The document provides information about a study abroad proposal for the University of Algarve in Portugal. It includes statistics about the university such as having over 9,000 students, over 800 teachers/researchers, and awarding over 1,400 undergraduate degrees annually. The remainder of the document outlines the requirements for a proposal to partner with the University of Algarve, including providing an introduction, needs statement, goals/objectives, budget, schedule, and evaluation plan in the proposal.
The document provides guidance on writing proposals for the U.S.-Israel Science & Technology Foundation (USISTF). It outlines the basic information that all proposals must include: the objectives, methodology, budget, and timeline of the project. It also provides a generic proposal template that includes sections for an executive summary, need assessment, objectives, methods, evaluation plan, qualifications, timeline, and budget. While the USISTF does not require a specific format, following this template will help applicants organize their thoughts and address the necessary components when preparing their proposal.
Introduction to Effective Proposal Writing Top Pillars
Definition of proposal and grants
Type of proposal
The Grant Lifecycle
Pre steps of writing proposal
Proposal Formatting
Proposal Content
Special Challenges
This document provides guidance on writing effective grant proposals. It emphasizes the importance of clearly articulating the need for funding, objectives, methods, staffing, evaluation, budget, and sustainability. Key recommendations include writing concise executive summaries and statements of need, ensuring objectives are specific and measurable, and developing evaluation plans to demonstrate impact.
NIH grant proposal preparation for R01 and F applicationsdrdrtsai1
The document provides instructions for preparing an NIH grant application, including general tips, specific application components, and the review process. It describes acquiring a Commons ID and finding program announcements. It explains that the application has administrative forms and scientific documents. Representatives will describe institutional support services. A PowerPoint will provide instructions for each scientific document. General tips include starting at grants.gov and following the 424 instruction package. The document outlines components like biosketches, facilities, equipment, and vertebrate animals. It describes how proposals are reviewed, with scores based on a 9-point scale across five criteria. Reviewers provide written critiques and discuss applications to determine overall impact scores.
This document provides tips for writing a good research proposal. It discusses including an introduction that persuades readers of the proposal's purpose and plan. It should answer what, how, when, and how much the proposal will address. Sections to include are the title page with basic identifying information, background on the problem and its importance, objectives that are specific and measurable, outputs and milestones, the approach and activities, the project's impact and beneficiaries, its location, any collaborators, and a realistic budget in the required format. Following the donor's specific guidelines is also emphasized.
The document provides tips for successful tender applications. It advises to carefully consider if the project and organization are a good fit, including available resources and partnerships. It also recommends thoroughly reading the criteria and specifications, standing out from other bids with evidence of need and expertise, and adhering to formatting guidelines. The tips caution against underestimating time, including unnecessary marketing text, making the submission hard to read, and guessing at costs. Timescales are indicated but can slip if more information or evaluations are needed. Unsuccessful applicants may not always receive feedback.
The document provides an overview of the proposal preparation process, including key components and requirements. It discusses the Proposal Development and Routing Form (PDRF), budget, budget justification, resources and environment, key personnel, current and pending support sections, and federal assurances and certifications. It also covers the proposal submission process through Grants.gov and eRA Commons as well as important timelines and contacts for support.
Organizations often need additional funding to ensure ongoing service delivery. There are several potential sources of funding, including various levels of government and private organizations. Writing a successful funding submission requires thoroughly researching the guidelines, clearly outlining the proposed project or program, developing a budget, and demonstrating how the project will be monitored and evaluated. It is important to be concise yet provide all essential information in the submission.
The document provides guidance on writing proposals for the U.S.-Israel Science & Technology Foundation (USISTF). It outlines the basic information that all proposals must include: the objectives, methodology, budget, and timeline of the project. It also provides a generic proposal template that includes sections for an executive summary, need assessment, objectives, methods, evaluation plan, qualifications, timeline, and budget. While the USISTF does not require a specific format, following this template will help applicants organize their thoughts and address the necessary components when preparing their proposal.
Introduction to Effective Proposal Writing Top Pillars
Definition of proposal and grants
Type of proposal
The Grant Lifecycle
Pre steps of writing proposal
Proposal Formatting
Proposal Content
Special Challenges
This document provides guidance on writing effective grant proposals. It emphasizes the importance of clearly articulating the need for funding, objectives, methods, staffing, evaluation, budget, and sustainability. Key recommendations include writing concise executive summaries and statements of need, ensuring objectives are specific and measurable, and developing evaluation plans to demonstrate impact.
NIH grant proposal preparation for R01 and F applicationsdrdrtsai1
The document provides instructions for preparing an NIH grant application, including general tips, specific application components, and the review process. It describes acquiring a Commons ID and finding program announcements. It explains that the application has administrative forms and scientific documents. Representatives will describe institutional support services. A PowerPoint will provide instructions for each scientific document. General tips include starting at grants.gov and following the 424 instruction package. The document outlines components like biosketches, facilities, equipment, and vertebrate animals. It describes how proposals are reviewed, with scores based on a 9-point scale across five criteria. Reviewers provide written critiques and discuss applications to determine overall impact scores.
This document provides tips for writing a good research proposal. It discusses including an introduction that persuades readers of the proposal's purpose and plan. It should answer what, how, when, and how much the proposal will address. Sections to include are the title page with basic identifying information, background on the problem and its importance, objectives that are specific and measurable, outputs and milestones, the approach and activities, the project's impact and beneficiaries, its location, any collaborators, and a realistic budget in the required format. Following the donor's specific guidelines is also emphasized.
The document provides tips for successful tender applications. It advises to carefully consider if the project and organization are a good fit, including available resources and partnerships. It also recommends thoroughly reading the criteria and specifications, standing out from other bids with evidence of need and expertise, and adhering to formatting guidelines. The tips caution against underestimating time, including unnecessary marketing text, making the submission hard to read, and guessing at costs. Timescales are indicated but can slip if more information or evaluations are needed. Unsuccessful applicants may not always receive feedback.
The document provides an overview of the proposal preparation process, including key components and requirements. It discusses the Proposal Development and Routing Form (PDRF), budget, budget justification, resources and environment, key personnel, current and pending support sections, and federal assurances and certifications. It also covers the proposal submission process through Grants.gov and eRA Commons as well as important timelines and contacts for support.
Organizations often need additional funding to ensure ongoing service delivery. There are several potential sources of funding, including various levels of government and private organizations. Writing a successful funding submission requires thoroughly researching the guidelines, clearly outlining the proposed project or program, developing a budget, and demonstrating how the project will be monitored and evaluated. It is important to be concise yet provide all essential information in the submission.
Promoting Study Abroad Partnerships for Innovation and Collabo.docxamrit47
Promoting Study Abroad Partnerships for Innovation and Collaboration
Checklist
Section I: Funding Opportunity Description
1. Background – nothing
2. Program Summary
___ a. Goal - How will UHD encourage more of its students to study in Latin
American and more Latin American students to study at UHD?
___ i. Academic mobility – Leverage private-public partnership for cost-
effective means to increase participation
___ ii. Can UHD double the number of students studying abroad in the
Western Hemisphere? How?
___ b. Purpose – Increase bi-directional collaboration in the Western
Hemisphere
and increase study abroad. Proposed activities and topics
___ i. Smart collaboration
___ ii. Language barriers - Check out the English Language Institute,
which is located at S-417 in the One Main Building.
___ iii. Diversity and inclusion
___ iv. Alumni engagement
___ v. Communication and marketing
___ vi. Quality
___ vii. Accreditation
___ viii. Credit transfer
___ ix Service and service learning
___ x. Resource development
___ xi. Incoming student housing plans
___ xii. Safety and security
___ xiii. Address how UHD will leverage institutional commitment to
increasing study abroad - Can UHD be the gateway for the U of
H System for study abroad in the Western Hemisphere. UHD
students can take classes at the Central Campus.
___ xiv. Address inclusion and diversity in study abroad and access to
underserved/underrepresented populations
___ c. Expected Results
___ i. Demonstrate increased awareness of the barriers to study abroad
at UHD
___ ii. New model to engage students in the Western Hemisphere
___ iii. Increase number of effective partnerships between U.S. HEIs and
non U.S. HEIs
Section III: Eligibility Information
___ 1. Eligible Applicants – UHD is Legal and accredited
___ 2. Cost Sharing or Matching Fund Requirements
___ a. Commitment to increasing study abroad in both directions
___ b. Cost sharing and additional funding from private sector partners
Section IV: Application and Submission
___ 1. Online Submission Process – Must submit through Blackboard Learn
Assignments tool.
___ 2. Technical Application Format
___ a. Maximum 10 pages
___ b. Times New Roman
___ c. 12-point font
___ d. Single space
___ e. 8 ½ X 11-inch paper
___ f. 1-inch margins
___ g. Each page numbered consecutively, beginning after the cover page
___ h. Cover page, dividers, table of contents, annexes not counted toward 10 ...
The document provides tips and resources for writing successful grant proposals. It outlines the key elements to include: having a clear project idea and plan, obtaining permission, researching potential funding sources, and addressing the typical sections of a proposal such as the application forms, narrative, and budget. Numbers and data are emphasized to demonstrate need, goals, and evaluation methods. Following funder guidelines exactly and learning about their priorities are advised to improve chances of being funded.
