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Participating Organization(s)
National Institutes of Health (NIH)
National Institute on Alcohol Abuse and Alcoholism (NIAAA)
Funding Opportunity Title
Alcohol Education Project Grants (R25)
Activity Code
R25 Education Projects
Announcement Type
Reissue of PAR-08-082
Related Notices
Funding Opportunity Announcement (FOA) Number
Companion FOA
Catalog of Federal Domestic Assistance (CFDA) Number(s)
FOA Purpose
The National Institute on Alcohol Abuse and Alcoholism (NIAAA) supports research programs to advance understanding of the biological and behavioral processes involved in the development, expression, and consequences of alcoholism and other alcohol-related problems. The Institute also supports prevention, treatment, and health services research on alcohol abuse and alcoholism. A part of the NIAAA mission is the dissemination of new knowledge acquired from alcohol research to diverse audiences, including scientists, educators, clinicians, and other health and social service providers, patients and their families, professionals within the criminal justice system, and the general public. This FOA identifies the research activity on alcohol education of Health Professions that NIAAA will consider for award through Education grants (R25).
Posted Date
April 20, 2011
Open Date (Earliest Submission Date)
April 25, 2011
Letter of Intent Due Date
Not applicable
Application Due Date(s)
Standard dates apply , by 5:00 PM local time of applicant organization.
AIDS Application Due Date(s)
Standard dates apply, by 5:00 PM local time of applicant organization.
Scientific Merit Review
Standard dates apply
Advisory Council Review
Standard dates apply
Earliest Start Date(s)
Standard dates apply
Expiration Date
(Extended to September 8, 2014 per NOT-AA-14-005), Originally May 8, 2014
Due Dates for E.O. 12372
Not Applicable
Required Application Instructions
It is critical that applicants follow the instructions in the SF 424 (R&R) Application Guide except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.
Part 1. Overview Information
Part 2. Full Text of the Announcement
Section I. Funding Opportunity Description
Section II. Award Information
Section III. Eligibility Information
Section IV. Application and Submission Information
Section V. Application Review Information
Section VI. Award Administration Information
Section VII. Agency Contacts
Section VIII. Other Information
Broad ranges of educational approaches are included within the context of this FOA. Individual applications are expected to focus on the alcohol education area of Health Professions Education. This area of activity includes projects designed to support the science of dissemination of new knowledge acquired through alcohol research to a wide array of health professionals, both individuals currently practicing their professions and those in training for health professions. A broad definition of health professions is adopted, to include but is not limited to: social workers, occupational therapists, nurses, physicians, dentists, psychologists, pharmacists, counselors, and others involved in areas of physical, mental, and/or behavioral health services where target groups experience alcohol use disorders. Appropriate activities may include, but are not limited to, the development of courses, programs, curricula, and related materials designed to educate scientists, educators, service providers, and others about scientific advances in our knowledge of alcoholism, alcohol abuse, and alcohol-related problems (e.g., health-related complications with individuals who have diabetes and consume alcohol), and improve science literacy in this area. Activities and projects should attempt to meet the following criteria: 1) applicants are strongly encouraged to include members of the target health professions audience as consultants or in the planning process; 2) educational intervention innovations and materials should be adoptable and adaptable by educators in health profession training settings other than those where they have been initially pilot tested; 3) educational innovations should address relevance and relatedness to current and/or emerging standards for education in the target profession; 4) evaluation components must address outcomes and be conducted using appropriate types of research designs, instrumentation, procedures, sampling strategies, and plans for analyses; and 5) products developed under this mechanism may be shared with NIAAA for use and dissemination through its website, workshops, trainings, conferences, and presentations.
This (FOA) encourages applications from applicant organizations that propose creative and innovative Health Professions education programs in the mission area(s) of the NIAAA. The NIH Education (R25) grant mechanism is a flexible and specialized mechanism designed to foster the development of biomedical, behavioral, and clinical researchers through creative and innovative research education programs. The NIH encourages all proposed programs to foster the participation of individuals from racial and ethnic groups underrepresented in biomedical and behavioral research, individuals from disadvantaged backgrounds, individuals with disabilities, and women.
The proposed education research program may complement other, ongoing research training and education occurring at the applicant institution, but the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. The R25 is not a substitute for an institutional research training program (T32) and can not be used to circumvent or supplement Ruth L. Kirschstein National Research Service Award (NRSA) mechanisms.
Funding Instrument
Application Types Allowed
The OER Glossary and the SF 424 (R&R) Application Guide provide details on these application types.
Funds Available and Anticipated Number of Awards
The number of awards is contingent upon NIH appropriations, and the submission of a sufficient number of meritorious applications.
Award Budget
Direct costs are limited to $250,000 per year. Indirect costs will be paid at 8% of modified direct costs.
Award Project Period
2 years
Personnel Costs
Individuals designing, directing, and implementing the research education program may request salary and fringe benefits appropriate for the person months devoted to the program. Salaries requested may not exceed the levels commensurate with the institution's policy for similar positions and may not exceed the congressionally mandated cap. (If mentoring interactions and other activities with students/participants are considered a regular part of an individual's academic duties, then any costs associated with the mentoring and other interactions with students/participants are not allowable costs from grant funds).
Participant Costs
Participants may be paid if specifically required for the
proposed education research program and sufficiently justified. Participant
costs must be itemized in the proposed budget.
Other Program-Related Expenses
Consultant costs, equipment, supplies, travel for key persons, and other program-related expenses may be included in the proposed budget. These expenses must be justified as specifically required by the proposed program and must not duplicate items generally available at the applicant institution.
Indirect Costs
Indirect Costs (also known as Facilities & Administrative [F&A] Costs) are reimbursed at 8% of modified total direct costs (exclusive of tuition and fees and expenditures for equipment), rather than on the basis of a negotiated rate agreement.
NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made in response to this FOA.
Higher Education Institutions:
The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:
Nonprofits Other Than Institutions of Higher Education
For profit Organizations
Non-domestic (non-U.S.) Entities (Foreign Organizations) are not eligible to apply.
Foreign (non-U.S.) components of U.S. Organizations are not allowed.
All Program
Directors/Principal Investigators (PD/PIs) must also work with their
institutional officials to register with the eRA Commons or ensure their
existing eRA Commons account is affiliated with the eRA Commons account of the
applicant organization.
All registrations must be completed by the application due date.
The sponsoring institution must assure support for the proposed program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned program.
Institutions with existing Ruth L. Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving NIH support. In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution.
Applicant organizations must complete the following registrations
as described in the SF 424 (R&R) Application Guide to be eligible to apply
for or receive an award. Applicants must have a valid Dun and Bradstreet
Universal Numbering System (DUNS) number in order to begin each of the following
All Program Directors/Principal Investigators (PD/PIs) must also work with
their institutional officials to register with the eRA Commons or ensure their
existing eRA Commons account is affiliated with the eRA Commons account of the
applicant organization.
All registrations must be completed by the application due date. Applicant organizations are strongly encouraged to start the registration process at least four (4) weeks prior to the application due date.
Any individual(s) with the skills, knowledge, and resources
necessary to carry out the proposed research as the Prog Director/Principal
Investigator (PD/PI) is invited to work with his/her organization to develop an
application for support. Individuals from diverse backgrounds, including underrepresented
racial and ethnic groups, individuals with disabilities, and women are always
encouraged to apply for NIH support.
For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF 424 (R&R) Application Guide.
The PD/PI should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required.
This FOA does not require cost sharing as defined in the NIH Grants Policy Statement.
Applicant organizations may submit more than one application, provided that each application is scientifically distinct.
NIH will not accept any application in response to this FOA that is essentially the same as one currently pending initial peer review unless the applicant withdraws the pending application. NIH will not accept any application that is essentially the same as one already reviewed. Resubmission applications may be submitted, according to the NIH Policy on Resubmission Applications from the SF 424 (R&R) Application Guide.
Applications must describe the intended participants, and the eligibility and/or specific educational background characteristics that are essential for participation in the proposed research education program. Identify the career levels essential for participation in the planned program.
Unless strongly justified on the basis of exceptional relevance to NIH, research education programs should be used primarily for the education of U.S. citizens.
Applicants must download the SF424 (R&R) application package associated with this funding opportunity using the "Apply for Grant Electronically" button in this FOA or following the directions provided at Grants.gov.
It is critical that applicants follow the instructions in the SF424 (R&R) Application Guide, except where instructed in this funding opportunity announcement to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.
For information on Application Submission and Receipt, visit Frequently Asked Questions – Application Guide, Electronic Submission of Grant Applications.
Letter of intent is not required.
The forms package associated with this FOA includes all applicable components, mandatory and optional. Please note that some components marked optional in the application package are required for application submission. Follow the instructions in the SF 424 (R&R) to determine which components are required.
All page limitations described in the SF424 (R&R) Application Guide and the Table of Page Limits must be followed.
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
Facilities & Other Resources
Describe the educational environment, including the facilities, laboratories, participating departments, computer services, and any other resources to be used in the development and implementation of the proposed program. List all thematically related sources of support for research training and education following the format for Current and Pending Support.
Advisory Committee (Uploaded via the Other Attachments section)
A plan must be provided for the appointment of an Advisory Committee to monitor progress. Composition, responsibilities, frequency of meetings, and other relevant information should be included. Describe the composition of the Advisory Committee, identifying the role and the desired expertise of members. A plan for Advisory Committee approval and selection of participants should be included. Describe how the Advisory Committee will function in providing oversight of the development, implementation, and evaluation of recruitment strategies, the recruitment and retention of candidates, and the evaluation of the overall effectiveness of the program. Note that Advisory Committee members should not be named in the application, particularly if they include individuals from outside the institution.
The filename provided for each "Other Attachment" will be the name used for the bookmark in the electronic application in eRA Commons.
Follow all instructions provided in the SF424 (R&R) Application Guide with the following modifications:
All instructions in the SF424 (R&R) Application Guide must be followed, with the additional instructions described below:
The Research Strategy section must be used to upload the Research Education Program Plan, which must include the following components described below: Proposed Research Education Program, Institutional Environment and Commitment, Program Director/Principal Investigator, Program Faculty/Staff, Program Participants, Diversity Recruitment and Retention Plan, Plan for Instruction in the Responsible Conduct of Research, Evaluation Plan, Dissemination Plan.
Proposed Research Education Program (Component of Research Education Program Plan)
While the proposed research education program may complement ongoing research training and education occurring at the applicant institution, the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support. When research training programs are on-going in the same department, the applicant organization should clearly describe the distinction between the intended participants in the proposed research education program and the research training supported by the training program. The information should include a description of the education and/or career levels of the planned participants.
Institutional Environment and Commitment (Component of Research Education Program Plan)
Describe the institutional environment, reiterating the availability of facilities and educational resources (described separately under "Facilities & Other Resources"), that can contribute to the planned Research Education Program. Evidence of institutional commitment to the research educational program is required. A letter of institutional commitment must be attached as part of Letters of Support. Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program.
Program Director/Principal Investigator (Component of Research Education Program Plan)
Describe arrangements for administration of the program, provide evidence that the Program Director/Principal Investigator (PD/PI) is actively engaged in research and/or teaching in an area related to the mission of NIH, and can organize, administer, monitor, and evaluate the research education program, as well as evidence of institutional and community commitment and support for the proposed program.
Program Faculty/Staff (Component of Research Education Program Plan)
Describe the characteristics and responsibilities of the participating faculty; provide evidence that the participating faculty and preceptors are actively engaged in research or other scholarly activities related to the mission of NIH.
Program Participants (Component of Research Education Program Plan)
Where the proposed program involves participants, provide details about the pool of expected participants, their qualifications, recruitment strategies and sources of applicant pool, etc.
Diversity Recruitment and Retention Plan (Component of Research Education Program Plan)
The NIH recognizes a unique and compelling need to
promote diversity in the biomedical, behavioral, clinical and social sciences
research workforce. The NIH expects efforts to diversify the workforce to lead
to the recruitment of the most talented researchers from all groups; to improve
the quality of the educational and training environment; to balance and broaden
the perspective in setting research priorities; to improve the ability to
recruit subjects from diverse backgrounds into clinical research protocols; and
to improve the Nation's capacity to address and eliminate health disparities.
Accordingly, the NIH continues to encourage institutions to diversify their student and faculty populations and thus to increase the participation of individuals currently underrepresented in the biomedical, clinical, behavioral, and social sciences such as: individuals from underrepresented racial and ethnic groups; individuals with disabilities; and individuals from socially, culturally, economically, or educationally disadvantaged backgrounds that have inhibited their ability to pursue a career in health-related research. Institutions are encouraged to identify candidates who will increase diversity on a national or institutional basis. The NIH is particularly interested in encouraging the recruitment and retention of the following classes of participants:
A. Individuals from racial and ethnic groups that have been shown by the National Science Foundation to be underrepresented in health-related sciences on a national basis (see data at http://www.nsf.gov/statistics/showpub.cfm?TopID=2&SubID=27 and the most recent report on Women, Minorities, and Persons with Disabilities in Science and Engineering). The following racial and ethnic groups have been shown to be underrepresented in biomedical research: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and other Pacific Islanders. In addition, it is recognized that underrepresentation can vary from setting to setting; individuals from racial or ethnic groups that can be convincingly demonstrated to be underrepresented by the grantee institution should be encouraged to participate in this program.
B. Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities.
C. Individuals from disadvantaged backgrounds who are defined as:
1. Individuals who come from a family with an annual income below established low-income thresholds. These thresholds are based on family size; published by the U.S. Bureau of the Census; adjusted annually for changes in the Consumer Price Index; and adjusted by the Secretary for use in all health professions programs. The Secretary periodically publishes these income levels at HHS - Poverty Guidelines, Research, and Measurement. For individuals from low income backgrounds, the institution must be able to demonstrate that such participants have qualified for Federal disadvantaged assistance or they have received any of the following student loans: Health Professions Student Loans (HPSL), Loans for Disadvantaged Student Program, or they have received scholarships from the U.S. Department of Health and Human Services under the Scholarship for Individuals with Exceptional Financial Need.
2. Individuals who come from a social, cultural, or educational environment such as that found in certain rural or inner-city environments that have demonstrably and recently directly inhibited the individual from obtaining the knowledge, skills, and abilities necessary to develop and participate in a research career.
Recruitment and retention
plans related to a disadvantaged background (C1 and C2) are most applicable to
high school and perhaps to undergraduate candidates, but would be more
difficult to justify for individuals beyond that level of academic achievement.
Under extraordinary circumstances the PHS may, at its discretion, consider an
individual beyond the undergraduate level to be from a disadvantaged background.
Such decisions will be made on a case-by-case basis, based on appropriate
New applications. For programs involving participants, new applications must include a description of plans to enhance recruitment of a diverse participant pool and may wish to include data in support of past accomplishments.
Renewal applications must include a detailed account of experiences in recruiting individuals from underrepresented groups during the previous funding period. Information must be included on successful and unsuccessful recruitment strategies including aggregate information on the distribution of:
For those individuals who were enrolled in the
program, the report should include information about the duration of education and
whether those individuals finished the program in good standing. Additional
information on the required Recruitment and Retention Plan to Enhance Diversity
is available at Frequently Asked Questions Recruitment and Retention Plan to
Enhance Diversity (Diversity FAQs).
Applications involving participants that do not include a a diversity recruitment and retention plan will be considered incomplete and will not be reviewed.
Plan for Instruction in the Responsible Conduct of Research (Component of Research Education Program Plan)
Every participant supported by this Research
Education grant must receive instruction in the responsible conduct of
research. All applications must include a plan to provide such instruction. The
plan must address five components (format; subject matter; faculty
participation; duration of instruction; and frequency of instruction) as
detailed in NOT-OD-10-019.
Renewal (Type 2) applications must, in addition, describe changes in formal
instruction over the past project period and plans for the future that address
any weaknesses in the current instruction plan. All participating faculty who
served as course directors, speakers, lecturers, and/or discussion leaders
during the past project period must be named in the application.
Applications lacking a plan for instruction in responsible conduct of research may be delayed or not accepted for review. An award cannot be made if an application lacks this component. The background, rationale and more detail about instruction in the responsible conduct of research can be found in NOT-OD-10-019. An award cannot be made if an application lacks this component. If such instruction is not appropriate for the proposed research education program, then the PD/PI must provide a strong justification for its exclusion.
Evaluation Plan (Component of Research Education Program Plan)
A plan must be provided for program evaluation. Benchmarks should be specified, and specific plans and procedures must be described to capture, analyze and report short or long-term outcome measures that would determine the success of the education program in achieving its objectives. Where appropriate, applicants are encouraged to include plans to obtain feedback from participants to help identify weaknesses and to provide suggestions for program improvements.
Dissemination Plan (Component of Research Education Program Plan)
A specific plan must be provided to disseminate nationally any findings resulting from or materials developed under the auspices of the education research program, e.g., sample curricula, web postings, presentations at scientific meetings, workshops, etc.
Resource Sharing Plans
are required to comply with the instructions for the Resource Sharing
Plans (Data Sharing Plan, Sharing Model Organisms, and Genome Wide Association
Studies (GWAS) as provided in the SF424 (R&R) Application Guide, with the
following modifications:
Applications are expected to include a software dissemination plan if support for development, maintenance, or enhancement of software is requested in the application. There is no prescribed single license for software produced. However, the software dissemination plan should address, as appropriate, the following goals:
Do not use the appendix to circumvent page limits. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide.
Non-domestic (non-U.S.) Entities (Foreign Organizations) are not eligible to apply. Foreign (non-U.S.) components of U.S. Organizations are not allowed.
Part I. Overview Information contains information about Key Dates. Applicants are encouraged to submit in
advance of the deadline to ensure they have time to make any application
corrections that might be necessary for successful submission.
Organizations must submit applications via Grants.gov, the online portal to find and apply for grants across all Federal agencies. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons, NIH's electronic system for grants administration.
Applicants are responsible for viewing their application in the eRA Commons to ensure accurate and successful submission.
Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide.
This initiative is not subject to intergovernmental review.
All NIH awards are subject to the terms and conditions, cost
principles, and other considerations described in the NIH Grants Policy
Pre-award costs are allowable only as described in the NIH Grants Policy Statement.
Applications must be submitted electronically following the instructions described in the SF 424 (R&R) Application Guide. Paper applications will not be accepted.
Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.
For assistance with your electronic application or for more information on the electronic submission process, visit Applying Electronically.
All PD/PIs must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile Component of the SF 424(R&R) Application Package. Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.
The applicant organization must ensure that the DUNS number it provides on the application is the same number used in the organization's profile in the eRA Commons and for the Central Contractor Registration (CCR). Additional information may be found in the SF424 (R&R) Application Guide.
See more tips for avoiding common errors.
Upon receipt, applications will be evaluated for completeness by the Center for Scientific Review, NIH. Applications that are incomplete will not be reviewed.
Applicants are required to follow the instructions for post-submission materials, as described in NOT-OD-10-115,
Only the review criteria described below will be considered in the review process. As part of the NIH mission, all applications submitted to the NIH in support of biomedical and behavioral research are evaluated for scientific and technical merit through the NIH peer review system.
Reviewers will provide an overall impact/priority score to reflect their assessment of the likelihood for the project to exert a sustained, powerful influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).
Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.
Does the proposed research education program address an important problem or critical question in research education or other critical issues? How will implementation of the proposed program advance the objectives of the proposed program?
