Grants.gov

Description

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit SBIR grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students and pre- and in-service teachers ("Teachers") or (2) Informal science education (ISE), i.e., outside the classroom, audiences. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.

Description

The purpose of this funding opportunity announcement (FOA) is to foster research on the unique perspectives, needs, wishes, and decision-making processes of adolescents and young adults (AYA; defined by the World Health Organization and the Centers for Disease Control and Prevention as youth between 1224 years of age) with serious, advanced illnesses; and research focused on specific end-of-life/palliative care (EOLPC) models that support the physical, psychological, spiritual, and social needs of AYA with serious illness, their families and caregivers.

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research to improve self-management and quality of life in children and adolescents with chronic conditions. Managing a chronic condition is an unremitting responsibility for children and their families. Children with a chronic condition and their families have a long-term responsibility for self-management. This FOA encourages research that takes into consideration various factors that influence self-management such as individual differences, biological and psychological factors, family/caregivers and sociocultural context, family-community dynamics, healthcare system factors, technological advances, and the role of the environment.

Description

This initiative supports research to test the effectiveness of combined strategies to both detect and intervene to reduce the risk of suicide behavior, suicide ideation, and non-suicidal self-harm (NSSI) by youth in contact with the juvenile justice system. Opportunities for detection and prevention start at early points of contact (e.g., police interaction, the intake interview) and continue through many juvenile justice settings (e.g., pre-trial detention, juvenile or family court activities, court disposition, placement and on-going care in either residential or multiple community settings.) This FOA invites intervention strategies that are designed to be delivered in typical service settings using typically available personnel and resources, to enhance the implementation of interventions that prove effective, enhance their future uptake in diverse settings, and thereby reduce risk of suicide and self-harm in this population.

Description

This Funding Opportunity Announcement (FOA), issued by the National Institute of Nursing Research (NINR), is intended to encourage Research Project Grant (R01) applications that employ innovative research to identify mechanisms of influence and/or promote positive sustainable health behavior(s) in children and youth (birth to age 18). Positive health behaviors may include: developing healthy sleep patterns, developing effective self-regulation strategies, adaptive decision-making in risk situations, practicing proper dental hygiene, eating a balanced and nutritious diet, engaging in age-appropriate physical activity and/or participating in healthy relationships. Applications to promote positive health behavior(s) should target social and cultural contexts, including, but not limited to: schools, families, communities, population, food industry, age-appropriate learning tools and games, social media, social networking, technology and mass media. Topics to be addressed in this announcement include: effective, sustainable processes for influencing young people to make healthy behavior choices; identification of the appropriate stage of influence for learning sustainable lifelong health behaviors; the role of technology and new media in promoting healthy behavior; identification of factors that support healthy behavior development in vulnerable populations; and, identification of mechanisms and mediators that are common to the development of a range of habitual health behaviors. Given the many factors involved in developing sustainable health behaviors, applications from multidisciplinary team that include nurse scientists are strongly encouraged. The goal of this FOA is to promote research that identifies and enhances processes that promote sustainable positive behavior or changes social and cultural norms that influence health and future health behaviors.

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and pilot test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and pilot test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion FOA, PAR-18-428 which uses the R01 funding mechanism.