The document provides guidance on writing an effective funding proposal. It emphasizes the importance of thorough preparation, research, and planning before starting to write the proposal. This includes understanding your own organization's strengths and weaknesses through a SWOT analysis, having a track record of past successes, and carefully choosing donors that align with your goals and understanding their priorities and application requirements. The summary also stresses projecting a credible image of your organization to funders by clearly defining your mission and having solid governance structures.
A proposal describes work that is suggested and provides justification for why it should be done, while a progress report describes and evaluates work as it is being performed over time. An academic proposal aims to convince supervisors that a research topic and approach are sound. It includes a rationale, literature review, and methodology. A business proposal offers a product or service to a potential client and details how customer needs will be met. Progress reports are submitted periodically to explain work accomplished, spending, remaining tasks, and enable assessment of the project status. Proposals and progress reports are thus related, as proposals suggest work and progress reports track its ongoing performance.
This grant proposal requests $250,000 in funding over multiple years to implement a reentry program. The proposal provides details on the organization's history and qualifications, evidence of the problem of reentry in the community, goals and activities of the reentry program, a timeline and budget for how funds would be spent. If funded, the program aims to reduce recidivism through job training, support services, and incentives for participants.
GRADING RUBICS FOR ASSIGNMENTTotal Possible Score 8.00Audien.docxwhittemorelucilla
GRADING RUBICS FOR ASSIGNMENT:
Total Possible Score: 8.00
Audience Analysis
Total: 1.50
Distinguished - Includes a well-written audience analysis, and thoroughly addresses all of the required questions on pages 87 – 91.
Purpose, Summary, and Introduction of Proposal
Total: 3.00
Distinguished - Clearly and concisely explains the purpose of the proposal, includes a succinct summary of the rhetorical situation, and comprehensively explains the problem or question that will be answered in the Recommendation Report.
Includes the Methodology of the Final Project Broken Down Into Clear and Measurable Segments
Total: 1.00
Distinguished - Includes a clear and comprehensive methodology of the Final Project broken down into clear and measurable segments.
Provides a Timeline for the Completion of Each Task for the Proposal and for the Entire Final Project
Total: 0.50
Distinguished - Provides a clear and comprehensive timeline for completion of each task for the proposal and for the entire Final Project.
Experience
Total: 0.50
Distinguished - Clearly and comprehensively includes the student’s credentials or future goals in relation to the subject matter.
Reading: Interpretation
Total: 0.25
Distinguished - Demonstrates an understanding of the multiple ways of reading and the range of interpretive strategies particular to a discipline or in a given community of readers.
Reading: Comprehension
Total: 0.25
Distinguished - Distinguishes probable implications of the text for contexts, perspectives, or issues outside the assigned task or beyond the author's explicit message.
Written Communication: Context of and Purpose for Writing
Total: 0.25
Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.
Written Communication: Content Development
Total: 0.25
Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Written Communication: Control of Syntax and Mechanics
Total: 0.13
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Written Communication: Page Requirement
Total: 0.12
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
Written Communication: Resource Requirement
Total: 0.12
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Written Communication: APA Formatting
Total: 0.13
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and refe ...
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A proposal is a document used to initiate projects that answers key questions like what is being proposed, why it is needed, how and who will develop it, when it will take place, and how much it will cost. There are different types of proposals including solicited, unsolicited, responses to specific programs, and responses to requests for proposals. An effective proposal includes key components like a summary, introduction, statement of need, objectives, methods, evaluation plan, future funding description, and budget.
Respond to each peer initial post with a response 3-4 sentences long.docxcarlstromcurtis
Respond to each peer initial post with a response 3-4 sentences long.
Peer # 1
inancial Information Typically Required by a Grant Proposal
There are several components necessary to prepare a grant proposal with one of them being the budget request (annual budget) and budget justification. Budgets are prepared for a twelve-month period called the fiscal year which could be the dates of the organization’s choosing, not necessarily January 1st– December 31stif each year. “Some funders will request an organization or operating budget which is the annual projection of income and expenses for the organization’s fiscal year. Sometimes only the project or program budget will be required. The program budget contains the projected income and expenses for the specific program which is being proposed for funding (Annual Budget, 2018).” This is where you will now need to assign dollar amounts to staff positions and activities without going over the proposed budget amount. The budget justification, sometimes referred to as a budget narrative, includes information about the expense line items of the annual budget (Budget Justification, 2018). Common budget line items for the Budget Request include:
Staff salaries
Taxes
Fringe benefits
Indirect costs
In kind items
Rent and utilities
Equipment and supplies
Postage
Travel(Section 5. Writing a Grant, 2018).
Included in the financials will be the cash flow budget which will show when funds should be expected and when expenses will be paid. This budget helps the nonprofit determine if there will be cash available from the nonprofit’s income sources to pay for the organization’s expenses as they are incurred (Cash Flow Budget, 2018).
Ways to Present Financial Information so Grant Reviewers May Consider Your Grant Proposal More Favorably
There really is no right or wrong way to impress the funder with a grant proposal unless the requirements are just simply not met. But some of the best ways to present financial information so that grant reviewers may consider your grant proposal more favorably are listed as follows: Consider a meeting with the funding source. Sometimes, it is possible to set up a meeting with a foundation staff person to explore your idea before a proposal is written or delivered (Section 4. Applying for a Grant: The General Approach, 2018).Some funders may agree to a meeting while others may not be open to that idea as much because they may feel like they are too busy. Follow instructions, be sure to abide by the requirements and the format requested (this cannot be stressed enough). Research information on what you are proposing so that you may have accurate information but be specific to your program so that it may stand out. Be clear and concise as to what the funds will be spent on. Make sure that all financials are realistic and do not exceed the budget amount.
Peer # 2
Financial Information and Grant Proposals
We know that a
grant
is a specific amount of money give ...
This document provides guidance on writing effective funding proposals. It emphasizes the importance of thorough planning and research before writing the proposal. Key steps include understanding the donor's goals and requirements, knowing your own organization's strengths and track record, and planning the proposed project. The document recommends identifying an appropriate donor by considering factors like the types and sizes of grants they provide. It also stresses communicating professionally with donor representatives and projecting a credible image of your organization. Overall, taking time to follow the outlined steps will help produce a persuasive proposal that convinces donors to invest in your project.
The document provides an overview of grant writing for teachers, outlining the key parts of a grant proposal including the statement of need, project description, budget, and evaluation plan. It discusses finding funding opportunities, developing ideas, getting support, and tips for strong proposals like clearly defining needs, describing activities, using a logical structure, and following all guidelines. The goal is to help teachers learn grant writing skills to fund projects that enhance student learning.
This document discusses the process of writing an effective proposal for nonprofit fundraising. It emphasizes that proposal writing should be part of an ongoing partnership cultivation process between the nonprofit and potential donors. A successful proposal tells a compelling story that outlines the problem being addressed, the proposed solution, and how the funds would be used. It provides key details about the project scope, timeline, outcomes, budget and organizational background. Following a step-by-step process that involves researching needs, defining the project and gathering required documentation helps nonprofits develop high-quality proposals that clearly communicate their goals and ability to create impact.
1HRES 2170 – CompreheNsive Team AssignmentDue Date Novem.docxdrennanmicah
1
HRES 2170 – CompreheNsive Team Assignment
Due Date: November 14, 2018 at the start of class (6:00 PM - Refer to Course Outline for late policy)
Value: 25% of your final grade.
Project Details
Instructions: On the following pages, you will find the details for your comprehensive term project, which you will undertake in groups of 5. This forms a significant portion of your grade and requires your continuous commitment to be successful. The assignment is designed to fulfill multiple learning objectives to develop a range of skills for you, including working in a team.
You will see there are questions assigned to each of the topic areas. Although your writing may not be distributed equally amongst these questions for each topic area, you need to provide a maximum of 3 pages for each topic area (use double space, time new roman font). For each section you have to refer to at least one additional reference (beyond text book and class notes) to illustrate your point. You must follow APA standards and include a reference sheet outlining the additional reference(s) used at the end of each section. Failure to do so will result in reduction in 2 marks from the respective section. Please attach the grading scheme (last 3 pages) to your final submission (Failure to do so will result in 3 marks deduction).
Please make sure that you start this project early. You are in charge of your time and managing the work within your team. This process will be easier if you approach each topic area (chapter) as we are discussing it in class. I hope to provide some time in class for practice with your team, though the responsibility of this assignment is yours and there will be much work required with your team outside of class time to excel at this.
I will provide further clarity in class and always be available to answer questions. If you need clarifications and assistance with the project make sure to reach out (sooner than later). You can always book an appointment to meet me.
The assignment is purposefully designed with some ambiguity and also some leeway as these steps will look different depending on the job that you choose. The purpose is to get to a place of application with this material and this assignment models much of the realistic work of HR practitioners.
Please also be aware of the university policies with respect to Academic Dishonesty and also Plagiarism. This is taken very seriously at the university and even if the dishonesty or plagiarism is unintentional, my obligation to report it does not change. Please also know that taking credit for work you did not contribute to is also considered Academic Dishonesty and will be reported to the Office of Student Conduct as such. As such, all members of the group are expected to work on, review, read and contribute to each section. If your name is on the paper and you did not do so, this is considered grounds for plagiarism. Further, if you split up the assignment (i.e. assig.
This document provides guidance on writing effective grant and dissertation proposals. It discusses key elements to include such as an abstract, research design, methodology, significance, staffing needs, time frame, budget, letters of endorsement, and dissemination of results. The main points are:
1) An abstract should summarize the proposed work in an clear, economical way for reviewers.