Are the PD/PIs, collaborators, and other researchers appropriately trained and well suited to the proposed research education program? Is the PD/PI an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed research education program? If Early Stage Investigator or New Investigator, or in the early stages of an independent career, does the PD/PI have appropriate experience to lead the program? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project? Is there evidence that an appropriate level of effort will be devoted by the program leadership to ensure the program's objectives?
Is the proposed research education program characterized by innovation and scholarship? Does the proposed program challenge and seek to shift current research education paradigms or clinical practice; address an innovative hypothesis or critical barrier to progress in the field? Are the proposed concepts, approaches, methodologies, tools, or technologies novel for this area? Does this proposed program duplicate, or overlap with, existing research education, training and/or career development activities currently supported at the applicant institution or available elsewhere? Adaptations of existing research education programs may be considered innovative under special circumstances, e.g., the addition of unique components and/or a proposal to determine portability of an existing program?
Are the overall
strategy, methodology, and analyses well-reasoned and appropriate to accomplish
the specific aims of the proposed research education program? Are
potential problems, alternative strategies, and benchmarks for success
presented? If the program is in the early stages of development, will the
strategy establish feasibility and will particularly risky aspects be
managed? If called for, is the proposed plan for evaluation and/or
dissemination of the education program sound and likely to provide data on the
effectiveness of the education program? Is there evidence that the
program is based on sound research concepts and educational principles?
Is the approach feasible and appropriate to achieve the stated research
education goals? If the proposed program will recruit participants, are
the recruitment, retention, and follow-up activities adequate to ensure a
highly qualified and diverse participant pool?
If the program involves clinical research, are the plans for 1) protection of human subjects from research risks, and 2) inclusion of minorities and members of both sexes/genders, as well as the inclusion of children, justified in terms of the scientific goals and research strategy proposed?
Will the scientific/educational environment in which the proposed research education program will be conducted contribute to the probability of success? Are the institutional commitment and support, equipment and other physical resources available to the investigators adequate for the program proposed? Will the program benefit from unique features of the scientific environment, subject populations, or collaborative arrangements? Is there evidence of appropriate collaboration among participating programs, departments, and institutions? If multiple sites are participating, is this adequately justified in terms of the research education experiences provided? Are adequate plans provided for coordination and communication between multiple sites (if appropriate)?
As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact/priority score, but will not give separate scores for these items.
Protections for Human Subjects
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
Inclusion of Women, Minorities, and Children
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
Vertebrate Animals
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
Generally not applicable. Reviewers should bring any concerns to the attention of the Scientific Review Officer.
For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.
For Renewals, the committee will consider the progress made in the last funding period, including on the Recruitment and Retention Plan to Enhance Diversity, and Training in the Responsible Conduct of Research.
Not Applicable.
As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact/priority score.
Recruitment & Retention Plan to Enhance Diversity
Peer reviewers will separately evaluate the recruitment and retention plan to enhance diversity after the overall score has been determined. Reviewers will examine the strategies to be used in the recruitment and retention of individuals from underrepresented groups. The review panel's evaluation will be included in an administrative note in the summary statement.
Training in the Responsible Conduct of Research
Taking into account the specific characteristics of the education program, level of participant experience, and the particular circumstances of the participants, the reviewers will address the following questions. Does the plan satisfactorily address the format of instruction, e.g. lectures and/or real-time discussion groups? Do plans include a sufficiently broad selection of subject matter, such as conflict of interest, authorship, data management, human subjects and animal use, laboratory safety? Do the plans adequately describe how faculty will participate in the instruction? Do the plans ensure participants will receive instruction (or in the case of more senior level participants, provide instruction) for an appropriate amount of time given the length of the education experience? Plans and past record will be rated as ACCEPTABLE or UNACCEPTABLE, and the summary statement will provide the consensus of the review committee.
Applications from Foreign Organizations
Not Applicable.
Select Agent Research
Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).
Resource Sharing Plans
Reviewers will comment on whether the following Resource Sharing Plans, or the rationale for not sharing the following types of resources, are reasonable: 1) Data Sharing Plan; 2) Sharing Model Organisms; and 3) Genome Wide Association Studies (GWAS).
Budget and Period of Support
Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.
Applications will be evaluated for scientific and technical
merit by (an) appropriate Scientific Review Group(s), convened by the National Institute on Alcohol Abuse and Alcoholism , in accordance with NIH peer
review policy and procedures, using the stated review
criteria. Review assignments will be shown in the eRA Commons.
As part of the scientific peer review, all applications:
Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications . Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board. The following will be considered in making funding decisions:
After the peer review of the application is completed, the
PD/PI will be able to access his or her Summary Statement (written critique)
via the eRA
Information regarding the disposition of applications is available in the NIH Grants Policy Statement.
If the application is under consideration for funding, NIH
will request "just-in-time" information from the applicant as
described in the NIH Grants
Policy Statement General.
A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the grantee business official.
Awardees must comply with any funding restrictions described in Section IV.5. Funding Restrictions. Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.
Any application awarded in response to this FOA will be subject to the DUNS, CCR Registration, and Transparency Act requirements as noted on the Award Conditions and Information for NIH Grants website.
All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Grantees, and Activities. More information is provided at Award Conditions and Information for NIH Grants.
In carrying out its stewardship of human resource-related programs, the NIH may request information essential to an assessment of the effectiveness of this program. Accordingly, participants are hereby notified that they may be contacted after the completion of this award for periodic updates on various aspects of their employment history, publications, support from research grants or contracts, honors and awards, professional activities, and other information helpful in evaluating the impact of the program.
The Non-Competing Continuation Grant Progress Report (PHS 2590) and financial statements (Financial Status Report) as described in the NIH Grants Policy Statement are required annually. Continuation support will not be provided until the required forms are submitted and acceptedPrograms that involve participants should report on education in the responsible conduct of research and complete a Training Diversity Report, in accordance with the PHS 2590 Additional Instructions for Preparing a Progress Report for an Institutional Research Training Grant, Including Ruth L. Kirschstein National Research Service Awards.
The Federal Funding Accountability and Transparency Act of 2006 (Transparency Act), includes a requirement for awardees of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All awardees of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over $25,000. See the NIH Grants Policy Statement for additional information on this reporting requirement.
Failure by the grantee institution to submit required forms in a timely, complete, and accurate manner may result in an expenditure disallowance or a delay in any continuation funding for the award.
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text:
my DH would not last long in our household if he did what your DH is doing.
Nursing, pumping, cloth-diapering, babywearing, working professor mama with the awesomest SAHD ever.
I've started making crock pot meals. That sounded like the simplest thing I could do, and so far so good. I had a talk with DH, and he shared that those things came out really bad. He also understands that things are just going to be this way for awhile. He and I will need to readdress the issue, though, cuz things will only get worse when I go back to work in two weeks. I'm managing to get stuff done during my little 10-15 minute breaks, whether it be folding a load of laundry, or just throwing another load in. It's working out.
Something I was not expecting was my period to show up. With DD, despite supplementing, my period didn't return until we weaned. Now, I'm not even three months postpartum, and I'm spotting. DS has been doing cluster feeding longer at night and longer in the middle of the night, I guess that makes sense now. Is it normal for it to come back sooner with subsequent babies? I'm not nursing any less than I did with DD.
You will really like having a good carrier or two. The ergo is great- I've often said I would die without mine. Or feel like it anyways. I would have suggested that.
Another option to consider with crock pot meals is to make either a big batch or if you can (maybe borrow one from someone if you can't buy an extra one) prep two crock pot's worth and do two meals and then freeze the other if its freezer friendly or eat it the next day too. I do that.
As for periods yes its different with each baby. With DD1 it was 11 months DD2 was 9 months and DD3 I have spotted each month for many months just one spot and felt like it was coming and nothing yet fully. Each baby is different.
Mommy to 3 beautiful girls!
I have a mobe wrap, an ergo and now a ring sling. DS ws too small for the ergo w/out the infant insert, and I haven't tried using it again with it. I'm not abig fan of the mobe wrap. I have tried it many times and just can't find my groove with it. Oh, I also have an Infantino carrier, but it's very difficult nursing in it. I'm really hoping the sling works out for nursing.
I hadn't considered making a double batch of dinners. I do have two crockpots, so this is totally doable. Thank you!
I guess I could just end up spotting this month, without getting a full blown period. When you spotted month after month did it affect your supply around the time you were spotting?
ok, so now i have another concern. I swear this crap just doesn't ever smoothe out. I just changed DS's diaper, and it was green clayish type poop. Well, there was a thick, green poop that he really struggled to push out, and then after he pushed that out it was softer, but still green and clayish... slightly seedy. Not liquidy at all. I actually tried to "mold" the first plug in the diaper, and it really didn't change shape too much. I just don't understand. he has a ton of wet diapers every day, but this makes me wonder if he's constipated. As some of you know, we nurse all day, though he's been getting between 3-5oz of formula each day. Is that enough formula to make him constipated? Does this mean he isn't getting enough breast milk? All of his diapers are wet, though maybe 3-4 of them are REALLY wet. He's gaining.
ETA: For the first few weeks PP, he was nursing exclusively, but wasn't gaining or pooping. He appeared to have been gaining well with our new routine... nursing, and getting about 5oz of formula per day...but now this.
did he seem uncomfortable/straining/in pain while pooping? assuming no, i'd probably wait and see if this is a pattern before i got concerned.
Nursing, pumping, cloth-diapering, babywearing, working professor mama with the awesomest SAHD ever.
He was straining... actually he was pushing for a good three or four minutes before he was able to push it out. It wasn't pellet like. Maybe peanut butter consistency.
i think pellet means dehydrated. i wouldn't worry about it at all, but i would watch the next few poops. is he on any foods at all besides the 5 oz/day formula?
Nursing, pumping, cloth-diapering, babywearing, working professor mama with the awesomest SAHD ever.