Description

The Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program) seeks to enhance the quality of undergraduate STEM education at HSIs and to increase retention and graduation rates of undergraduate students pursuing degrees in science, technology, engineering, and mathematics (STEM) at HSIs. In addition, the HSI Program seeks to build capacity in undergraduate STEM education at HSIs that typically do not receive high levels of NSF grant funding. The National Science Foundation (NSF) established the HSI Program in response to the Consolidated Appropriations Act, 2017 (P.L. 115-31) and the American Innovation and Competitiveness Act (P.L. 114-329). The HSI Program is aligned with NSF’s commitment to increase access for underrepresented groups to the Nation’s STEM enterprise. In designing the HSI Program, NSF sought community input by several mechanisms (https://nsf.gov/ehr/HSIProgramPlan.jsp) and has continued to gather community input to inform future components of, or modifications to, the HSI Program. To be eligible for HSI Program funding, the institution serving as the awardee organization must, at the time of application, be accredited, offer undergraduate educational programs in STEM, and satisfy the definition of an HSI as specified in section 502 of the Higher Education Act of 1965 (20 U.S.C. 1101a). Institutions should review the legislation before certifying their eligibility for this program (http://legcounsel.house.gov/Comps/HEA65_CMD.pdf). The HSI Program will accept proposals in two tracks: Track 1: Building Capacity funds projects up to $2,500,000 for up to 5 years and is open to all eligible institutions. This track has three priority areas: Critical Transitions; Innovative Cross-Sector Partnerships; and Teaching and Learning in STEM. Track 2: HSIs New to NSF funds projects up to $300,000 for up to 3 years and is open only to eligible institutions that have never received NSF funding, or that have not received NSF funding in the five years preceding the proposal deadline.

Description

This initiative supports research to test the effectiveness of combined strategies to both detect and intervene to reduce the risk of suicide behavior, suicide ideation, and non-suicidal self-harm (NSSI) by youth in contact with the juvenile justice system. Opportunities for detection and prevention start at early points of contact (e.g., police interaction, the intake interview) and continue through many juvenile justice settings (e.g., pre-trial detention, juvenile or family court activities, court disposition, placement and on-going care in either residential or multiple community settings.) This FOA invites intervention strategies that are designed to be delivered in typical service settings using typically available personnel and resources, to enhance the implementation of interventions that prove effective, enhance their future uptake in diverse settings, and thereby reduce risk of suicide and self-harm in this population. This FOA is published in parallel to a companion R34 FOA (PAR-xx-xxx) supporting pilot studies in preparation for the larger-scale studies described here.

Description

This Funding Opportunity Announcement encourages developmentally tailored research focused on adolescents and emerging adults as it relates to HIV prevention and treatment. Exploratory research is encouraged to incorporate recent advances in adolescent and young adult developmental research to better understand HIV prevention and care of this heterogeneous population. PA-FY-NNN uses the R01 grant mechanism, PA-FY-NNN uses the R21 mechanism, while PA-FY-NNN uses the R34 mechanism. High risk/high payoff projects that lack preliminary data or utilize existing data may be most appropriate for the R21 mechanism. Applicants with preliminary data and/or planning to include longitudinal analysis may wish to apply using the R01 mechanism. Applicants wanting to develop and pilot test an intervention may wish to apply using the R34 mechanism