2) A proposal should include the research purpose and goals, design, methods, significance, and time frame. It should demonstrate organizational skills and that necessary resources and support are secured.
3) Explaining how the study benefits others and contributes new knowledge can strengthen the case for funding.
4) Including a realistic budget, clear
This document provides advice and suggestions for developing successful long-term basic research programs that are aligned with funding program managers' priorities and interests. It recommends determining if your research vision matches the program manager's, participating in relevant workshops, volunteering to review proposals, developing a strategic long-term plan, and starting discussions with program managers well in advance of proposal deadlines. The document also outlines the white paper and proposal review processes.
This document provides an overview of how to write a winning grant proposal. It discusses the key components of a proposal including an abstract, statement of need, objectives, methods, evaluation plan, future funding sources, budget, and management plan. It emphasizes that grant proposals require thorough research on the problem and solution, clear and measurable objectives, and a detailed budget and evaluation plan. Successful proposals stand out from others by demonstrating a strong understanding of the issues and how the proposed project will address them.
The document provides an overview of the process of writing proposals, including the different types (internal/external, solicited/unsolicited), structure, and key elements. It discusses how to understand the context and needs of readers, describe what will be done to address these needs, and demonstrate your professional qualifications. The goal is to persuade readers that the benefits of the proposed project outweigh the costs by showing you comprehend the situation and have an achievable plan carried out by capable individuals. Ethics in proposal writing are also addressed.
This document outlines the proposal form and instructions for applying for financial support from the Pakistan Innovation Fund (PIF). Applicants must complete the proposal form in English using Arial 11 font size and include all requested documents. Eligible proposals must focus on innovation in areas like governance, health, education, agriculture, tech startups, or women's entrepreneurship. Successful proposals will demonstrate a clear problem statement, goals, benefits, impact, timeline, budget, and team experience. Proposals will be evaluated on criteria such as format compliance, quality, impact, implementation and monitoring frameworks, experience, and organizational financial contribution. The deadline to submit hard copies of proposals not exceeding 10 pages to the PIF Secretariat in Islamabad is within
Grantwriting presentation for Puppetmongers Arts Cubed
The document provides an introduction to the grant writing process, outlining key steps such as researching different types of funders, developing a project concept, writing a grant proposal that follows funder guidelines, and following up after submitting an application. It discusses best practices for writing grants, including being prepared with required materials, tailoring applications to specific funders, and developing budgets. The workshop also offers exercises for participants to identify relevant grants and develop plans for submitting applications.
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
More Related Content
Similar to Study abroad proposalUniversity of AlgarveUNIVERSITY IN .docx
Promoting Study Abroad Partnerships for Innovation and Collabo.docxamrit47
Promoting Study Abroad Partnerships for Innovation and Collaboration
Checklist
Section I: Funding Opportunity Description
1. Background – nothing
2. Program Summary
___ a. Goal - How will UHD encourage more of its students to study in Latin
American and more Latin American students to study at UHD?
___ i. Academic mobility – Leverage private-public partnership for cost-
effective means to increase participation
___ ii. Can UHD double the number of students studying abroad in the
Western Hemisphere? How?
___ b. Purpose – Increase bi-directional collaboration in the Western
Hemisphere
and increase study abroad. Proposed activities and topics
___ i. Smart collaboration
___ ii. Language barriers - Check out the English Language Institute,
which is located at S-417 in the One Main Building.
___ iii. Diversity and inclusion
___ iv. Alumni engagement
___ v. Communication and marketing
___ vi. Quality
___ vii. Accreditation
___ viii. Credit transfer
___ ix Service and service learning
___ x. Resource development
___ xi. Incoming student housing plans
___ xii. Safety and security
___ xiii. Address how UHD will leverage institutional commitment to
increasing study abroad - Can UHD be the gateway for the U of
H System for study abroad in the Western Hemisphere. UHD
students can take classes at the Central Campus.
___ xiv. Address inclusion and diversity in study abroad and access to
underserved/underrepresented populations
___ c. Expected Results
___ i. Demonstrate increased awareness of the barriers to study abroad
at UHD
___ ii. New model to engage students in the Western Hemisphere
___ iii. Increase number of effective partnerships between U.S. HEIs and
non U.S. HEIs
Section III: Eligibility Information
___ 1. Eligible Applicants – UHD is Legal and accredited
___ 2. Cost Sharing or Matching Fund Requirements
___ a. Commitment to increasing study abroad in both directions
___ b. Cost sharing and additional funding from private sector partners
Section IV: Application and Submission
___ 1. Online Submission Process – Must submit through Blackboard Learn
Assignments tool.
___ 2. Technical Application Format
___ a. Maximum 10 pages
___ b. Times New Roman
___ c. 12-point font
___ d. Single space
___ e. 8 ½ X 11-inch paper
___ f. 1-inch margins
___ g. Each page numbered consecutively, beginning after the cover page
___ h. Cover page, dividers, table of contents, annexes not counted toward 10 ...
The document provides tips and resources for writing successful grant proposals. It outlines the key elements to include: having a clear project idea and plan, obtaining permission, researching potential funding sources, and addressing the typical sections of a proposal such as the application forms, narrative, and budget. Numbers and data are emphasized to demonstrate need, goals, and evaluation methods. Following funder guidelines exactly and learning about their priorities are advised to improve chances of being funded.
The document provides guidance on writing an effective funding proposal. It emphasizes the importance of thorough preparation, research, and planning before starting to write the proposal. This includes understanding your own organization's strengths and weaknesses through a SWOT analysis, having a track record of past successes, and carefully choosing donors that align with your goals and understanding their priorities and application requirements. The summary also stresses projecting a credible image of your organization to funders by clearly defining your mission and having solid governance structures.
A proposal describes work that is suggested and provides justification for why it should be done, while a progress report describes and evaluates work as it is being performed over time. An academic proposal aims to convince supervisors that a research topic and approach are sound. It includes a rationale, literature review, and methodology. A business proposal offers a product or service to a potential client and details how customer needs will be met. Progress reports are submitted periodically to explain work accomplished, spending, remaining tasks, and enable assessment of the project status. Proposals and progress reports are thus related, as proposals suggest work and progress reports track its ongoing performance.
This grant proposal requests $250,000 in funding over multiple years to implement a reentry program. The proposal provides details on the organization's history and qualifications, evidence of the problem of reentry in the community, goals and activities of the reentry program, a timeline and budget for how funds would be spent. If funded, the program aims to reduce recidivism through job training, support services, and incentives for participants.
GRADING RUBICS FOR ASSIGNMENTTotal Possible Score 8.00Audien.docxwhittemorelucilla
GRADING RUBICS FOR ASSIGNMENT:
Total Possible Score: 8.00
Audience Analysis
Total: 1.50
Distinguished - Includes a well-written audience analysis, and thoroughly addresses all of the required questions on pages 87 – 91.
Purpose, Summary, and Introduction of Proposal
Total: 3.00
Distinguished - Clearly and concisely explains the purpose of the proposal, includes a succinct summary of the rhetorical situation, and comprehensively explains the problem or question that will be answered in the Recommendation Report.
Includes the Methodology of the Final Project Broken Down Into Clear and Measurable Segments
Total: 1.00
Distinguished - Includes a clear and comprehensive methodology of the Final Project broken down into clear and measurable segments.
Provides a Timeline for the Completion of Each Task for the Proposal and for the Entire Final Project
Total: 0.50
Distinguished - Provides a clear and comprehensive timeline for completion of each task for the proposal and for the entire Final Project.
Experience
Total: 0.50
Distinguished - Clearly and comprehensively includes the student’s credentials or future goals in relation to the subject matter.
Reading: Interpretation
Total: 0.25
Distinguished - Demonstrates an understanding of the multiple ways of reading and the range of interpretive strategies particular to a discipline or in a given community of readers.
Reading: Comprehension
Total: 0.25
Distinguished - Distinguishes probable implications of the text for contexts, perspectives, or issues outside the assigned task or beyond the author's explicit message.
Written Communication: Context of and Purpose for Writing
Total: 0.25
Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.
Written Communication: Content Development
Total: 0.25
Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Written Communication: Control of Syntax and Mechanics
Total: 0.13
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Written Communication: Page Requirement
Total: 0.12
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
Written Communication: Resource Requirement
Total: 0.12
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Written Communication: APA Formatting
Total: 0.13
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and refe ...
Grant proposal writing for innovative medical research An Expert guide - Pub...Pubrica
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A proposal is a document used to initiate projects that answers key questions like what is being proposed, why it is needed, how and who will develop it, when it will take place, and how much it will cost. There are different types of proposals including solicited, unsolicited, responses to specific programs, and responses to requests for proposals. An effective proposal includes key components like a summary, introduction, statement of need, objectives, methods, evaluation plan, future funding description, and budget.
Respond to each peer initial post with a response 3-4 sentences long.docxcarlstromcurtis
Respond to each peer initial post with a response 3-4 sentences long.
Peer # 1
inancial Information Typically Required by a Grant Proposal
There are several components necessary to prepare a grant proposal with one of them being the budget request (annual budget) and budget justification. Budgets are prepared for a twelve-month period called the fiscal year which could be the dates of the organization’s choosing, not necessarily January 1st– December 31stif each year. “Some funders will request an organization or operating budget which is the annual projection of income and expenses for the organization’s fiscal year. Sometimes only the project or program budget will be required. The program budget contains the projected income and expenses for the specific program which is being proposed for funding (Annual Budget, 2018).” This is where you will now need to assign dollar amounts to staff positions and activities without going over the proposed budget amount. The budget justification, sometimes referred to as a budget narrative, includes information about the expense line items of the annual budget (Budget Justification, 2018). Common budget line items for the Budget Request include:
Staff salaries
Taxes
Fringe benefits
Indirect costs
In kind items
Rent and utilities
Equipment and supplies
Postage
Travel(Section 5. Writing a Grant, 2018).