subset: commoncrawl


text:
The Process Management Interface (PMI) has been used for
quite some time as a means of exchanging wireup information
needed for interprocess communication. Two versions (PMI-1 and PMI-2)
have been released as part of the MPICH effort. While PMI-2 demonstrates
better scaling properties than its PMI-1 predecessor, attaining rapid
launch and wireup of the roughly 1M processes executing across 100k nodes
expected for exascale operations remains challenging.
PMI Exascale (PMIx) represents an attempt to resolve these questions by
providing an extended version of the PMI standard specifically designed to support clusters up
to and including exascale sizes. The overall objective of the project is not to
branch the existing pseudo-standard definitions - in fact, PMIx fully supports
both of the existing PMI-1 and PMI-2 APIs - but rather to (a) augment and extend
those APIs to eliminate some current restrictions that impact scalability,
and (b) provide a reference implementation of the PMI-server that demonstrates
the desired level of scalability.
The client side library is provided as source under the Open MPI's New BSD license. Official releases are available from the PMIx Github repository located here. Client library features include:
We have chosen not to provide a standalone server implementation as the required messaging library would be an unnecessary encumbrance for existing resource managers and MPI implementations. Accordingly, we are providing a reference implementation of the PMIx server system as part of the Open MPI run-time environment (ORTE) and the related Open Resilient Cluster Manager (ORCM).
The PMI standard has been the subject of many papers over the
years, including the one
available here. Detailed documentation
on the design of PMIx itself, including the API, is under development on the
PMIx wiki page.
The latest PMIx client releases are available as tarballs on the
web page. Nightly tarballs
of the developer master are also available on the nightly
download page.
Finally, the Github developer repository is accessible for
online browsing
or checkout.
Questions and bugs
Questions, comments, and bugs should be sent to the pmix mailing lists, and/or
submitted to the PMIx bug tracking


text:
Casting the former governor of California as a small-town sheriff squaring off against a drug lord, "The Last Stand" puts Arnold Schwarzenegger back in the saddle as an action movie hero. But don't expect any winking nods to his years in public office — this freewheeling vehicle is strictly concerned with cars, firepower and massive explosions.
Johnny Knoxville offers comic relief as the goofball proprietor of a back-road gun museum, which conveniently allows for an odd assortment of weapons to be used in the climactic battle.
It's that kind of movie.
PHOTOS: Schwarzenegger's many sides: The good, the bad, the bad-ass
Schwarzenegger plays Ray Owens, a former L.A. cop who left the big city for a sleepy Arizona border town where nothing ever happens. That is, until a drug lord (Eduardo Noriega) slips free from a federal agent (Forest Whitaker) in a stolen custom muscle car, with only Arnold standing between him and escape to Mexico.
Luis Guzman plays a bumbling deputy, Peter Stormare the main henchman and the mighty Harry Dean Stanton has a brief appearance as a crotchety local.


text:
Write a News Story
Meet a Pioneer Pilot
Amelia Earhart Home
Back to
Story List
The Amazing Pilot
By: Mohammad N.
New York, Age 10
Amelia Earhart was flyer. She almost flew around the world. Unfortunately,she never made it. No one knew what happened to her. She suddenly disappeared along the Pacific. This happened in 1937. She was just flying and a ship heard her. They thought she was okay but, she never made it to the airport. Amelia gave her life to flying.
Back to
Story List


text:
We're all looking for storage solutions that not only function well, but look great, too. My kids have a ton of stuff. We have a bin just for coloring books, boxes of markers, crayons, etc... It's always been in our family room in a plastic storage box. Not the prettiest sight. I've always wanted to get a better looking storage container, but it just never happened. I was getting used to looking at the eye sore in the room.
OOMPA has saved the day. They sent me their Bin-Go Storage Bin in Chocolate from Skip Hop. Talk about roomy. This storage bin is wonderful. The rich chocolate color coordinates nicely with our decor and functions very well.
The durable soft canvas holds its shape. When empty, the bin fully stands on its own with no problem. The circle handles lay flat, but can be easily raised in a jiffy. My kids can tote this around from room to room and the soft material makes it nice to carry. It also folds flat for easy storage when not in use.
Features Include:
- Large circle handles for total toteability
- Kid-friendly soft canvas
- Folds flat to save space
- Contrasting colors inside and out
- Material is ideal for monogramming (this service not offered by Skip Hop or Atomic Baby)
- Cleaning & Care: Spot clean only and dry flat
- Approximately twice the size of the Bin-Go Tabletop Organizer
- Dimensions (inches): 16.75 x 12.5 x 12.5 (open size) L 11.25 x W 9.00 x H 7.75 in.
One lucky winner will receive the Bin-Go Storage Bin in the color of their choice!
MANDATORY ENTRY: To enter this giveaway you must visit their website and tell me one other item you love.
Click "comments" below this posting and leave a message as your entry. It's that simple! Be sure to leave your email address so I can contact you if you're the lucky winner. You do not need to have a Google account to comment. You may do so with just your name.
AFTER you have completed the mandatory entry above, you may do any of the additional entry options below for more ways to win. Each one counts as one separate entry.
- Subscribe to my blog via email - be sure to leave your email address in your comment
- Subscribe to my blog via RSS Feed/Reader
- Follow The Funky Monkey on Twitter here and leave your Twitter name
- Tweet about this giveaway and be sure to leave the link in your comment (Qualifies as one extra entry PER DAY)
- Post the link to this giveaway (Facebook, Blog, MySpace etc.) and leave the link in your comment (one entry per site)
- Add my button to your blog/site - be sure to leave the link in your comment
- Follow OOMPA on Twitter here and leave your Twitter name
- Tell me a second item you love
- Make any purchase from OOMPA for an additional 10 entries (leave a separate comment for each - example: purchase1, purchase2, purchase3...) Purchase will be verified by the company
- Email three or more people about this giveaway and CC me at susannahbananaATliveDOTcom
**Be sure to check out my "CURRENT GIVEAWAYS" list on the right hand side of my blog.
**This giveaway ends on February 5th and is open to U.S. residents. **Be sure to leave a separate comment for each entry. **The winner will be announced on February 6th.
Product received for review


text:
I'd add the following to the list:SixtatOncaKiera SwanJacoliBuldugaRumi ParamitiJust because I love bounty hunters and scum like that.
I would say the best bet would be some sort of retail/con exclusive or possibly a deluxe Class I set.
The two that really make me feel as though my collection is incomplete are Duchess Satine and Sugi. I think they both still have an outside shot at being made, as they continue to appear sporadically, but I'm certainly not holding my breath.
Page created in 0.061 seconds with 18 queries.