Description

This notice solicits applications for the Pediatric Mental Health Care Access Program. The purpose of the Pediatric Mental Health Care Access Program is to promote behavioral health integration into pediatric primary care by supporting pediatric mental health care telehealth access programs. State or regional networks of pediatric mental health care teams will provide tele-consultation, training, technical assistance, and care coordination for pediatric primary care providers to diagnose, treat and refer children with behavioral health conditions. For purposes of this funding opportunity, telehealth is defined as the use of electronic information and telecommunication technologies to support and promote long-distance clinical consultation, patient and professional health-related education, public health and health administration. Permitted telehealth modalities between providers include (but are not limited to): real-time video, telephonic communications, store and forward of images and mobile health (mHealth) applications. For purposes of this funding opportunity, a pediatric mental health care telehealth access program for which funding may be used, shall— A. be a statewide or regional network of pediatric mental health care teams that provide support to pediatric primary care sites as an integrated team; B. support and further develop organized state or regional networks of pediatric mental health care teams to provide consultative support to pediatric primary care sites; C. conduct an assessment of critical behavioral consultation needs among pediatric providers and such providers’ preferred mechanisms for receiving consultation, training, and technical assistance; D. develop an online database and communication mechanism, including telehealth, to facilitate consultation support to pediatric primary care practices; E. provide rapid statewide or regional clinical telephone or telehealth consultations when requested between the pediatric mental health care teams and pediatric primary care providers; F. conduct training and provide technical assistance to pediatric primary care providers to support the early identification, diagnosis, treatment, and referral of children with behavioral health conditions; G. provide information to pediatric providers and assist pediatric providers in accessing, pediatric mental health care providers, including child and adolescent psychiatrists, and licensed mental health professionals, such as psychologists, social workers, or mental health counselors and in scheduling and conducting technical assistance; H. assist with referrals to specialty care and community or behavioral health resources; and I. establish mechanisms for measuring and monitoring increased access to pediatric mental health care services by pediatric primary care providers and expanded capacity of pediatric primary care providers to identify, treat, and refer children with mental health problems. You must describe how your project will support the development of new or the improvement of existing statewide or regional pediatric mental health care telehealth access programs, thereby facilitating access to and availability of telehealth (including by telephone) psychiatric consultation and care coordination to pediatricians and other pediatric primary care providers. You must also describe how your project will provide training and education on the use of evidence-based, culturally and linguistically appropriate telehealth protocols to support the treatment of children and adolescents with behavioral disorders. The program will support telehealth consultation with a pediatric behavioral clinician on the team and referral to a local pediatric behavioral clinician, to the extent possible. This program will serve as a resource for pediatric primary care providers serving children and adolescents, including, but not limited to, pediatricians, family physicians, nurse practitioners, physician assistants, and care coordinators.

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available atwww.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf. The dates when applications are available and the deadlines for transmittal of applications invited under this notice are indicated in the chart at the end of this notice and in the Requests for Applications (RFAs) that are posted at the following websites: https://ies.ed.gov/funding,https://www.ed.gov/programs/edresearch/index.... https://www.ed.gov/programs/specialedresearch/index.html. FOR FURTHER INFORMATION CONTACT: The contact person associated with a particular research competition is listed in the chart at the end of this notice, as well as in the relevant RFA and application package. Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all students from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for students who engaged in career and technical, postsecondary, or adult education). The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The Institute will conduct nine research competitions in FY 2019 through two of its centers: The Institute's National Center for Education Research (NCER) will hold a total of five competitions--one competition in each of the following areas: Education research; education research and development centers; statistical and research methodology in education; partnerships and collaborations focused on problems of practice or policy; and low-cost, short-duration evaluation of education interventions. Catalog of Federal Domestic Assistance (CFDA) numbers 84.305A, 84.305C, 84.305D, 84.305H, 84.305L, 84.324A, 84.324B, 84.324L, and 84.324N.

Description

USAID has a long history of engaging higher education institutions (HEIs) to achieve development objectives. Together with HEIs, the U.S. Global Development Lab partners with USAID colleagues, other federal agencies, NGOs, and the private sector to increase the scientific knowledge and evidence directed toward addressing USAID’s development priorities and improving policy and programming decisions.