Included in the financials will be the cash flow budget which will show when funds should be expected and when expenses will be paid. This budget helps the nonprofit determine if there will be cash available from the nonprofit’s income sources to pay for the organization’s expenses as they are incurred (Cash Flow Budget, 2018).
Ways to Present Financial Information so Grant Reviewers May Consider Your Grant Proposal More Favorably
There really is no right or wrong way to impress the funder with a grant proposal unless the requirements are just simply not met. But some of the best ways to present financial information so that grant reviewers may consider your grant proposal more favorably are listed as follows: Consider a meeting with the funding source. Sometimes, it is possible to set up a meeting with a foundation staff person to explore your idea before a proposal is written or delivered (Section 4. Applying for a Grant: The General Approach, 2018).Some funders may agree to a meeting while others may not be open to that idea as much because they may feel like they are too busy. Follow instructions, be sure to abide by the requirements and the format requested (this cannot be stressed enough). Research information on what you are proposing so that you may have accurate information but be specific to your program so that it may stand out. Be clear and concise as to what the funds will be spent on. Make sure that all financials are realistic and do not exceed the budget amount.
Peer # 2
Financial Information and Grant Proposals
We know that a
grant
is a specific amount of money give ...
This document provides guidance on writing effective funding proposals. It emphasizes the importance of thorough planning and research before writing the proposal. Key steps include understanding the donor's goals and requirements, knowing your own organization's strengths and track record, and planning the proposed project. The document recommends identifying an appropriate donor by considering factors like the types and sizes of grants they provide. It also stresses communicating professionally with donor representatives and projecting a credible image of your organization. Overall, taking time to follow the outlined steps will help produce a persuasive proposal that convinces donors to invest in your project.
The document provides an overview of grant writing for teachers, outlining the key parts of a grant proposal including the statement of need, project description, budget, and evaluation plan. It discusses finding funding opportunities, developing ideas, getting support, and tips for strong proposals like clearly defining needs, describing activities, using a logical structure, and following all guidelines. The goal is to help teachers learn grant writing skills to fund projects that enhance student learning.
This document discusses the process of writing an effective proposal for nonprofit fundraising. It emphasizes that proposal writing should be part of an ongoing partnership cultivation process between the nonprofit and potential donors. A successful proposal tells a compelling story that outlines the problem being addressed, the proposed solution, and how the funds would be used. It provides key details about the project scope, timeline, outcomes, budget and organizational background. Following a step-by-step process that involves researching needs, defining the project and gathering required documentation helps nonprofits develop high-quality proposals that clearly communicate their goals and ability to create impact.
1HRES 2170 – CompreheNsive Team AssignmentDue Date Novem.docxdrennanmicah
1
HRES 2170 – CompreheNsive Team Assignment
Due Date: November 14, 2018 at the start of class (6:00 PM - Refer to Course Outline for late policy)
Value: 25% of your final grade.
Project Details
Instructions: On the following pages, you will find the details for your comprehensive term project, which you will undertake in groups of 5. This forms a significant portion of your grade and requires your continuous commitment to be successful. The assignment is designed to fulfill multiple learning objectives to develop a range of skills for you, including working in a team.
You will see there are questions assigned to each of the topic areas. Although your writing may not be distributed equally amongst these questions for each topic area, you need to provide a maximum of 3 pages for each topic area (use double space, time new roman font). For each section you have to refer to at least one additional reference (beyond text book and class notes) to illustrate your point. You must follow APA standards and include a reference sheet outlining the additional reference(s) used at the end of each section. Failure to do so will result in reduction in 2 marks from the respective section. Please attach the grading scheme (last 3 pages) to your final submission (Failure to do so will result in 3 marks deduction).
Please make sure that you start this project early. You are in charge of your time and managing the work within your team. This process will be easier if you approach each topic area (chapter) as we are discussing it in class. I hope to provide some time in class for practice with your team, though the responsibility of this assignment is yours and there will be much work required with your team outside of class time to excel at this.
I will provide further clarity in class and always be available to answer questions. If you need clarifications and assistance with the project make sure to reach out (sooner than later). You can always book an appointment to meet me.
The assignment is purposefully designed with some ambiguity and also some leeway as these steps will look different depending on the job that you choose. The purpose is to get to a place of application with this material and this assignment models much of the realistic work of HR practitioners.
Please also be aware of the university policies with respect to Academic Dishonesty and also Plagiarism. This is taken very seriously at the university and even if the dishonesty or plagiarism is unintentional, my obligation to report it does not change. Please also know that taking credit for work you did not contribute to is also considered Academic Dishonesty and will be reported to the Office of Student Conduct as such. As such, all members of the group are expected to work on, review, read and contribute to each section. If your name is on the paper and you did not do so, this is considered grounds for plagiarism. Further, if you split up the assignment (i.e. assig.
This document provides guidance on writing effective grant and dissertation proposals. It discusses key elements to include such as an abstract, research design, methodology, significance, staffing needs, time frame, budget, letters of endorsement, and dissemination of results. The main points are:
1) An abstract should summarize the proposed work in an clear, economical way for reviewers.
2) A proposal should include the research purpose and goals, design, methods, significance, and time frame. It should demonstrate organizational skills and that necessary resources and support are secured.
3) Explaining how the study benefits others and contributes new knowledge can strengthen the case for funding.
4) Including a realistic budget, clear
This document provides advice and suggestions for developing successful long-term basic research programs that are aligned with funding program managers' priorities and interests. It recommends determining if your research vision matches the program manager's, participating in relevant workshops, volunteering to review proposals, developing a strategic long-term plan, and starting discussions with program managers well in advance of proposal deadlines. The document also outlines the white paper and proposal review processes.
This document provides an overview of how to write a winning grant proposal. It discusses the key components of a proposal including an abstract, statement of need, objectives, methods, evaluation plan, future funding sources, budget, and management plan. It emphasizes that grant proposals require thorough research on the problem and solution, clear and measurable objectives, and a detailed budget and evaluation plan. Successful proposals stand out from others by demonstrating a strong understanding of the issues and how the proposed project will address them.
The document provides an overview of the process of writing proposals, including the different types (internal/external, solicited/unsolicited), structure, and key elements. It discusses how to understand the context and needs of readers, describe what will be done to address these needs, and demonstrate your professional qualifications. The goal is to persuade readers that the benefits of the proposed project outweigh the costs by showing you comprehend the situation and have an achievable plan carried out by capable individuals. Ethics in proposal writing are also addressed.
This document outlines the proposal form and instructions for applying for financial support from the Pakistan Innovation Fund (PIF). Applicants must complete the proposal form in English using Arial 11 font size and include all requested documents. Eligible proposals must focus on innovation in areas like governance, health, education, agriculture, tech startups, or women's entrepreneurship. Successful proposals will demonstrate a clear problem statement, goals, benefits, impact, timeline, budget, and team experience. Proposals will be evaluated on criteria such as format compliance, quality, impact, implementation and monitoring frameworks, experience, and organizational financial contribution. The deadline to submit hard copies of proposals not exceeding 10 pages to the PIF Secretariat in Islamabad is within
Grantwriting presentation for Puppetmongers Arts Cubed
The document provides an introduction to the grant writing process, outlining key steps such as researching different types of funders, developing a project concept, writing a grant proposal that follows funder guidelines, and following up after submitting an application. It discusses best practices for writing grants, including being prepared with required materials, tailoring applications to specific funders, and developing budgets. The workshop also offers exercises for participants to identify relevant grants and develop plans for submitting applications.
Similar to Study abroad proposalUniversity of AlgarveUNIVERSITY IN .docx (20)
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
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•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docxhanneloremccaffery
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docxhanneloremccaffery
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docxhanneloremccaffery
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docxhanneloremccaffery
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docxhanneloremccaffery
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docxhanneloremccaffery
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docxhanneloremccaffery
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docxhanneloremccaffery
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Study abroad proposalUniversity of AlgarveUNIVERSITY IN .docx
1. Study abroad proposal
University of Algarve
UNIVERSITY IN NUMBERS
Nº Academic Units 7
Nº Students 9708
Nº 1st Cycle Graduates 1242
Nº 2nd Cycle Graduates 159
Nº Doctoral Graduates 32
Nº Teachers /Researchers 820
Nº Researchers 9
Nº Teachers with PhD 387
Nº Exchange Programs 353
Nº Research Units 7
Nº Campus 4
Nº Libraries 4
Nº Non-Teaching Staff 452
Proposal Outline
The following is a general outline of a generic proposal that
might be provided from a local nonprofit organization to a local
funding source. In this case both organizations share a common
knowledge of the local community and the areas of the
metropolitan area that have different levels of schooling,
income, crime, industrial activity, public transportation and
2. civic organization. The general outline should not be followed
slavishly. It should be viewed as a general checklist. Not all
proposals will need all of the sections listed and some may
require sections not listed in the outline.