text:
Selecting your vehicle's make, model, and year allows us to display only parts and items specific to your car's model and year.
Part# GKZ203
3 Reviews
Sale Price: $309.99
Part Type: (R) = Authentic reproduction of the original GM product
Years: 1969
Sold As: KIT
2017 Chevelle Catalog Page: 203
Any package that measures over 48" in length, and/or 30" in width or height, is subject to an additional handling surcharge of $15.95 per package. Unusually shaped packages such as cylinders or drums are also subject to this charge, as are unusual exterior packaging materials such as plastic or cloth.
This expanded kit has all the parts to finish-off your front end. Your 1969 deserves the best!
(1) Center grille
(1) Center grille molding (optional)
(1) Lower grille molding
(2) Grille extensions (LH and RH)
(2) Grille extension moldings (LH and RH)
(4) Headlight Bezels (Deluxe kit only)
(2) Fender eyebrow moldings (short SS style) or
(2) Fender eyebrow moldings (long Malibu and El Camino style)
(1) Header panel moldings


text:
Sport - NCAA-Basketball
NBA draft nets Vols' Stokes & McRae
KNOXVILLE, TN- (UTSports.com)--There were 46 NCAA players selected in Thursday's NBA Draft, and two of them were Tennessee Volunteers. Jarnell Stokes was picked 35th overall, and Jordan McRae was taken with the 58th pick. Stokes and McRae are Tennessee's 44th and 45th all-time NBA Draft picks, respectively. Stokes was drafted by the Utah Jazz then traded to the Memphis Grizzlies. McRae was selected by the San Antonio Spurs and then traded to the Philadelphia 76ers. Both Vols were second-round...
Friday, June 27th 2014, 5:45 PM EDT
)--There were 46 NCAA players selected in Thursday's NBA Draft, and two of them were Tennessee Volunteers.
was picked 35th overall, and
was taken with the 58th pick.
Stokes and McRae are Tennessee's 44th and 45th all-time NBA Draft picks, respectively. Stokes was drafted by the Utah Jazz then traded to the Memphis Grizzlies. McRae was selected by the San Antonio Spurs and then traded to the Philadelphia 76ers.
Both Vols were second-round picks Thursday, marking the fourth time Tennessee has had multiple players selected in the first two rounds of the NBA Draft (1977, 1989, 2002). It was the 10th time multiple Vols were drafted in the same year.
Tennessee joined Stanford and UConn as the only schools in the nation to have multiple upperclassmen selected Thursday.
Stokes is a Memphis native and grew up attending Grizzlies home games. He worked out for the team June 9 in Memphis.
Tennessee has never previously had a player suit up for the Grizzlies. The organization was founded as an expansion team in Vancouver in 1995 and relocated to Memphis prior to the 2001-02 season.
Though he will not suit up for Utah, Stokes is the second Vol ever to be drafted by that franchise. The Jazz selected Tennessee All-American center Howard Wood in the second round in 1981.
Despite playing less than three full collegiate seasons--he graduated high school early, enrolled in January of 2011 and played in just 17 games as a freshman--the 6-8, 260-pound Stokes left Tennessee as one of the most prolific rebounders in school history.
He'll also be remembered as one of the sparkplugs of UT's 2013-14 Sweet Sixteen team, which overcame adversity to win 24 games and fight its way to three NCAA Tournament victories for only the second time in school history.
In four NCAA Tournament games, Stokes averaged 18.0 points, 12.8 rebounds, 2.0 assists and 1.0 steal. His NCAA Tournament rebounding average of 12.8 rpg ranks No. 1 among Vols who have played at least two career tournament games. He scored a career-high 26 points and ripped down 18 rebounds in UT's third-round win over Mercer March 23, which clinched the eighth Sweet Sixteen berth in Tennessee history.
Stokes appeared in 87 career games, making 84 starts (he made 79 straight starts to end his UT career). He ranks among Tennessee's all-time leaders in offensive rebounding (337, first), double-doubles (40, fourth), total rebounding (836, eighth), blocks (94, 14th) and scoring (1,129, 41st). The Vols averaged 21 wins per season during Stokes' three-year career.
Stokes' 22 double-doubles last season ranked second among all Division I players and tied the Tennessee single-season record set by Hall of Famer Bernard King in 1976-77. Stokes nearly averaged a double-double for his career, posting three-year marks of 13.0 points and 9.6 rebounds per game.
His 155 offensive rebounds and 4.19 offensive rebounding average as a junior both stand as the best by a Vol in a single season since offensive rebounding statistics have been tracked (1996-97). His 4.19 offensive rebounds per game also ranked third among all players in Division I last season.
For his career, Stokes averaged a school-record 3.87 offensive rebounds per game.
Stokes was a first-team All-SEC selection last season, and he also earned All-District honors from the NABC, USBWA and Basketball Times.
McRae is the second Vol ever to be drafted by San Antonio. The Spurs drafted UT All-American power forward Reggie Johnson 15th overall in 1980. Interestingly, Johnson later joined the 76ers and won an NBA Championship with Philadelphia in 1983.
The 76ers brought McRae to Philadelphia for a pre-draft workout June 1.
A native of Midway, Ga., McRae was a two-time, first-team All-SEC performer who averaged 17.3 points during the last two seasons at Tennessee. He received his degree in Sociology/Criminal Justice from UT on May 9.
He increased both his scoring average and his field-goal percentage every year throughout his career as a Volunteer. And with 1,521 career points, McRae ranks 16th on Tennessee's all-time scoring list.
McRae also ranks seventh on the school's all-time list for 3-pointers made (179) and is 13th in blocked shots (97).
His 692 points as a senior last year marked the sixth-highest single-season scoring total in Tennessee history.


text:
‡ In these countries please contact our distributor
Joint replacement systems for knees, hips and shoulders
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Total Knee System
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Information on opening sterile Smith & Nephew Orthopaedics AG implants in triple peel pouch packaging (plastic and paper foil)
◊ Trademark of Smith & Nephew.
The information on this website is intended for health care professionals only


text:
Stories by Rellik [0] Series by Rellik [0] Reviews by Rellik [5] Challenges by Rellik [0] Favorite Series [0] Rellik's Favorites [0]
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|The authors own nothing. Joss, UPN, WB, etc. own Buffy, the show, the characters, the places, and the backstory. The authors own any original plots.


text:
|$7.50 Flat Rate Shipping!
|Manufacturer: Household Essentials #2134
|Heavy duty commercial grade steel for durability with a chrome finish. Adjustable height tiers. Holds 24 pair of shoes. Wire racks revolve for easy access. Weighted bottom adds stability
When can I expect my order to arrive?
Items are shipped via FedEx Ground within 3- 5 days, and can be expected to arrive within an additional 3-5 business days.
Product ships from Hazelwood, MO 63042.
Our items are warrantied for one year unless otherwise specified on product.
Please contact our Customer Service department at 1-800-530-TAIL(8245) for assistance with warranty questions or claims.


text:
BRIDGEWATER, N.J., March 7 (UPI) -- A U.S. wildlife official in New Jersey said vulture carcasses are being hung in a neighborhood to try to get rid of the 100 vultures roosting in the vicinity.
Residents of the Martinsville section of Bridgewater said more than 100 vultures have been roosting in trees and gathering on roofs in a 3- to 4-block area of the section since January, The (Newark, N.J.) Star-Ledger reported Thursday.
Nicole Rein, a wildlife biologist at the U.S. Department of Agriculture Wildlife Services office near Atlantic City, said the vultures may have been ejected from their old homes by Hurricane Sandy.
"Vultures like pine trees and evergreen trees because they still have the needles that offer protection from the elements," Rein said. "They typically nest later in the season but they don't build nests in trees, rather on the ground an in caves or abandoned barns."
She said the most effective way to get rid of the bird is to hang carcasses in effigy.
"The vulture effigy is a visual deterrent to the birds for that season but they may come back in future seasons," Rein said.
She said the effigies can be hung with federal and state permit, which she said the agency can arrange for the price of $400 to $500 per carcass.
Rein said residents have agreed to pay the fee and she will be hanging effigies in Martinsville Monday.