Description

The Department of Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program aims to increase the quantity and quality of minority professionals in science, technology, engineering, and mathematics (STEM) in the defense community. Research conducted at Minority-Serving Institutions (MSIs) for the DoN HBCU/MI Program: • Enhances the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the DoN, • Encourages cross-institutional, collaborative participation of HBCU/MIs in naval-relevant research, development, testing, and evaluation (RDT&E), and • Increases the engagement of students, including underrepresented minorities, in STEM fields important to the defense mission. This FOA is executed under policy and guidance of the DoN HBCU/MI Program and is administered by the Office of Naval Research (ONR). This FOA seeks to support research efforts that will contribute to the science and technology (S&T) mission and vision of the U.S. Navy and the U.S. Marine Corps while simultaneously expanding the research capacity of participant institutions and engaging students in STEM. In that regard, this FOA is intended for white papers and invited proposals from HBCU/MIs exploring basic, naval-relevant research. The technical content of any idea must align with the following research areas of interest as outlined by the Naval Research Development Framework. Information, Cyber, and Spectrum Superiority An increasingly interconnected force with more rapid and effective decision-making is enabled by persistent sensing, advanced data analytics, digital integration, and assured spectrum access. In that regard, this research area spans three strategic areas: • Assured Command and Control (C2) • Electromagnetic Maneuver Warfare (EMW) • Full Spectrum Cyber technologies Assured Command and Control (C2): Assured C2 is enabled by persistent sensing, timely intelligence, and decision support tools that will accelerate “data to decisions” timelines. Leveraging machine reasoning and data analytics, an end-to-end approach achieves protected data transport, resilient networking, and assured apps and services that result in trusted information and actions. The need for increased spectral efficiency and diversity, coupled with the information domain, is critical to our naval freedom of maneuver on a global scale. Electromagnetic Maneuver Warfare (EMW): EMW efforts include electromagnetic spectrum management technologies and techniques that fluidly combine communications, surveillance electronic warfare (EW), and electronics to understand and shape the battlespace. Ultra-wide bank systems, which continuously monitor the spectrum, are needed to facilitate optimized use. Intrinsically secure and resilient computing systems with robust computational and communications architectures will provide the capability to manipulate and interpret rapidly growing amounts of data support of C2, Combat Systems (CS), and Intelligence Surveillance, and Reconnaissance (ISR) effects. Assuring secure access to the full spectrum is essential to operate at will or deny adversary access in more complex and dynamic future EMW environments. Full Spectrum Cyber technologies: Full-spectrum Cyber approaches must be developed to protect our networks, data, information systems, and real-time control systems. Total platform cyber protection is becoming an essential element of Information Warfare. Cyber technologies provide the ability to assess and counter potential threats. Future information systems must provide agile capabilities for achieving and maintaining communications and data integrity in rapidly evolving, dispersed, and disadvantaged environments. Computational architectures need more resilient information infrastructure through assured system design, automated defensive tools for advanced persistent threats, hardening of the hosts, and data assurance. Applicable Research Interests: • Advanced RF electronics and materials • Communications and networking • Computational methods for decision making • Data science and analytics • Electronic warfare • Sensors and sensor processing • Machine learning, reasoning, and intelligence • Resource optimization • Precision navigation and timekeeping Mission Capable, Persistent, and Survivable Sea Platforms Concepts, systems, and component technologies that improve the performance and survivability of naval ships/submarines in an increasingly distributed yet interconnected force are critical. New platforms will need to deliver advanced weapons, as well as increased mobility and survivability. Power and energy for surface ships is a key, enduring investment for the efficiency of legacy platforms, while enabling the power requirements of future electric weapons. High-power electric weapons and sensors have advanced significantly, creating technical requirements for dramatic increases in energy management and pulsed power. Computational tools that model the platform’s interaction with the anticipated operational environment are essential to the development of integrated designs and protections such as stealth, counter-directed energy weapons, tactical decision aids, electronic warfare, and hard-kill systems. Undersea dominance remains a priority as the Navy designs and builds the next generation of strategic and tactical submarines. Resurgence by peer adversaries in ultra-quiet submarine technology is closing the gap in undersea warfare. Platform mobility and survivability is critical to successful operational strategies calling for more distributed forces. Advancements in materials, acoustics, and intelligent control are required in addition to hydro-, electro-, and computational mechanics. Advancements in countermeasures for ships and submarines are also critical. Platforms will become more self-sustaining to extend endurance and forward presence while reducing the logistics tail for fuel. Future platforms must have reduced sustainment requirements and be easier to maintain. Efforts are focused on platform interfaces as well as platform efficiency to reduce sustainment needs. Enhanced interface standards and modularity provide flexibility, ease of maintenance, and upgrades. Finally, affordability permeates all modernization concepts. The development of validated design tools capable of rapidly and accurately analyzing and evaluating novel platforms with advanced system performance characteristics is a high priority. Applicable Research Interests: • Naval engineering • Advanced naval power systems • Advanced survivable sea platforms • Unmanned sea platforms, autonomy, and power • Advanced naval materials • Undersea weapons, counter-weapons, and energetics • Sea platform environmental quality • Corrosion control Aviation, Force Projection, and Integrated Defense Sea-based aviation, including platform and weapons research, is focused on new or enhanced capabilities to defined against, and/or deter, disable, damage, defeat, or destroy adversaries at extended ranges and speeds. Offsetting technologies must continue to provide naval forces with an edge in any future battle. In the future battlespace, electric weapons with deep magazines and low cost-per-kill will be required to engage large numbers of threats simultaneously. Directed-energy systems will be used in layered defense to counter ISR capabilities, defeat or destroy threats, both before and during combat. Networked weapons will improve the probability to kill and reduce the need for multiple weapons targeting the same platform. Advanced warhead materials will decrease the size of rounds. Electromagnetic realigns will allow more, smaller, and longer-range rounds. Future naval fires efforts include targeting, decision support and precision strike by air, surface, undersea, and expeditionary forces. Improved aerodynamic control will allow unprecedented maneuverability for unconventional aircraft designs. Advanced aircraft power and propulsion technologies, such as variable-cycle advanced technology, will provide more efficient operation over a wider range of flight conditions. They will also enable technologies for providing the power and thermal management of electric weapons for next-generation aircraft. Advances in structures and materials will allow for reduced life-cycle costs as well as stronger and lighter airframes. Autonomous systems will reduce operational risk and improve mission performance. For today’s missions, autonomy can improve manning effectiveness and provide options for mission tasks. For future missions, autonomy can provide new persistent, pervasive, and rapid response capabilities to do tasks that would be unaffordable or impractical today.

