughout the final agonizing kilometers of Stage 5, where we saw for the first time who will contend for this grand tour, and who will spend the next fortnight logging training miles and hunting for stage wins. It's not especially surprising that
The drama that unfolded on the slopes of Alpe de Suisi underscored how unforgiving and devoid of sentiment this sport can be. With his old friend
In a now-familiar display of magnanimity -- the Texan has had little choice but to serve as Leipheimer's domestique in earlier races this season -- Armstrong assured reporters that he would happily work for Levi in the Giro. Should Leipheimer finding himself atop the podium on May 31, we might be treated to the sight of him slipping Lance an envelope containing a cut of his winnings ... or possibly a generous
"Just as
For reasons explored below, the wily, wiry veteran is holding his early form long than usual in '09. Earlier in his career, he has been accused of lacking a predatory instinct. What he's missing, in fact, is a sudden closing burst, such as the Exocet missile race leader
He's won three out of the four time trials he's contested this season -- the biggest single reason he's won three stage races in '09: the Tour of California, the Vuelta Castilla y Leon -- where Armstrong broke his collarbone, stunting his comeback -- and a New Mexican gem named The Tour of the Gila.
When a question is posed about those jackrabbit starts, Leipheimer treats it as an opportunity to channel the Sonoma County Chamber of Commerce:
"Where I live, in Sonoma County, we have amazing mountain biking, which I do all fall. Sometimes I remind myself that I shouldn't ride, because it's the off-season, you're supposed to let yourself get a little out of shape. But I just want to get out there every day."
Yes, he had his usual superb early-season results. But this year he seems to clinging to that extraordinary level of fitness longer than usual. (It couldn't be that the peloton is getting cleaner, could it?) In searching for an explanation, he mentions the disguised blessing of the fractured tailbone he suffered while winning the Tour of California. To heal that hairline break, he reports, "I took a good ten days easy" during a time he would have been "training super hard." The result? "I felt more fresh than normal."
Fresh is good. After the 248-kilometer slog that was Stage 6 on Thursday, the victims riders will pedal another 244 k on Friday. When they're finished with that, they'll only have two weeks to go! And you wonder why some of these guys are tempted to send a friend on a covert mission to the
Speaking of which, Thursday's winner was
Good for Scarponi, who recently completed an 18-month suspension for his involvement in the Operacion Puerto doping scandal. He's paid his debt, and is (hopefully, ideally, theoretically) demonstrating that it's possible to win without help from such low-lifes as Puerto overlord
Despite it's length, Friday's stage was not expected to cause any great upheaval in the general classification. Leipheimer will finish in the main group, nervously side-eying the guys he'll be battling for a podium spot:
Spoken like a true stoic, sir.


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TrevorThurston (1) Oregon | February 10, 2014
scoreboard (6) Portland, Oregon | February 13, 2012| Updated July 17, 2012
You can't beat $8 growlers of local NW beers. Selection changes daily so for current draft list check out.... http://portland.taplister.com/bar/show/983-plew-s-brews Cheers!
soul11man (54) Portland, Oregon | September 11, 2011
For the relatively beer-barren St. John's this is a nice hole in the wall. They have a great selection of local beers at $3/pint all the time one of the best deals in town. If there is a band playing and there is no cover they charge $4/pint and one dollar goes to the band. I think this is a fair deal. The more the band keeps you in there drinking the more they get paid so not bad. The atmosphere is a little weird since the area is long and most of hte sitting areas are in the back. The bar is a homemade job and not really the most comfortable place to sit with a pint but luckily the band kept me dancin' the night I was there. As far as options on a Sat. night in St. John Plew's is allright with me. They fill growlers with whatever you like too.
troopie (71) Munchen an der Willamette, Oregon | March 22, 2011
Rather like having a beer in somebody's house. Comfortable couch and tables. They serve food, but I just stopped by for a beer. Quick and friendly service. Parking is sometimes hard to come by as it's on street only.