text:
Hello, friends. I'm so excited to share with you my new home on the web! Plans for this baby have been in the works for the last year, and pulling back the curtain today feels exhilarating, timely, and so right.
I invite you to take a wander through the pages. Learn about working with me. Check out the deets on my new interview series THE NINE, and read the very first NINE interview below—with Vancouver-based writer + filmmaker Garfield Lindsay Miller. (He gives it to us straight.)
If you like what you see, I hope you'll share with your people, and subscribe! That would be lovely.
Big, big thanks to:
~Ben Moore at Signal Creative for his tech + coding savvy.
~My fiance Joe for his support through my
hair-splitting creative decisions on colours, fonts, and text.
~All of you reading this, for your love and interest in what I'm up to.
I'm done formatting now. (Yay.) It's time to write!
xo ~Courtney


text:
Super Bowl MVP Flacco does 'Late Show,' tells Letterman time has come to talk contract
NEW YORK – Joe Flacco's victory tour Monday included a stop in New York to appear on CBS' "Late Show" with David Letterman.
The quarterback led the Ravens to a 34-31 victory against the San Francisco 49ers on Sunday in the Super Bowl at New Orleans. Flacco completed a remarkable postseason run with 11 touchdown passes and no interceptions in four games. He is about to become a free agent.
Letterman asked the Super Bowl MVP if he had spoken to team owner Steve Bisciotti about a new contract.
"Well, you know, actually, I only talked to him a little bit before this game, but before the New England game, you know, he just came up to me and said, 'Listen, this is our time, and go get 'em. We have all the faith in you, and this is going to be your team for a long time,'" Flacco said.
The "Late Show" will air Monday night.
Flacco said he turned down an extension offer from the Ravens last year.
"Well ... when I wasn't signing what they wanted me to sign, (Bisciotti) said, 'Listen, when the time comes, I mean, you come and beat on my desk,' and I said, 'All right, I'll take you up on that,' and I think the time has come."


text:
May 10, 2005
While the Department works to complete final regulations on modified achievement standards, eligible States may apply one of the following interim policy options to the 2004-05 school year adequate yearly progress (AYP) decisions. The Secretary will also consider other options offered by a State. However, a State must use the same option throughout the State. Please note that these interim options are in addition to the flexibility afforded a State by the Title I regulations to include in AYP determinations the proficient scores of students with the most significant cognitive disabilities, subject to a 1.0 percent cap at the district and State levels.
Transition Option #1
Eligible States without modified achievement standards may choose this option, or may propose an alternate approach. Option 1 applies only to schools and districts that did not make AYP based solely on the students with disabilities (SWD) subgroup scores. This option allows a State to make a mathematical adjustment to the proficiency rate in order to provide additional credit to schools or districts that missed the AYP target solely based on the achievement of students with disabilities. States must use the same option for all the relevant schools and districts.
In general, eligible States may calculate a proxy to determine the percentage of special education students (as defined in the Individuals with Disabilities Education Act) that is equivalent to 2.0 percent of all students assessed. For this year only, this proxy will then be added to the percent of students with disabilities who are proficient. This adjusted percent proficient is what a State may use to reexamine if the school made AYP for the 2004-05 school year. What follows is a step-by-step explanation and an example.
Calculate what 2.0 percent of the total number of students assessed within the State equates to solely within the SWD subgroup by dividing 2.0 by the percentage of students who have disabilities. This number, which will be a constant for every school, will be the basis for flexibility in school AYP determinations.
Identify all schools that did not make AYP solely on the basis of the SWD subgroup and the proficiency rate of those students in each school.
Calculate the adjusted percent proficient for each school's SWD subgroup. This adjustment is equal to the sum of the actual percent of proficient scores of this subgroup plus the proxy percent calculated in Step 1.
Compare this adjusted percent proficient for each school identified in Step 2 to the State's annual measurable objective (AMO). This comparison must be conducted without the use of confidence intervals or other statistical treatments.
- If the adjusted proficiency rate for the school's SWD subgroup meets or exceeds the State's AMO, the school may be considered to have made AYP for the 2004-05 school year.
- If the adjusted proficiency rate for the school's SWD subgroup does not meet or exceed the State's AMO, the school did not make AYP for the 2004-05 school year.
This process should be followed for reading and mathematics separately and also repeated at the district level, as needed.
The actual percent proficient must be reported to parents and the public; the State may also report the adjusted percent proficient.
Assume that the State identifies 12% of its students as those with disabilities; 2.0% of the total number of students assessed equates to 16.67% of students with disabilities (2% divided by 12%). Using traditional rounding rules, the State may round this proxy to the nearest whole number; in this instance the proxy would be 17%.
The State's AMO for reading/language arts is 65%.
Five schools did not make AYP solely on the basis of their SWD subgroups in reading (Column 1). Actual proficiency rates are in Column 2.
Assign to each school's proficiency rate for its SWD subgroup the 17% proxy amount (Column 3).
Calculate the adjusted percent proficient for each school's SWD subgroup (Column 4).
Compare this adjusted proficiency rate to the State's AMO (Column 5). This comparison must be conducted without the use of confidence intervals or other statistical treatments.
- Roosevelt and Washington made AYP for the 2004-05 school year.
- Lincoln, Adams, and Coolidge Schools did not make AYP for this school year.
School report cards should reflect the unadjusted proficiency rate (Column 2), but may also note the adjusted AYP decision (Column 5).
Repeat the process for mathematics, and also at the district level as needed.
Actual SWD
adjustment as
% of SWD
Col 2 + Col 3
Transition Option #2
Eligible States that meet the following requirements may count in AYP calculations the proficient scores of students with disabilities assessed based on modified achievement standards, subject to a 2.0 percent cap. Out-of-level assessments do not qualify as assessments based on modified achievement standards for this purpose.
Similar to the requirements for alternate achievement standards, an eligible State may count the scores of students with disabilities assessed based on modified achievement standards, if the State has:
Administered a well-established modified assessment statewide for two years or more prior to SY 2004-05,
Established clear guidelines for students with disabilities' participation in the assessment based on modified achievement standards,
Employed a documented and validated standard-setting process to define the modified achievement standards, and
Adopted the modified achievement standards and provided appropriate training for teachers and IEP teams.


text:
WASHINGTON (Reuters) - The United States will not file a brief next week asking the U.S. Supreme Court to review Argentina's case in a decades-old battle between the South American country and "holdout" creditors, a Justice Department spokesman said on Friday.
Over the last decade, holdout investors and Argentina have sparred in the U.S. courts over the South American country's $100 billion default in 2002. Holdouts declined to take part in two restructurings in 2005 and 2010 that drew participation from 93 percent of bondholders, who accepted returns as low as 25 cents on the dollar.
Argentina is asking the Supreme Court to void an October 2012 ruling by the 2nd U.S. Circuit Court of Appeals in New York, which found it had violated a clause in its bond documents requiring it to treat all creditors equally.
The appeals court has not yet ruled on whether to require Argentina to pay the holdout bondholders. A ruling in their favor would put Argentina on the hook for more than $1.3 billion in payments and risk the country's default.
The Supreme Court decides to hear less than 1 percent of the thousands of petitions that are filed each year.
The Supreme Court generally gives more weight to requests from the government than it does other parties, but the Justice Department rarely files friend-of-the-court briefs before the court has decided to hear a case, unless the justices ask it to.
"I am only aware of a couple instances where it has done so in the past 15 or 20 years," said John Elwood, a lawyer in Washington who formerly worked in the Justice Department.
The International Monetary Fund plans to file a brief in support of the case next week, by the court's July 26 deadline, if it gets approval from its board. In a paper, the IMF said a ruling against Argentina could have broad implications for future sovereign debt restructurings.
The Supreme Court is on its summer break and won't decide whether to hear the case until the fall.
Reporting by Lawrence Hurley and David Ingram, Writing by Anna Yukhananov; Editing by Eric Beech


text:
For seven years, the Camden audience has enjoyed the monologues actor and playwright Tony Scully brought to life at the Fine Arts Center (FAC) of Kershaw County.
Officials from Lugoff-Elgin Water Authority (L-EWA) attended a special meeting May 7 to discuss the viability of Fairfield County's water treatment facilities.
Since 1985, Emily McManus has been giving her time to KershawHealth, formerly the Kershaw County Medical Center. Even after health struggles of her own, she still volunteers every Tuesday in the Karesh Long-Term Care wing beauty parlor.
The Lugoff Fire District Board of Commissioners recently voted to enter into a capital lease purchase agreement -- not to exceed $980,000 -- to buy a new rescue pumper, a service truck and equipment to operate both vehicles.
Two well known faces will be spotted Saturday working to build a Habitat for Humanity home on Gordon St., Camden.
To celebrate the Habitat for Humanity of Kershaw County's 20th anniversary, the Habitat Store is holding a donation drive, as well as a "Rockin' and Rollin' Anniversary" event.
Elgin Mayor Brad Hanley called a special meeting Tuesday of Elgin Town Council in response to a YouTube video featuring Councilman Larry Risvold.
In honor of being in school for 100 days, the kindergarten and pre-K students at Camden First Baptist Church collected more than 300 pieces of food to donate to Christian Community Ministries. In total, 98 students and 18 teachers participated. In addition to the food collected at school, 5-year-old Abbygail Caulder celebrated a recent birthday and asked all her attendees to bring canned good instead of gifts for herself.
Both state and county voters crowned Newt Gingrich the winner of Saturday's South Carolina Republican primary.
The owner of Lugoff Ford and Lugoff Toyota, Mark Mason Sr., recently purchased a third dealership in the Lugoff community -- the Carolina Chrysler Dodge Jeep Ram, located across from Lugoff Toyota on U.S. 1.
If Martin Luther King Jr. were alive today, he'd be astonished at how far we've come in racial equality, said the Rev. Dr. Neal R. Jones during a King Day Celebration at Camden First United Methodist Church Monday.
For Mary Reynolds, having a stable home for her family to live in important.
Two weeks before Christmas, Mark Mason had an idea. He wanted to feed a hot meal to those in need on Christmas Eve. So he approached the owners of Hall's Restaurant in Lugoff to ask for help. At first he was told the restaurant wouldn't be open, but after the owners consulted with the employees of the restaurant, they agreed to come in for the good cause.
Roy Williams describes his life story in the past few months "like being in a Christmas movie."
Bags and boxes lined the offices and hallways at the Kershaw County Department of Social Services (DSS) last week -- the final week before Christmas.
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All the conveniences you need on the road. Welcome Home!
Book Now
1228 Western Avenue, Albany, NY 12203
"Great place for overnight stay"
I stopped and stayed on the way to visit my daughter at college. It was a great place to stop. Rooms were clean, quiet and staff was friendly. It's close to highway, restaurants and stores.
- TripAdvisor Guest WellsM0m