Description

This FOA is intended to solicit two-phase research applications to develop, adapt and test interventions and strategies to prevent initiation of opioid misuse and development of OUD in at-risk older adolescents and young adults (ages 16-30). The goal is to stimulate research studies conducted in populations and geographic areas most affected by the opioid crisis or with indicators of an emerging crisis. Of priority are studies that target older adolescents and young adults in health care settings (including primary care, surgical, orthopedic and other specialty care, dental care, emergency departments, urgent care, HIV/STI and reproductive health clinics, prenatal clinics, school-based health centers, federally qualified health centers, military medicine settings, occupational health settings), justice settings (including criminal justice, juvenile justice, as well as child welfare and other systems that cross with the justice system) and other systems and settings. Studies that include understudied at-risk older adolescent and young adult populations are strongly encouraged. Examples include, but are not limited to individuals in rural or reservation settings, women, veterans, and individuals with a history of polysubstance use or mental disorders.

Description

The Office of Citizen Exchanges, Sports Diplomacy Division, of the U.S. Department of State's Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the FY 2019 International Sports Programming Initiative (ISPI). U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 U.S.C. 501(c)(3) may submit proposals to manage sports exchange projects designed to reach underserved youth and/or their coaches/sports administrators who manage youth sports programs. These exchanges between the United States and select countries will be reciprocal exchanges that employ sports to address the Sport and Social Change theme outlined below. The International Sports Programming Initiative uses sports to help underserved youth around the world develop important leadership skills, achieve academic success, promote tolerance and respect for diversity, and positively contribute to their home and host communities. Sports Diplomacy programs are an important tool for advancing U.S. foreign policy goals through interaction with hard-to-reach groups such as at-risk youth, women, minorities, people with disabilities, and non-English speakers. The focus of all programs must be on both male and female youth and/or their coaches/sports administrators. Programs designed to train elite athletes or coaches are ineligible under C.3 in the NOFO. Other Eligibility Requirements apply, as stated in the full announcement.