Before you begin your outline
Before you begin your outline describe in one paragraph the
existing relationship between the nonprofit organization for
which you will be writing a proposal and the proposed funding
organization for which the proposal is intended. If you are still
considering more than one funding organization provide a list of
all still under consideration. Is there an existing personal
relationship between the leaders of the nonprofit organization
and the leaders of the proposed funding organization? Has the
funding organization previously provided any funding for the
nonprofit? If so, what type of project was funded and for how
much? It could also be that there has never been any known
contact between nonprofit and the proposed funding
organization. If so, state that.
General Outline
Title page
See the Handout titled, “Title Page” for a generic title page.
Every title page should provide, at a minimum, the information
listed on the example. You may also want to use the
information provided on p. 202 of the textbook. The proposal
you will be writing will not merit an abstract. That should be
reserved for larger and more complex proposals. In some cases
additional information might be provide because of
requirements of the funding source or to provide some
significant information for the recipient of the proposal.
Introduction
Provide and introduction to the organization. This section will
3. vary widely in length depending on how well know the
nonprofit is to the funding organization. For a nonprofit that
has been well known to the funding source a single short
paragraph should be adequate. For a nonprofit completely
unknown to the funding source it could require several
paragraphs to explain the breath of work the nonprofit does. At
this time you should have the information available to you to
write this section in its entirety. Please provide a complete
draft of this section of the proposal.
Need Statement or project description
You have already written a need statement. Rarely will you be
able to just copy and paste the need statement you have written
into your proposal. The section will normally require some
transition sentence(s) or paragraph to fit into the full document
and you probably need to carefully edit the entire section to
make sure it fits into the style of the rest of the proposal.
Watch out for plural phrases that should now be changed to
singular and Vis versa.
You may also need to amplify your need statement to show how
your specific project will fit into the overall work of the
organization. For anything you don’t have written provide a
detailed outline of what you plan to include.
Goal(s), objective(s) and tasks
Tell the reader what you expect this project to accomplish and
how the organization intends to accomplish its goal(s). These
are only the goals, objectives and tasks of the project for which
you are seeking funding, not the broader goals of the
organization.
Review the textbook to be sure you know the difference
between goals, objectives and tasks. (pp 216-224).
Budget and Finances
4. What is your proposed project going to cost? How much of that
cost are you asking the funding organization to fund? Provide
as much of a detailed cost breakdown as you can at this point.
How much of this cost is the nonprofit going to contribute out
of its existing revenue sources and how much is being asked
from the funding source? At a minimum you should separate
out the following.
Personnel
Include descriptive titles for all personnel or jobs listed.
Salary cost for full time employees should include an additional
32 percent of direct pay for fringe benefits
Salary costs for part time employees should include an
additional 20 percent for fringe benefits.
Equipment and supplies (purchased)
Equipment (rented)
Rental of building space
Other (list separately any significant costs)
If this is a long term project (a year or longer in length) explain
how the budget will be spent per quarter.
You may, or may not want to include the nonprofit’s entire
annual budget in an appendix.
Schedule
If the project will operate for several months or years, provide a
schedule which includes specific milestones. Describe the
operations that will take place during different phases of the
schedule. At a minimum be sure to include an ending date for
the money which you are asking the funding organization to
provide.
5. Evaluation and sustainability
How does the nonprofit intend to measure the success of the
program being proposed? How will you know if the project was
a success? Are there any objectively quantifiable results that
can be measured to determine the success of the project?
If the project is intended to be ongoing after the period of
funding you are requesting how will that be arranged? How
will the project be funded after the funding period you are
requesting?
Appendices
Will you be including any appendices? If so, provide
descriptive titles of the proposed appendices.
Not all proposals will require all sections outlined above. Some
proposals are only for purchasing needed equipment. These
proposals are relatively simple. If the money is made available,
the equipment will be purchased, put to work and the project
will be complete. Other proposals are more complex and
involve hiring specialized personnel either full time or part time
and will require a more complex proposal
I do not expect a completely fill out proposal at the end of the
week, but I do expect enough of the required information so I
can see what you are going to be proposing and do you have
some information on all the bases that do need to be covered.
This assignment will be due March 4 and will be graded.
Proposal Checklist & Schedule
6. You have been assigned the job of writing the proposal that
responds to the Request for Proposal (RFP) titled, “Competition
#6: Promoting Study Abroad Partnerships for Innovation and
Collaboration”. President Flores, the Provost, and other
members of the administration want to have this grant in order
to build up the international opportunities for UHD students.
Winning this grant would be a big step in that direction.
Once the decision has been made to submit a proposal for an
RFP, the first activity is to study the proposal. From this study
you will create a list of all the items you must cover in the
proposal and all of the other information that must be submitted
with the proposal. The list will also include all of the other
requirements and hoops you must jump through to make your
proposal compliant with the requirements of the RFP.
Remember, complying with every minor requirement is
necessary to have your proposal even read by the evaluation
panel.
Since you may write the proposal as separate sections and some
sections may be written by different people you also will place
a deadline on when each section is due. In this case you will be
responsible for all of the sections of the proposal, but you need
to have a schedule for everything as an aid to keep you on track.
I suggest you do the following steps.
First, make a list of all the sections, including any annexes,
which you will be submitting. Include any subheadings within
each of the sections. Make notes as to what must be included in
7. each section as well as in any subheadings.
Second, set a due date when you will have a completed draft
written for each section, including all subheadings. I expect
some of the deadlines will be before April 1. You do need to
get started on this assignment this week.
Third, make a list of all other requirements for the submitted
proposal. This list will include any requirement in the RFP, not
a part of the first step, above. This list will include such
requirements as font size, paper size, margins, etc.
You will need to develop a format for the list(s) that are
convenient and clear for both you and your target audience to
easily understand. Any confusion or lack of clarity will work
against you on the grading.
Only the list(s) need to be submitted this week. If you have
completed some of the drafts please do not submit them at this
week. Doing so will just confuse me.
This assignment will be due April 1and will be graded.
Picking a Partner University
The Study Abroad proposal which you are now working on
8. provides for many different ways study abroad programs can be
structured. UHD can work toward increasing the number of
students that participate in UHD classes that spend a short time
abroad as a unified class headed by a member of the UHD
faculty. A foreign university could do the same and use UHD
as a base including having their classes held in UHD classrooms
with UHD faculty providing some individual lectures. In some
programs the length of the time abroad is lengthened to be an
entire semester abroad with a set schedule of classes including
some taught by the faculty of the partner university. In the
above examples the classes are taught in English, with the
possible exception of language classes.
Another way a study abroad program can work is for individual
students from UHD to go to the foreign university and enroll as
a student in the foreign university for a semester and take the
regular classes taught at that university. The classes to be taken
are usually preapproved by the UHD department where the UHD
student is majoring to assure that the credits earned abroad will
be accepted by the program here. In this case the classes taken
would be taught in the language of the university where the
classes are taught. Obviously, the student should be reasonably
proficient in the language of the host university before applying
for such a program.
All of the above options can be worked in both directions.
UHD students can study abroad and foreign students can come
to study at UHD. These arrangements are much easier to
organize if UHD has a standing bilateral agreement with a
foreign university. Such an agreement provides for transfer of
the credits issued by one university to be applied to a degree in
the other university.
Just to clarify, for purposes of this assignment and for writing
this proposal we will not include Canada as a potential host
country. I gather from reading the RFP that the Department of
9. State’s intent is to look south, not north for study abroad
programs.
For this week’s assignment you are to identify one university in
the Western Hemisphere with which it would be advantageous
for UHD to negotiate a bilateral agreement for exchange of
students. The agreement could include any or all of the above
described arrangements and other variations.
To be of benefit both universities the partnering university
should include programs in several areas where UHD has
programs. It does not necessarily need to have programs in all
the same areas as UHD. There should, however, be sufficient
overlap between the two universities to include a number of
different programs in each university.
When you locate a university check to make sure that it
qualifies as a HEI according to the criteria of the RFP. It
should be a degree granting institution that awards degrees
equivalent to the Bachelor degree in the United States. No
trade schools or the equivalent of a junior college in the U.S.
When you locate a university you feel would be a good match
with UHD provide the following information.
Complete official name of the university, preferably in the
official language of the country. You may provide a translation
also if you wish.
Location: country and city
List the areas in which the university offers courses of study,
the equivalent of majors in the U.S.
Number of students enrolled.
Explain how this institution meets the requirements of a HEI as
defined in the RFP.
Explain, as completely as possible, why this university would
make a good study abroad partner with UHD. Your explanation
10. should include why a partnership would be beneficial to UHD as
well as why it would be beneficial to the foreign university you
have selected.
FYI, in most Spanish speaking countries the term “colegio”
does not refer to a college. When referring to an educational
institution it is usually referring to a high school.
Also, when looking up universities in other countries the web
site is probably available primarily in the local language:
Spanish, Portuguese or French. There is usually a link to
Google translator if you wish to read the web site in English.
Do not copy and paste material directly from the Google
translation. Google provides sufficiently accurate translations
so the message being sent can be understood. It does not
provide sufficiently accurate translations to earn a passing
grade for this assignment. Rewrite the translation in your own
words and provide a citation for your source.
This assignment will be due April 15 and will be graded as a
short assignment.
11. Promoting Study Abroad Partnerships for Innovation and
Collaboration
Checklist
Section I: Funding Opportunity Description
1. Background – nothing
2. Program Summary
___ a. Goal - How will UHD encourage more of its students to
study in Latin
American and more Latin American
students to study at UHD?