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Small Business and Technology Development Center
The Small Business & Technology Development Center (SBTDC) is The University of North Carolina's business and technology extension service. The SBTDC is administered by N.C. State University on behalf of The University of North Carolina System, and is operated in partnership with the U.S. Small Business Administration. The Eastern Region Service Center at East Carolina University is part of the Office of Engagement, Innovation and Economic Development and one of 17 offices on campuses across the state. The SBTDC has been helping North Carolina businesses grow and create new jobs since 1984. SBTDC specialists provide management counseling and educational services to small and mid-sized businesses throughout North Carolina. Most SBTDC services are free of charge, and all SBTDC services are confidential. The SBTDC's core services include:
For further details about our services, events, or to request an appointment with our counselors, please visit www.sbtdc.org/ecu.


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One of the most notable acquisitions made by the Advocates Library, this collection of 3,617 volumes was formerly part of the library of the Marqueses de Astorga. The famous book collector Richard Heber (1773-1833) had been given first choice from the collection, but the rest of it was purchased by the Faculty in 1826 for 3,000 pounds from the London bookseller Thomas Thorpe. The Faculty was acting on the advice of the Hispanist, John Gibson Lockhart (see Abbotsford Collection), who may have been informed of the collection through Heber's friendship with his father-in-law, Sir Walter Scott. As a result the Advocates gained, against competition from the Bodleian Library, one of the leading collections of early Spanish books in Britain at that time. Although it is not the complete Astorga library, the collection as it stands has a remarkable variety of subject matter, and extends from the 15th century (11 incunables) to the early 19th century. It is strong not only in the traditional subjects of law, theology and history, but also in mathematics, geography and travel, and the practical arts and sciences. There is, however, an absence of Spanish 'Golden Age' literature, with few works by Calderon and Cervantes, which may be due to Heber having acquired such items beforehand. The collection admirably displays the high and low points of Spanish printing and book production, from the distinctive and handsome books of the 15th and beginning of the 16th century, through the doldrums of the 17th and the early 18th century, to the revival of standards from 1750 onwards, outstandingly represented by Ibarra's Sallust (1772), one of the finest volumes produced in any country during the 18th century.
J.H. Loudon, 'The Astorga Collection of Spanish books now in the National Library of Scotland', in III Congreso Internacional de Bibliofilia, Barcelona, 1971, 89-93.
More about the Astorga Collection
Shelfmark: G.
Introduction | Search | List of Collections


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VB Team in India
The VB Team is coming to India next week! Alan Griver (http://blogs.msdn.com/vsdata) and I will be visiting five cities for the final leg of the 2004 VB World Tour. It will be great to see India and meet up with VB developers over there. We'll be in: Bangalore: 11/30 and 12/1Mumbai: 12/1 and 12/2Chennai: 12/3… Read more
- Categories: Uncategorized2


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Middle School & High School Physical Education
Course Materials:
- Appropriate footwear (running shoes/sneakers)
- Clothing appropriate for movement (shorts, sweat pants, t-shirts, sweat shirts etc…) NO DENIM OR KHAKI MATERIALS
- Water bottle (optional but highly encouraged)
SHAPE (Society of Health and Physical Educators) America Standards:
A physically literate individual:
STANDARD 1: Demonstrates competency in a variety of motor skills and movement patterns. STANDARD 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance STANDARD 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. STANDARD 4: Exhibits responsible personal and social behavior that respects self and others. STANDARD 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Guidelines in PE (SHAPE standard 4):
- Be prepared for class. For example; bring appropriate active wear, homework that is due, and complete any reading before class!
- Always demonstrate body control (ex. slowing yourself down before running into the wall/stage)
- Be aware of your surroundings
- Keep play away from bleachers
- NO SLIDING/DIVING in the gym
- Students will demonstrate the "Spirit of the Game" concept most commonly used in Ultimate Frisbee which stresses "sportsmanship and fair play, competitive play is encouraged but NEVER at the expense of respect between players, adherence to the rules and basic joy of play."
Please click on the link below for your course syllabus:
Syllabus Personal fitness 2018-2019
Update: Week of December 3
Personal Fitness: Developing Programs
3rd & 4th Period PE: Basketball & Backyard games
6th & 7th Period PE: Throwing activities
HIP: Capture the Flag
|Dec 8, '17
|Dec 9, '17
|Dec 10, '17
|Dec 11, '17
|Dec 12, '17
|Dec 13, '17
|Dec 14, '17
Category Key
- kleonard


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It's hard to believe that it's already been 6 months since I started my blog and the year 2009 has already come to an end! Not only has food blogging made me expand my waistline but it's also encouraged me to expand my baking and cooking skills as well as meeting other amazing bloggers from around Sydney. Thanks to all the readers – those who comment and also those who lurk around unnnoticed ;) – for your support for the first 6 months of this blog. It's really you guys who motivate me to keep posting about my culinary adventures!
So here are some of my favourite posts from 2009:
The First Post – Assiette, Surry Hills: I had been toying around with starting up a food blog for a while but this was the meal that really kicked me into it! It was an amazing 3 course meal shared with some of my closest friends and it was without a doubt great value at only $30!
Best value aburi scallop sushi – Sushi Sagunja, Chatswood: This may just have been my greatest find in 2009. Since my post about it I've been back several times and they have never failed to impress with their sweet, smokey perfectly-seared scallops on top of sushi rice… yum!
Favourite patisserie – Bacco Pasticceria, Sydney: Everytime I go here I can't help but stare at all the beautiful desserts in the display window. And then I have to buy one. And eat one. And every dessert I've had here has been almost too pretty to eat but then I bite into it and all my hesitations go away…
Most mind-blowing meal – Marque Restaurant, Surry Hills: This was by far the most intriguiging and interesting meal of the year, with flavour combinations that surprised yet pleased me. The presentation of the dishes and attention to detail was amazing and again it was great value for only $45.
Most memorable baking adventure – Rainbow Vanilla Buttercake: This cake was inspired by chocolatesuze's 20 layer rainbow cake and although it took me all night to bake each layer individually, it was worth it to see Queen Chu's face when she cut the cake open :)
Favourite event from SIFF – Sydney Food and Wine Fair: This called for some strategic decision-making as to how to best make use of our coupons and which food items to purchase, but some dishes (like the seven-textured chocolate cake from Quay) were too good to resist. Combined with some awesome freebies and great weather, it was a fantastic day.
Food blogger gatherings – These were by far the highlight of my year. I got to meet some amazing people who understood when it was photo-taking time and when it was eating time! It was great to finally put faces to blogs which I had been reading for a long time and to find out that food bloggers are such fun-loving, friendly people was a bonus!
Anyway that's it from me this year! Thanks again to everyone for all the support you've given me for the past 6 months. Happy New Year and I hope you all have a great NYE!