Description

Areas of partnership to highlight at the conference could include student and faculty exchanges, joint research, capacity-building, and joint academic programs in STEM fields. One day of the conference would focus on networking and partnership-building opportunities for the participants and would be bolstered through joint information session on topics such as best practices for international education cooperation, government policies on international higher education cooperation in both countries, and case studies of successful collaborations between U.S. and Indian universities. A second day of the conference would provide opportunities for the visiting U.S. university representatives will tour selected campuses of Mumbai colleges affiliated with the University of Mumbai that have ongoing international partnerships. (For further details, please refer to the full announcement available under "related documents" tab)

Description

The purpose of the Research Enhancement Award Program (REAP) for Health Professional Schools and Graduate Schools of Arts and Sciences is to stimulate basic and clinical research in educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation's research scientists, but that have not been major recipients of NIH support. REAP grants create opportunities for scientists and institutions otherwise unlikely to participate extensively in NIH research programs to contribute to the Nation's biomedical and behavioral research effort. REAP grants are intended to support small-scale research projects proposed by faculty members of eligible, domestic institutions, to expose undergraduate and/or graduate students at health professional schools or graduate schools of arts and sciences to meritorious research projects, and to strengthen the research environment of the applicant institution. Eligible institutions must award NIH-relevant baccalaureate or advanced degrees and have received less than 6 million dollars per year of NIH support (total costs) in 4 of the last 7 fiscal years.

Description

This notice announces the opportunity to apply for funding under the Transforming Health Care for Children and Youth with Epilepsy (CYE) Program. The purpose of this program is to increase access to coordinated, quality health care in a patient/family-centered medical home for CYE residing in rural and/or medically underserved areas. This will be accomplished by supporting quality improvement (QI) networks to address four content areas: (1) increasing access to specialists through telehealth1 and telemedicine2 strategies; (2) increasing family engagement at various levels across the health care system; (3) improving the transition from pediatric to adult health care; and (4) increasing communication, collaboration, and co-management between primary care providers and epilepsy specialty providers.

Description

The purpose of this program is to support states and tribes with implementing youth[1] suicide prevention [2] and early intervention [3] strategies in schools [4] , educational institutions, juvenile justice systems, substance use programs, mental health programs, foster care systems, and other child and youth-serving organizations. It is expected that this program will: (1) increase the number of youth-serving organizations who are able to identify and work with youth at risk of suicide; (2) increase the capacity of clinical service providers to assess, manage, and treat youth at risk of suicide; and (3) improve the continuity of care and follow-up of youth identified to be at risk for suicide, including those who have been discharged from emergency department and inpatient psychiatric units. SAMHSA expects states and tribes to make suicide prevention a core priority in statewide or tribal youth-serving systems. Efforts must include a linkage with health care programs and systems committed to making suicide prevention a core priority through implementation of the National Strategy for Suicide Prevention Goal 8 (promote suicide prevention as a core component of health care services) and Goal 9 (promote and implement effective clinical and professional practices for assessing and treating those identified as being at risk for suicidal behaviors) [5] . [1] The term “youth” means individuals who are between 10 and 24 years of age. [2] “Prevention” means a strategy or approach that reduces the likelihood or risk of onset, or delays the onset, of adverse health problems that have been known to lead to suicide. [3] “Early intervention” means a strategy or approach that is intended to prevent an outcome or to alter the course of an existing condition. [4] “Schools” means an elementary school or a secondary school as defined in section 8101 of the Elementary and Secondary Education Act of 1969 [20 U.S.C. 7801]. [5] https://www.ncbi.nlm.nih.gov/books/NBK109910/

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop modern foreign languages and area studies at varying levels of education. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct individual and group projects overseas to carry out research and study in the fields of modern foreign languages and area studies. This notice relates to the approved information collection under OMB control number 1840-0792. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term projects 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term projects 84.021B). Applicants must clearly indicate on the SF 424, Application for Federal Assistance cover sheet whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission details are included in the application package. GPA long-term projects are advanced overseas intensive language projects that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects are designed to take advantage of the opportunities that exist in the foreign country for intensive advanced language training and for using the language while experiencing the culture in the foreign country. Participants should have successfully completed at least two academic years of training in the language to be studied in order to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Catalog of Federal Domestic Assistance (CFDA)number 84.021A.