___ i. Academic mobility – Leverage private-public
partnership for cost-
effective means to increase participation
___ ii. Can UHD double the number of students studying
abroad in the
Western Hemisphere? How?
___ b. Purpose – Increase bi-directional collaboration in the
Western
Hemisphere
and increase study abroad. Proposed activities
and topics
___ i. Smart collaboration
___ ii. Language barriers - Check out the English Language
Institute,
which is located at S-417 in the One Main Building.
12. ___ iii. Diversity and inclusion
___ iv. Alumni engagement
___ v. Communication and marketing
___ vi. Quality
___ vii. Accreditation
___ viii. Credit transfer
___ ix Service and service learning
___ x. Resource development
___ xi. Incoming student housing plans
___ xii. Safety and security
___ xiii. Address how UHD will leverage institutional
commitment to
increasing study abroad - Can UHD be
the gateway for the U of
H System for study abroad in the
Western Hemisphere. UHD
students can take classes at the Central
Campus.
___ xiv. Address inclusion and diversity in study abroad and
access to
underserved/underrepresented
populations
___ c. Expected Results
___ i. Demonstrate increased awareness of the barriers to
study abroad
at UHD
___ ii. New model to engage students in the Western
Hemisphere
___ iii. Increase number of effective partnerships between
U.S. HEIs and
non U.S. HEIs
Section III: Eligibility Information
___ 1. Eligible Applicants – UHD is Legal and accredited
13. ___ 2. Cost Sharing or Matching Fund Requirements
___ a. Commitment to increasing study abroad in both
directions
___ b. Cost sharing and additional funding from private sector
partners
Section IV: Application and Submission
___ 1. Online Submission Process – Must submit through
Blackboard Learn
Assignments tool.
___ 2. Technical Application Format
___ a. Maximum 10 pages
___ b. Times New Roman
___ c. 12-point font
___ d. Single space
___ e. 8 ½ X 11-inch paper
___ f. 1-inch margins
___ g. Each page numbered consecutively, beginning after the
cover page
___ h. Cover page, dividers, table of contents, annexes not
counted toward 10
page limit
___ i. Submission submitted in a single Word file.
___ j. File saved as “100K 6 University of Houston
Downtown”
Section V: Application Review - Must be submitted in the
following order
___ 1. Cover Page
___ a. Project title
___ b. Name of Applicant (UHD)
___ c. Address of applicant
___ d. Contact person
___ i. Name: Sandra Garcia
___ ii. Title: Vice President, Research and Sponsored Programs
14. ___ iii. Signature: Leave blank line for signature
___ iv. Address
___ v. Telephone
___ vi. Fax number
___ vii. E-mail address
___ e. Partner Institutions (if applicable)
___ f. Person w/ authority to contract? (if different, name and
contact
information)
Same as above, Sandra Garcia
___ 2. Table of Contents
___ a. All parts of application
___ b. Page numbers
___ c. Annexes (attachments)
___ 3. Executive Summary (max two pages) (page # 1)
___ a. Proposed goals
___ b. Key activities and anticipated results
___ c. Managerial resources
___4. Program description
___ a. How program will achieve objectives
___ b. Make a significant contribution toward 100,000 Strong
America’s
objectives and areas of action identified by UHD.
___ c. Number of students moving north and south
___ d. Propose priority innovations and explain why
___ e. Clear plan to engage students, faculty and administrators
___ 5. Sustainability Plan
___ 6. Institutional Capacity and Opportunities for Growth
15. ___ a. Description of current capacity and assessment of
challenges and
opportunities.
___ b. Name person responsible for program (with resume in
an annex)
Elizabeth Huskin, Assistant Director, International and Study
Abroad
Programs. Curriculum Vitae available on the Handouts page.
___ 7. Monitoring and Evaluation
___a. Realistic plan for data collection methods and frequency
of collection
___b. Sources of data
___c. Data verification
___d. Name responsible parties
___ e. Baseline data and benchmarks compiled
___f. Time line for implementation of activities in Section 5
(D)
Section VI: Budget Application Format
___ 1 Management cost estimates
___ a. Cost estimates for management of the program
___ b. Breakdown by elements of cost – cost for personnel,
fringe costs,
equipment, other
___ 2. Budget Summary Template
___ 3. Budget Narrative
___ 1. Cover Page___ a. Project title___ b. Name of Applicant
(UHD)___ d. Contact person___ e. Partner Institutions (if
applicable)
16. Elizabeth Huskin
12810 Cambridge Eagle Drive
Houston, TX 77044
717-877-8702; [email protected]
EDUCATION_________________________________________
________________
M.A., International Policy Studies – Monterey Institute of
International Studies
B.A., Psychology – The University of Texas at Austin
Semester abroad program – Alma College in Paris
EXPERIENCE__________________________
University of Houston – Downtown, Houston, TX 2015-present
Assistant Director of International and Study Abroad Programs
promoting
international education, exchange, and study abroad
opportunities on campus.
programs, including
faculty proposals, bids with contractors, and visas.
fairs promoting
international
17. education opportunities.
international
students; assist in selecting, applying for, and pursing new
study abroad and
international exchange opportunities.
including study
abroad and exchange programs.
international study a
seamless process, and assist departments with recruitment and
promotional
materials.
BCA STUDY ABROAD, Elizabethtown, PA 2003-2014
Program Manager/Director of Program Services
Oceania, and the
Middle East.
(registrar, financial aid,
billing, academic advising) involved with the study abroad
process.
all administrative
18. policies, including credit transfer, registration guidelines and
appeals processes.
regarding credit and
grade transfer for all study abroad programs.
rograms to students, advisors, and
faculty at colleges and
universities throughout the country.
program sites. Working
with on-site staff, ensure that these programs meet
organization’s academic and
safety standards.
short-term programs.
-led programs and new semester
programs, including
exchange agreements.
ools to facilitate
student course
selection and credit transfer. Work with academic departments
at partner schools
to facilitate students’ ability to study abroad.
variety of sources –
student applications, student evaluations, language tests,
19. student essays, and
cultural learning assessment tools.
parties, including but
not limited to university administration, language departments,
and students.
improvements.
PRESENTATIONS_____________________________________
__________________
“Fundamentals of Short-term Education Abroad Programming,”
NAFSA Region VIII
conference, November 2011
“Forum BEVI Working Project,” Forum on Education Abroad
annual conference, April
2011
“BCA and Campus Internationalization,” Bluffton University
Cross-Cultural Committee,
October 2007
“Incident Reporting,” “Crisis Management Procedures” and
“Using International
SOS,” BCA Resident Director Meeting, June 2007
“BCA and Campus Internationalization,” Elizabethtown College
Trustees, April 2007
“Health, Safety and Helicopter Parents,” BCA Campus
20. Internationalization Meeting for
Pennsylvania Colleges and Universities, March 2006
“Prozac Nation,” PACIE (Pennsylvania Council for
International Education)
Conference, September 2005
Numerous marketing presentations to faculty, students and
administrators at U.S.
colleges and universities
PROFESSIONAL
DEVELOPMENT______________________________________
__
Clery Act, Title IX and VAWA Workshop, Forum on
Educational Abroad, March 2014
BEVI (Beliefs, Event and Values Inventory) Certification
Workshop, June 2010
Risk Management in Study Abroad, PACIE and School for Field
Studies, April 2007
Best Practices for Addressing Mental Health Issues in Study
Abroad Participants,
NAFSA: Association of International Educators, May 2006
Building Productive Parent Partnerships, PaperClip
Communications, May 2006
Regularly attend a variety of professional development sessions
at annual NAFSA
21. conference.
PROFESSIONAL
MEMBERSHIPS_______________________________________
_
NAFSA: Association of International Educators
Trainer Corps Member
Health and Safety Subcommittee member
Mentor
ADDITIONAL PROFESSIONAL
EXPERIENCE_____________________________
Norris, Beggs and Simpson, San Francisco, CA
Problem Loan Administrator
London and Edinburgh Trust, San Francisco, CA
Assistant to director of international real estate company
Competition # 6 Request for Proposals
Supported by Santander Bank
22. Issuance Date: January 15, 2015
Deadline for Questions: January 29, 2015/ 5:00 PM U.S. Eastern
Standard Time, questions
posted to http://bit.ly/1BLqE0q. Responses: February 5, 2015
Closing Date/Time: March 6, 2015 / 5:00 PM U.S. Eastern
Standard Time
Subject: Request for Proposals Competition #6: Promoting
Study Abroad Partnerships for
Innovation and Collaboration
Dear Applicants,
Partners of the Americas (Partners), the U.S. Department of
State (DOS) and NAFSA:
Association of International Educators are pleased to announce
a new grant competition as part
of President Barack Obama’s 100,000 Strong in the Americas
Initiative (100,000 Strong
Americas). The 100,000 Strong Americas initiative is the
Administration’s signature education
initiative in the Western Hemisphere designed to foster region-
wide prosperity through greater
international exchange of students. This grant competition,
Competition #6: Promoting Study
Abroad Partnerships for Innovation and Collaboration is
supported through a generous
contribution from Founding Circle Partner, Santander Bank. All
higher educational institutions
(HEIs) in the Western Hemisphere that promote study abroad
programs in any field between the
United States and other countries in the hemisphere are eligible
to compete. Because there are no
thematic or country restrictions in this Competition as there
have been in other competitions,
23. please note that Competition 6 will be highly competitive but
all are encouraged to apply.