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Contact: email@example.com
Phone: 269-471-3322
On May 14, elementary and high school age science enthusiasts from across the country gathered in the Howard Performing Arts Center for the Adventist Robotics League's second annual Adventist Robotics Challenge.
Teams came from as far as Georgia, California, and Washington, having advanced through divisional conference competitions before arriving at Andrews University for the North American Division final. Andrews coordinator and engineering professor Bill Wolfer said, "These are the best of the best."
Teams were judged on robot performance, teamwork, technical precision, and a research project based on this year's theme: Nanoquest. The playing field was a large table covered with Lego obstacles, such as a car crane and "space elevator." The objective was to design and program robots to accomplish missions by successfully navigating through the course and engaging the various contraptions under the pressure of a time limit. Although there were few technical difficulties, Wolfer insisted that "These robots are not as easy as they look."
The members of Cloud Nine, from Lansing, Mich., were excited about the opportunity to put their scientific skills to use on their research project. 'We are working on a device that could cure cancer" said eleventh-grader Tamara Naja. While the project is still in development, Naja offered that "we have worked on the areas where scientists went wrong."
As they entered the teamwork judging room, the focus shifted from the scientific to the interpersonal. Judge Bill Brent pointed to a pile of several hundred pennies, and told the kids they had four minutes to create a 3-D portrait of Abraham Lincoln. Under Naja's command, the team got into gear, using the likeness on the penny as a model. When the four minutes were up, they had recreated Lincoln, down to the textured hair and beard.
After congratulating them on their artistic accomplishment, Brent turned their attention to the real purpose of the exercise, which was to test their ability to cooperate. "Even though it took you a minute to get started," Brent said, "you came together to finish the best Abraham Lincoln we?ve had so far."
Upon exiting the "teamwork" room, the members of Cloud Nine met for a strategy session with their coach, Chad Bernard. After some encouraging words, Bernard sent them on to the technical phase of the competition. Bernard, who was also coaching I.C.U., another team from Lansing, was positive about his involvement with the program. He said, "These kids have been highly motivated, and working with them has been a real blessing."
The excitement reached its peak at 4:00 pm, as the contestants awaited the deliberating judges. As team scores were announced, multiple teams received first, second, and third place scores on the individual components of the competition. When it finally came time to present the Lego Cup to the grand prize winners, Adventist Robotics League director Mal Wade explained that due to the heated nature of the competition, three teams, including Cloud Nine, would be awarded the prize.
Wade expressed his satisfaction with the event: "It's fun watching kids come together to get real life experiences--experiences you can't get out of a book."


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Sapphire Toxic HD 5970 4GB Review
Back when the HD 5970 launched in November of 2009, it was the fastest video card on the planet. Fast forward almost 6 months and well, the HD 5970 is still the top dog when it comes to video cards. So what do you do to follow up the fastest video card on the planet? Well if you're Sapphire, you take the best and make it better. As ATI's largest partner, Sapphire has long been known as a source of high end graphics solutions that easily move to the top of the class when they receive the Toxic, Vapor-X or Atomic treatment. While I have not seen an Atomic video card since the HD 4890, the Toxic and Vapor-X cards have been making the rounds. The latest before this behemoth being the Toxic HD 5870 2GB that offered third party cooling and improved performance via higher clock speeds and additional frame buffer memory. Kind of the same story here, with the improvements made to the Toxic HD 5970 4GB. The HD 5970 is a stout card and Sapphire has made the Toxic even more robust with the addition of aftermarket cooling in the Arctic Cooling Xtreme HD 5970 as well as higher clock speeds. Lets see if the new kid has what it takes to move to the front of the line.
Closer Look:
The packaging for the Sapphire Toxic HD5970 4GB shows a dark figure on the metallic front panel. The front panel is chock full of information on the cards capabilities that include DirectX 11 and Windows 7 support, Full HD support via HDMI that includes 1080p and 7.1 sound, PCIe 2.1 compliance, Eyefinity readiness and the 4GB of GDDR5 memory on board that can only help with the large resolutions that an Eyefinity setup will run. An added bonus is the inclusion of two popular game titles: Dirt 2 and Modern Warfare 2. Strangely missing is the CrossfireX Logo, but you can be assured the card is capable. The rear panel defines the capabilities of the Toxic as well as a short synopsis of the cards abilities. On the bottom of the rear panel you can see Sapphire's commitment to the environment with the use of recyclable materials in the packaging as well as the long list of awards their products have earned.
The inner packaging is without information and is a plain cardboard box that houses the Toxic and its accessory bundle. The documentation and game keys are on top of the foam that protects the card from harm. The Toxic is housed in between two foam shells as well as being inside a buble wrap anti-static bag for added protection. The rest of the bundle is housed in a smaller box inside the package and is quite the bundle. Once you pull the card out, its size is evident by comparison to my old school cell phone.
The bundle that comes with the Toxic HD 5970 is pretty impressive. Not only do you get the standard stuff such as the manual, Crossfire bridge connection, driver disk and D-sub to DVI and HDMI to DVI adapters, but you get a couple other things that you do not normally see bundled with other GPUs. You get not one, but two very popular games (Call of Duty Modern Warfare 2 and Dirt 2), a Mini DisplayPort to DisplayPort connection, and the one thing that says use this card in an Eyefinity setup all over the place and active displayport to DVI adapter. The games and the active adapter alone are worth a nice amount of cash by themselves, but for roughly $1100, you should expect to get a few extras.
Seeing how the bundle shapes up I am sure the card will not disappoint.


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Police are appealing for witnesses following an assault in Alfreton.
The offence happened around 12.15am, on Sunday, July 27, when a man was walking home along Nottingham Road when he was approached on the street by a man and assaulted.
The victim was punched in the face and fell to the floor where he was knocked unconscious.
He was then helped up by an unknown person shortly after the attack.
The assault resulted in the victim receiving surgery for a broken jaw at Queens Medical Centre.
The offender was said to be wearing dark-coloured clothing.
Officers are keen to speak to the person who helped the victim around the time of the incident to aid their investigation.
Witnesses or anyone with information is asked to contact Sarah Fraser at Ripley CID on 101 or Crimestoppers anonymously on 0800 555 111.


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FAMOU$ J - FAMOU$ [Unsigned Artist]
Queen City's own up and coming Famou$ J drops official music video for his second single "Famou$" from his debut mixtape "Fast Food" NOW AVAILABLE for free download at Livemixtapes and Datpiff
Follow Famou$ J on twitter @FamousJCarter
Instagram @FamousWho
Youtube Channel: Youtube.com/FlyStandard.
For another up and coming QC artist Follow Bankroll Bird (@iAmBankroll)
Please click the "Report" button below if the video on this page is not working properly.
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DRINKERS at The Hobbit pub in Southampton are today celebrating the truce which means their favourite pub can continue how they like it.
As revealed by the Daily Echo last night, a truce looks to have been called in the clash between the little Hobbit pub in Southampton and the might of Hollywood that wanted it to change its name.
The pub was offered the chance to pay a token fee in a bid to break the deadlock – and keep its name without fear of breaching copyright.
That olive branch will now be examined by lawyers but punters are now confident the 20-year history of the popular Bevois Valley watering hole – with its famous name – can be preserved for future generations.
The movie producer at the centre of the row last night told the Daily Echo he wants to resolve the dispute "amicably".
Paul Zaentz said a nominal annual licence fee of just $100 (around £63) would be enough to ensure the Tolkien trademarks owned by his company are not being abused.
When the Daily Echo broke the news to The Hobbit's delighted landlady Stella Roberts she said she would be happy to pay such a fee to keep the pub's name.
Campaigners last night flocked to celebrate the apparent victory in the battle, which began when lawyers for the Saul Zaentz Company sent a letter to the Bevois Valley Pub, and its owners Punch Taverns, complaining about apparent copyright infringements.
As reported, celebrities including Stephen Fry and Sir Ian McKellan – who played Gandalf in The Lord of the Rings films – gave their backing to the pub's cause, while nearly 50,000 people have given support to an online campaign.
However, Mr Zaentz said it was never his intention to try to force the pub out of busi ness, but he had to act to protect the trademark rights his firm has built up on JRR Tolkein's works.
Speaking from California, he said: "We've tried to be very gracious.
"We said in the letter, rather than engage in protracted and expensive litigation, (we) would prefer to resolve this matter amicably.
"We said we would be willing to consider any proposition they might make, but to my knowledge we've had no response yet.
"We think asking for a nominal licence fee is very reasonable. I think $100 would be about the maximum we would charge.
"We're not against these people.
"I absolutely don't want to see it closed. If I'm ever in the neighbourhood I'll stop in for a drink.
"Our intention is not to put any established business out of business. I just don't want to do that, because people work hard to make businesses successful. We had to do this. We had no choice.
"The law says that unless you protect your trademark it becomes diluted and you can lose it.
"It's our responsibility to the Tolkein estate to go after this, or their charities will ultimately lose out.
"If it wasn't for the Internet we probably wouldn't have found out about this pub. They've been posting a lot of things recently."
After being told of Mr Zaentz's comments, a relieved Ms Roberts, 41, said she believes a resolution can now be found to save The Hobbit.
She said: "That's brilliant. We can't complain at that.
"It is such a relief. It has been very stressful not knowing what is going on. We have all been upset because we are very proud of what we do here. But the support we have been receiving has been overwhelming."
Mr Zaentz suggested part of his company's action, which he insisted was "standard practice" that has happened many times, revolves around "unauthorised merchandise" and use of film images by the pub.
Ms Roberts said Punch Taverns' lawyers would now have to examine any deal, and look at whether it could impact on The Hobbit's popular cocktails, named after characters like Gandalf and Gollum.
She said: "We don't want to lose the identity of the pub and we don't want to lose the names."