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf. Purpose of Program: The Fulbright-Hays DDRA Fellowship Program provides opportunities to doctoral candidates to engage in dissertation research abroad in modern foreign languages and area studies. The program is designed to contribute to the development and improvement of the study of modern foreign languages and area studies in the United States. This notice relates to the approved information collection under OMB control number 1840-0005. Catalog of Federal Domestic Assistance (CFDA)number 84.022A. Submit applications for grants under the Fulbright-Hays DDRA Fellowship Program, CFDA number 84.022A, electronically using the G5 system, accessible through the Department's G5 site at: www.G5.gov. While completing the electronic application, both the IHE and the student applicant will be entering data online that will be saved into a database. Neither the IHE nor the student applicant may email an electronic copy of a grant application to us.

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Purpose of Program: The Indian Education Formula Grants to Local Educational Agencies (Formula Grants) program provides grants to support local educational agencies (LEAs), Indian Tribes and organizations, and other eligible entities in developing elementary and secondary school programs that serve Indian students. The U.S. Department of Education (Department) funds comprehensive programs that are designed to meet the unique cultural, language, and educational needs of American Indian and Alaska Native (AI/AN) students and ensure that all students meet challenging State academic standards. As authorized under section 6116 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA), the Secretary will, upon receipt of an acceptable plan for the integration of education and related services, and in cooperation with other relevant Federal agencies, authorize the entity receiving the funds under this program to consolidate all Federal funds that are to be used exclusively for Indian students. Instructions for submitting an integration of education and related services plan are included in the EASIE, which is described under Application and Submission Information in section IV of this notice. Note: Under the Formula Grants program, all applicants are required to develop proposed projects in open consultation, including through public hearings held to provide a full opportunity to understand the program and to offer recommendations regarding the program (section 6114(c)(3)(C) of the ESEA), with parents of Indian children and teachers of Indian children, representatives of Indian Tribes on Indian lands located within 50 miles of any school that the LEA will serve if such Tribes have any children in such school, Indian organizations (IOs), and, if appropriate, Indian students from secondary schools. LEA applicants are required to develop proposed projects with the participation and written approval of a parent committee whose membership includes parents and family members of Indian children in the LEA's schools; representatives of Indian Tribes on Indian lands located within 50 miles of any school that the LEA will serve if such Tribes have any children in such school; teachers in the schools; and, if appropriate, Indian students attending secondary schools of the LEA (section 6114(c)(4) of the ESEA). The majority of the parent committee members must be parents and family members of Indian children (section 6114(c)(4) of the ESEA). Catalog of Federal Domestic Assistance (CFDA) number 84.060A. Electronic Application System for Indian Education (EASIE): EASIE is an electronic application found in the EDFacts System Portal at https://eden.ed.gov. It is divided into two parts--EASIE Part I and EASIE Part II.