This program will use the principle of leveraged innovation
with HEIs that demonstrate the
greatest commitment and innovation toward increasing study
abroad opportunities between the
United States and countries in the Western Hemisphere. In
applying for Competition #6 grants,
higher education institutions will be asked to demonstrate how
they will assert leadership in
implementing the innovations proposed, how they will address
on-campus barriers to student
mobility, how they will maintain student engagement and how
they will commit to making
concrete changes to expand access to study abroad as sending
and/or hosting institutions.
The intent of the competition as part of Competition #6:
Promoting Study Abroad Partnerships
for Innovation and Collaboration is to award up to eight (8)
100,000 Strong Americas Innovation
grants of $25,000 across the Western Hemisphere. The DOS,
NAFSA and Partners of the
Americas reserve the right to fund any or none of the
applications submitted. Please refer to
Section I, the Funding Opportunity Description, for a complete
statement of goals and expected
results.
*
* Santander Bank, N.A. through its Santander Universities
Global Division
http://bit.ly/1BLqE0q
24. Table of Contents
Section I: Funding Opportunity
Description.............................................................................
.. 1
Section II: Award Information
...............................................................................................
..... 3
Section III: Eligibility Information
.............................................................................................
4
Section IV: Application and Submission
.................................................................................... 5
Section V: Application Review
...............................................................................................
... 6
Section VI: Budget Application Format
..................................................................................... 7
Section VII: Evaluation Criteria
...............................................................................................
.. 8
Section VIII: Agency Contacts
...............................................................................................
.... 9
25. Section I: Funding Opportunity Description
1. Background
The future of the people and nations of the Americas is
inextricably linked. 100,000 Strong in
the Americas (100,000 Strong Americas) will deepen
relationships across the Western Hemi-
sphere that enable young people to explore the Americas,
understand our shared values and
various cultures, and lead the process of greater commercial and
social integration that will
provide for increased security and prosperity.
There are approximately 45,000 U.S. students studying in Latin
America and the Caribbean and
72,000 Latin American and Caribbean students studying in the
United States each year. Canada
contributes an additional 28,000 students studying in the United
States while 1,400 U.S. students
are studying in Canada. We are seeking to nearly double the
number of students studying abroad
in our region in less than ten years. Many Latin American and
Caribbean students do not have
the English language skills or resources to succeed at U.S.
institutions. Conversely, many U.S.
students are unaware of the opportunities available in the
hemisphere, and U.S. colleges and
universities face challenges integrating study abroad into degree
26. programs, designing programs
for nontraditional students, and developing cost-effective
opportunities for all students. To reach
our goal, it is imperative that colleges and universities make
study abroad accessible for all
students, regardless of their major, socio-economic status, or
the type of institution in which they
are enrolled.
2. Program Summary
In March 2011, President Obama launched 100,000 Strong
Americas announcing the United
States’ intention to “work with partners in this region, including
the private sector, to increase
the number of U.S. students studying in Latin America to
100,000, and the number of Latin
American (and Caribbean) students studying in the United
States to 100,000.” Two years later
while in Mexico, the President confirmed his continued
commitment to the initiative:
“We want 100,000 students from the United States studying in
Latin America... And we
want 100,000 Latin American students… to come study in the
United States. When we
study together and learn together, we work together and we
prosper together. That’s
what I believe.” – President Obama, May 3, 2013
A. Goal
27. The goal of 100,000 Strong Americas is to foster region-wide
cooperation, understanding and
prosperity through greater international exchange of students.
Increasing mutual understanding
and building closer people-to-people ties helps the people of the
Western Hemisphere to address
common challenges including citizen security, economic
opportunity, social inclusion, and
environmental sustainability.
1
In support of the goal of achieving 100,000 students studying
abroad annually in each direction
by 2020, Partners of the Americas (Partners), NAFSA:
Association of International Educators
and the U.S. Department of State (DOS) are working together to
increase opportunities for
academic mobility between the United States and the countries
of the Western Hemisphere. This
public-private partnership seeks to leverage up to $10 million in
resources annually in a cost-
effective manner to innovate and bring the initiative to the
necessary scale.
B. Purpose
The purpose of the Promoting Study Abroad Partnerships for
Innovation and Collaboration
28. competition is to provide institutional grants to higher
education institutions (HEIs; these include
colleges, community colleges, universities and other institutions
of higher education) in order to
identify innovations for increased bi-directional collaboration in
the Western Hemisphere to
increase study abroad
We envision that innovations are likely to include proposed
activities that address many of the
following topics that were discussed at the 2014 100,000 Strong
in the Americas Capacity
Building Workshop and the 2012, 2013 and 2014 NAFSA Latin
America Fora: smart
collaboration; language barriers; diversity and inclusion; alumni
engagement; communication
and marketing; quality, accreditation, and credit transfer;
service and service learning; resource
development; incoming student housing plans; and safety and
security. Another example of an
innovative idea is to incorporate variations on traditional study
abroad models toward 100,000
Strong Americas goals such as student and faculty engagement
through service learning.
The main focus of the grants is to provide incentive grants to
HEIs to leverage institutional
commitment to increasing study abroad in the Western
Hemisphere. See “Expected Results”
section below for more details. While the Innovation Fund does
not provide direct scholarships,
applicant HEIs are encouraged to use a small portion of the
grant to administer their own
scholarships, travel grants, or partial-funding mechanisms to
students to encourage study abroad
between the eligible countries. The Review Committee
29. understands that a small institutional
grant does not, in itself, create a sustainable long-term program.
However, applicants should
convincingly convey how this initial grant will set in motion
additional plans and resources that
will extend beyond the grant period supporting attainment of the
goals of 100,000 Strong in the
Americas. Proposals can focus on increasing outbound
opportunities from the US for students to
study in the Western Hemisphere, especially where the current
numbers are lowest; on
expanding the capacity for institutions to send students to the
United States and for partner U.S.
institutions to host them; or offer models that integrate
increased flow in both directions. For
example, U.S. HEIs may propose to provide small sub-grants to
students in order to have an
impact on individual students’ study abroad decisions as well as
their ability to “find a way” to
follow through on their study abroad plans. The most
competitive proposals will demonstrate
how limited resources can effectively mobilize the greatest
number of students to study abroad
during the grant period and beyond. Proposals may involve new
institutional partnerships or
build on existing partnerships, but in all cases should
demonstrate strong institutional support
from the partnering institutions involved. Short-term and long-
term programs are eligible, as
long as students receive some level of academic credit from
their home institution. Proposals
2
30. http://www.nafsa.org/Find_Resources/Publications/Periodicals/
Epublications/New_Approaches_to_Cooperation_with_Latin_A
merica/
that convincingly address inclusion and diversity in study
abroad to provide study abroad access
to underserved/underrepresented populations will be viewed
favorably.
C. Expected Results
HEIs that are successful in implementing innovation grants will
demonstrate increased capacity
to develop and administer study abroad programs that receive
and/or send students between the
United States and countries in the Western Hemisphere. These
HEIs:
• Will demonstrate increased awareness of the barriers to study
abroad at their institution;
• Will each possess a new model to engage students in the
Western Hemisphere and
• Will demonstrate an increase in the number of effective
partnerships between U.S. and non
U.S. HEIs in the Western Hemisphere above and beyond what
would have taken place
without the grant.
Section II: Award Information
31. 1. Estimate of Funds Available and Number of Awards
Envisioned
The intent of this competition is to award approximately eight
(8) 100,000 Strong in the
Americas Innovation grants of approximately $25,000 each to
HEIs across the Western
Hemisphere. The DOS, NAFSA and Partners of the Americas
reserve the right to fund any or
none of the applications submitted, and may or may not select
100,000 Strong Americas
Innovators. Please refer to Section I, the Funding Opportunity
Description for a complete
statement of goals and expected results.
2. Start Date and Period of Performance
Winning awards will be announced no later than April 15, 2015
and the period of performance
will be from May 15, 2015 to May 14, 2016.
3. Type of Award
The Partners of the Americas Innovation Fund plans to award
grants to successful applicants for
this program. Grant awardees will be responsible for keeping
the Fund’s staff updated on the
achievement of proposed program activities and interventions
through a Washington, DC based
Program Director and Program Officer, who will be
substantially involved in the following
areas:
• Approval of the Recipient’s reports including Quarterly
Reports and regular updates on
student engagement, faculty and administrator outreach;
32. • Approval of Budgets;
• Approval of additional expenditures;
3
• Approval of the Recipient’s Activity Monitoring and
Evaluation Plan.
Section III: Eligibility Information
1. Eligible Applicants
HEIs located and legally registered in the Western Hemisphere
are eligible to apply for grants
from the competition Promoting Study Abroad Partnerships for
Innovation and Collaboration
This competition seeks to receive applications from a diversity
of HEIs, including both public
and private institutions, 4-year and shorter-term degree issuing
institutions, large, small, and
rural and urban institutions. The intention of selecting from
these categories of institutions is to
ensure that the selected institutions represent the broadest
diversity of HEI profiles so that
successful innovations have the greatest possibility of
replication across the institutions that will
ultimately be critical to reaching the overall goal of 100,000
Strong Americas.
Bi-national Centers (BNCs) are eligible to compete as prime
applicants or in partnership with
HEI primes. (Bi-national Centers are autonomous, foreign
33. institutions dedicated to the
promotion of mutual understanding between the host country
and the United States.) If a BNC is
competing as prime, it must compete in partnership with at least
one other in-country HEI (in
addition to a partner HEI or HEIs). Also, if a BNC is
competing as prime and is unable to issue
credit themselves, they must ensure that students who
participate in the proposed study abroad
program will receive some level of academic credit from an
identified HEI partner in the
proposal. Proposals should focus on creating sustainable study
abroad programs within HEIs;
those whose primary focus is support for BNC language training
programs as preparation for
study abroad are not eligible.