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It's been over three years since the Capitals and Penguins last faced off in a playoff series, but this rivalry still brings adrenaline-fueled, energy-packed games from both sides. Washington is looking to build off its win over Philadelphia Friday night and start making up ground in the Eastern Conference standings so perhaps there's no better time to face its arch nemesis than now.
"It's challenge. Especially when we in that kind of position we have to get the points and we in desperate mode right now," Alex Ovechkin said before the game. "We can't lose the games that kind of often. We just have to go out there, doesn't matter who it's going to be – Pittsburgh, or Buffalo, or Winnipeg – we just have to go and win the game."
With John Erskine serving the first game of his three-game suspension for elbowing Flyers winger Wayne Simmonds, the Capitals will insert Tom Poti back into the lineup. Prior to Sunday's game, Coach Adam Oates said he didn't anticipate Erskine missing a trio of games for the elbow.
"He's never been suspended before," Oates said. "I'm a little surprised it's three, quite honestly, but I've got nothing – no say in it."
In net, Braden Holtby (1-2-1, 4.02 goals-against average, .885 save percentage) makes his second consecutive start and will be opposed by former Capitals goaltender Tomas Vokoun (2-1-0, 1.81 GAA, .940 save percentage) for Pittsburgh.
Faceoff: 12:30 p.m. Verizon Center | TV: NBC | Radio: 106.7
Based on warmups here's what the lineup should look like:
Goal: Holtby, Neuvirth.
Scratches:John Erskine (suspension), Mathieu Perreault and Roman Hamrlik.


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Detail of village
Price: £569.25 (including 15 % tax)
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This village near Tahoua, in southwestern Niger, shows typical Hausa architecture: cubelike houses of banco (a mixture of earth and plant fibers), alongside imposing egg-shaped grain storehouses. The Hausa people, who make up 54 percent of the country's population, are farmers, but they are most renowned for their craftwork and trade. The Hausa city-states in northern Nigeria have had commerce with numerous African countries for several centuries. Today the region of Tahoua is crossed by a road that leads northward, commonly called the «uranium route.» A vein of uranium was discovered in 1965 in the ground below the Air Massif, and mines in the northern town of Arlit yield nearly 4,000 tons of uranium each year, or about 10 percent of the world output, making Niger the third world producer.


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Days Inn Port Aransas
Select your stay dates to check availability
Days Inn Port Aransas
About the hotel
Property Location
When you stay at Days Inn Port Aransas in Port Aransas, you'll be near the beach and convenient to Newport Dunes Golf Course and Leonabelle Turnbull Birding Center. This hotel is within close proximity of Port Aransas Nature Preserve at Charlie's Pasture and Horace Caldwell Pier.
Make yourself at home in one of the 47 air-conditioned rooms featuring refrigerators and microwaves. Complimentary wireless Internet access keeps you connected, and cable programming is available for your entertainment. Bathrooms have complimentary toiletries and hair dryers. Conveniences include desks and irons/ironing boards, as well as phones with free local calls.
Rec, Spa, Premium Amenities
Take advantage of recreation opportunities including an outdoor pool and a spa tub.
A complimentary continental breakfast is served daily.
Business, Other Amenities
Featured amenities include express check-out, complimentary newspapers in the lobby, and multilingual staff. Free self parking is available onsite.
Hotel Facilities
- Free breakfast
- Spa tub
- Outdoor pool
- Express check-out
- Number of floors - 2
- Free WiFi
- Number of buildings/towers - 1
- Free self parking
- Total number of rooms - 47
- Free RV, bus, truck parking
- Multilingual staff
- Luggage storage
- Free newspapers in lobby
- Smoke-free property
Room Facilities
- Free toiletries
- Microwave
- Air conditioning
- Refrigerator
- Desk
- Phone
- Daily housekeeping
- Hair dryer
- Free WiFi
- Free local calls
- Cable TV service
- Iron/ironing board


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Bruce Larsonwrote a review of Lib Technologies Skunk Ape C2-BTX Snowboard - Wide on April 24, 2013
A+ customer satisfaction
Positive experience, I'm a picky customer received new snow board with damage. Called customer service no question asked overnighted new replacement board. Emailed me a new shipping label to return 1st board. Was able to give to ups driver then next day to return without any inconvenience to me. Very positive experience will shop with them very soon, thank you Dog Funk