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf. Purpose of Program: The EIR program, established undersection 4611 of the Elementary and Secondary Education Act, as amended (ESEA),provides funding to create, develop, implement, replicate, or take to scaleentrepreneurial, evidence-based, field-initiated innovations to improve studentachievement and attainment for high-need students; and rigorously evaluate suchinnovations. The EIR program is designed to generate and validate solutions topersistent education challenges and to support the expansion of those solutionsto serve substantially larger numbers of students. The central design element of the EIR programis its multi-tier structure that links the amount of funding an applicant mayreceive to the quality of the evidence supporting the efficacy of the proposedproject, with the expectation that projects that build this evidence willadvance through EIR's grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.”Applicants proposing innovative practices that are supported by limitedevidence can receive relatively small grants to support the development,implementation, and initial evaluation of the practices; applicants proposingpractices supported by evidence from rigorous evaluations, such as anexperimental study (as defined in this notice), can receive larger grant awardsto support expansion across the country. This structure provides incentives forapplicants to: (1) Explore new ways of addressing persistent challenges thatother educators can build on and learn from; (2) build evidence ofeffectiveness of their practices; and (3) replicate and scale successfulpractices in new schools, districts, and States while addressing the barriersto scale, such as cost structures and implementation fidelity. All EIR projects are expected to generateinformation regarding their effectiveness in order to inform EIR grantees'efforts to learn about and improve upon their efforts, and to help similar,non-EIR efforts across the country benefit from EIR grantees' knowledge. Byrequiring that all grantees conduct independent evaluations of their EIRprojects, EIR ensures that its funded projects make a significant contributionto improving the quality and quantity of information available to practitionersand policymakers about which practices improve student achievement andattainment, for which types of students, and in what contexts. The Department awards three types of grantsunder this program: “Early-phase” grants, “Mid-phase” grants, and “Expansion”grants. These grants differ in terms of the level of prior evidence ofeffectiveness required for consideration for funding, the expectationsregarding the kind of evidence and information funded projects should produce,the level of scale funded projects should reach, and, consequently, the amountof funding available to support each type of project. The Department expects that Mid-phase grantswill be used to fund implementation and a rigorous evaluation of a program thathas been successfully implemented under an Early-phase grant or other effortmeeting similar criteria, for the purpose of measuring the program's impact andcost-effectiveness, if possible using existing administrative data. Mid-phasegrants are supported by evidence that demonstrates a statistically significanteffect on improving student outcomes or other relevant outcomes based onmoderate evidence (as defined in this notice) from at least one well-designedand well-implemented experimental study for at least one population or setting,and grantees are encouraged to implement at the regional level (as defined inthis notice) or at the national level (as defined in this notice). This noticeinvites applications for Mid-phase grants only. The notices inviting applicationsfor Early-phase and Expansion grants are published elsewhere in this issue ofthe Federal Register.

Description

Increasingly, undergraduate computer science (CS) programs are being called upon to prepare larger and more diverse student populations for careers in both CS and non-CS fields, including careers in scientific and non-scientific disciplines. Many of these students aim to acquire the understandings and competencies needed to learn how to use computation collaboratively across different contexts and challenging problems. However, standard CS course sequences do not always serve these students well. With this solicitation, NSF will support teams of Institutions of Higher Education (IHEs) in re-envisioning the role of computing in interdisciplinary collaboration within their institutions. In addition, NSF will encourage partnering IHEs to use this opportunity to integrate the study of ethics into their curricula, both within core CS courses and across the relevant interdisciplinary application areas.

Description

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf. Purpose of Program: The HEP is designed to assist eligible persons to obtain the equivalent of a secondary school diploma and subsequently to gain improved employment, enter into military service, or be placed in an institution of higher education (IHE) or other postsecondary education or training. Catalog of Federal Domestic Assistance (CFDA) number 84.141A.

Description

The purpose of the Dwight David Eisenhower Transportation Fellowship Program (DDETFP) Local Competition is to stimulate interest among students attending an Institution of Higher Education (IHE) of Minority Serving Institutions (MSI) and community colleges to conduct transportation-related research, pursue transportation-related degrees, to enter the transportation workforce, and to enhance the breadth, scope and diversity of knowledge of the entire transportation community in the United States. The DDETFP Local Competition provides funding for students to pursue Associate, Bachelor, Master, and Doctoral Degrees in transportation-related disciplines in all modes of transportation. The MSI and community colleges are encouraged to apply to administer the DDETFP Local Competition at their IHE. The IHE must be accredited by a federally-recognized accrediting agency and must be located within the United States or its territories.