In order to increase the diversity of participating institutions,
the review panel reserves the right
to give preference to institutions that have not previously
received Innovation Grants, but all are
encouraged to apply.
2. Cost Sharing or Matching Fund Requirements
In submitting a proposal, applicant HEIs should demonstrate a
high-level commitment to
increasing study abroad in both directions – to and from the US.
One form of demonstrating this
commitment is by providing matching resources – from the
institution, the partner institution, an
outside resource, or a combination – which contribute to the
proposed activities. Applicants are
strongly encouraged to provide cost sharing and additional
funding from private sector partners
in support of its proposed activities. There is no minimum or
34. maximum percentage required for
this competition. However, cost sharing by previous
competition’s winning proposals averaged
more than 1.5 to 1. When cost sharing is offered, it is
understood and agreed that the applicant
must provide the amount of cost sharing as stipulated in its
proposal and later included in an
approved agreement. HEIs that demonstrate cost sharing that
would not happen without this
4
grant money will be considered favorably, as an incentive to
bring additional local resources to
bear on increasing study abroad in the region.
Section IV: Application and Submission
3. Online Submission Process
Applications can only be submitted online through the
application link on the 100,000 Strong in
the Americas website, http://www.100kstrongamericas.org by
the deadline indicated on the
cover page of this solicitation. The application link on the
website may be accessed by clicking
the “Educate” button. Applications may only be submitted in
English.
Any prospective Applicant desiring an explanation of this
Competition must request it by posting
the question to http://bit.ly/1BLqE0q by the submission
deadline indicated on the cover page of
this solicitation.
35. Oral explanations or instructions given before an award is
disbursed will not be binding. No
applications will be accepted via email. If an HEI decides to
submit an application, it must be
received by the closing date and time indicated on the cover
page. The Applicant must comply
with the instructions for submission included herein.
Applications that are received late or are
incomplete will not be considered in the review process.
All applications received by the closing date and time will be
reviewed for responsiveness and
programmatic merit in accordance with the specifications
outlined in these guidelines and the
application format.
4. Technical Application Format
Applications must not exceed 10 pages, utilizing Times New
Roman 12-font size, single spaced,
typed in standard 8 1⁄2x11 paper size with one-inch margins
both right and left, and each page
numbered consecutively. Cover page, dividers, table of
contents, annexes will not count toward
the page limitation. Any additional pages that exceed the 10-
page limitation will not be reviewed
by the Evaluation Committee. Submissions should be submitted
as one single PDF file. The
file should be saved as: “100K 6< Name of Institution>”.
Before hitting the submit button: please save a copy of the
completed application form as
an Adobe PDF for your records and attach a copy at the
beginning of the proposal PDF
you are uploading below (preferred) or upload a separate PDF
36. file of this application
ONLY if you cannot combine them.
Applications shall demonstrate the Applicant’s capabilities and
expertise with respect to
achieving the goals of this project. Therefore, it should be
specific, complete and presented
concisely. It should take into account and be arranged in the
order of the technical evaluation
5
http://www.100kstrongamericas.org/
http://bit.ly/1BLqE0q
http://www.adobe.com/products/acrobat/print-to-pdf.html
http://www.adobe.com/products/acrobat/print-to-pdf.html
criteria described below. Important note: Only the pages of
submitted documents that are within
established page limits will be reviewed by the Evaluation
Committee.
Section V: Application Review
A. Cover Page
A single page with the project title and the name of the
Applicant clearly identified. In addition,
the Cover Page should provide a contact person for the
Applicant, including this individual’s
name (both typed and his/her signature), title or position with
the organization/institution,
address, telephone and fax numbers and e-mail address. Partner
institution(s) if applicable should
37. clearly be displayed. State whether the contact person is the
person with authority to contract for
the Applicant, and if not, that person should also be listed with
contact information.
B. Table of Contents
Applicants must list all parts of the technical application, with
page numbers and attachments.
C. Executive Summary
The Executive Summary counts towards the page limit and
should not exceed two pages. The
Executive Summary should briefly describe a) the proposed
goals, b) the key activities and
anticipated results, and c) managerial resources of the
Applicant. This section should also
describe how the overall project will be coordinated.
D. Program Description
In this section, Applicants should describe the proposed
program, focusing on how they will
achieve their program’s objectives, how the program will make
a significant contribution
towards achieving the overall 100,000 Strong Americas
objectives, and the areas for action
identified by the higher education institution. The number of
students moving North and/or
South should also be clearly stated. Applicants shall elaborate
in the program description the
most effective way to coordinate and assist in the expansion and
development of a successful
program.
38. Applicants must propose innovations that they believe should be
prioritized and explain why.
Applicants must describe how the proposed innovation will
enhance the flow of inbound and/or
outbound students.
Applicants should describe a clear plan for engaging students,
faculty and administrators in
ongoing outreach on campus to support study abroad. The plan
should include student
participation in the reporting of the educational and cultural
experiences that take place before,
during and after the program. Creativity is encouraged.
Applicants should also describe any coordination activities they
may initiate with support from
Civil Society, Government Institutions, or Private Organizations
as innovative strategies.
E. Sustainability Plan
6
Applicants must describe what kind of impact the proposed
program will have at all partnering
institutions and how the proposed program will continue after
the grant period has expired.
F. Institutional Capacity and Opportunities for Growth
The Applicant must include a brief description of their current
institutional capacity for academic
mobility within the Western Hemisphere and around the world
39. and an assessment of the specific
challenges and opportunities at their institution for increasing
study abroad in the Americas.
Institutions with minimal experience should describe a desire to
increase their capacity and steps
needed to achieve their goals. Institutions with more robust
international programs should
describe how they will build on their current success and
explain any barriers to increasing study
abroad opportunities at their campus. All applicants should
explain how the Innovation Grant
will help them address any barriers and take advantage of the
available opportunities.
In describing their management approach, Applicants must
name the one person who will be
ultimately responsible for implementation and reporting. The
CV or bio of the person
identified must be included as part of the 5 page maximum of
this annex. You may also
include a separate annex with up to 5 pages of letters of support
from your institution, your HEI
and other partner(s) joining you on this grant request if known
and your international studies
office. This is strongly encouraged.
G. Monitoring and Evaluation
The Monitoring and Evaluation plan must explain how the
Applicant proposes to monitor the
program and assess program impact. The performance
monitoring and evaluation plan shall
address the following: Realistic plan for data collection
methods and frequency of collection,
sources of data, data verification, and responsible parties of
data collection, including how
baseline information will be compiled, and benchmarks, and the
40. ways in which the collection,
analysis and reporting of performance data will be managed
under the project.
Applicants are encouraged to create their own indicators for
their Monitoring and Evaluation
Plans, however Partners reserves the right to modify indicators
in consultation with winning
applicants at the award stage in collaboration with awardees.
Applicants must also include a time line for implementation of
activities that are presented in
their Program Description section.
Section VI: Budget Application Format
The proposed budget should provide cost estimates for the
management of the program
(including program monitoring). Applicants must provide a
breakdown by elements of cost (i.e.
cost figures for personnel, coordination activities, fringe,
equipment, other) proposed. Applicants
are strongly encouraged to keep the amount of indirect rate
charged to the grant as low as
possible. To date, winning applicants have proposed a
combination of high matching funds and
lower indirect costs. Please note: On the application form you
will be asked to provide a U.S.
dollar amount for the indirect costs charged to this grant.
Applicants must use the following budget summary template,
naming activities and adding them
7
41. as needed, with detailed breakdowns as described in this
section, and submitting as an
unprotected Excel file:
INSTITUTION NAME
Program Budget
Budget Category Requested Funds Cost Share Total
Personnel
Program Costs
Activity 1
Activity 2
Other Costs
Additional resources
(cost share) brought in
from outside sources
Indirect Costs
Total
Budget Narrative
Applicants must provide detailed budget explanations and
supporting justification of each
proposed budget line item. The budget narrative must briefly
describe programmatic relevance
and clearly identify the basis of estimate (i.e., how the budget
number was determined fair and
reasonable) for each cost element.
Section VII: Evaluation Criteria
The criteria outlined below will be used to evaluate applications
submitted in response to this solicitation.
1. Technical Proposal (80%)
a) Program Description- 40%
42. b) Sustainability Plan- 15%
8
c) Institutional Capacity and Management Approach- 15%
d) Monitoring and Evaluation Plan- 10%
2. Cost Proposal (20%)
The Cost Proposal will be evaluated as to how effective and
realistic the proposed costs are and
how the proposed budget is linked to the activities, objectives,
sustainability, and outputs
reflected in the Technical Narrative. A strong cost proposal will
include:
a) A detailed outputs-based budget and accompanying budget
narrative.
b) Cost-sharing information, if applicable.
Section VIII: Agency Contacts
Questions concerning this solicitation must be posted here prior
to the deadline mentioned on the
cover letter of this document. No phone calls.
9
100,000 Strong in the Americas is supported by the U.S.
Department of State in partnership
with NAFSA: Association of International Educators and
Partners of the Americas.
http://partnersoftheamericas.formstack.com/forms/100k_applica
tion_competition4__qa__copy_copySection I: Funding