BACKGROUND AND GOALS. To support local government actions in the statewide fight against the Coronavirus by providing reimbursement of federally eligible expenses under the CARES Act. Coronavirus Relief Funds may be used to cover costs that are:
1. Necessary expenditures incurred due to the public health emergency with respect to the Coronavirus Disease 2019 (COVID‐19);
2. Were not accounted for in the Grantee’s budget most recently approved as of March 27, 2020; and
3. Were incurred during the period that begins on March 1, 2020, and ends on December 30, 2020.
BACKGROUND AND GOALS. 1. The purpose of this Service Level Agreement (SLA) is to define the practices, guidelines, approvals, and security requirements for Client's access to the Purdue University identification, authentication, and authorization services provided by the IAMO.
BACKGROUND AND GOALS. This portion of the scope of work is devoted to answering the question, "Why is the proposed service/work needed?" Provide a brief problem statement. This is where you will also briefly summarize the goals of the proposed contract. Be as clear and concise as possible. The scope of work requires quality of information, not necessarily quantity. This is also the place to note the cooperators for the project.
BACKGROUND AND GOALS. In conducting the Original Research in accordance with the 1994 Collaboration Agreement, a number of GDFs, BMPs and/or Collaborative Factors were Discovered by the Parties. The Parties desire to continue their efforts to evaluate and characterize such Factors and any other Factors that were otherwise subject to the terms and conditions of the 1994 Collaboration Agreement. but wish to conduct such activities under a restructured relationship. Under such restructured relationship. GI-and JHU hereby form a sponsored research relationship whereby GI will provided certain sponsored research funding to JHU for use by JHU in evaluating and characterizing the GDFs, BMPs and Collaborative Factors and in Discovering, evaluating and characterizing Additional Factors. Additionally. until the expiration of the Collaborative Research Term, GI and MetaMorphix will continue to collaborate with respect to the evaluation and characterization of the GDFs, BMPs and Collaborative Factors which have not yet been selected or designated as either GI Factors or MetaMorphix Factors so that GI and MetaMorphix may utilize such information in selecting such Factors as either GI Factors or MetaMorphix Factors. As part of such collaboration GI will make available to MetaMorphix relevant information it receives from JHU under the Sponsored Research regarding such GDFs, BMPs and Collaborative Factors.
BACKGROUND AND GOALS. A. The objective of the Water Boards is to implement statewide comprehensive environmental monitoring, assessment, and reporting. In order to accommodate the shipping and holding times needs of the Water Boards offices and programs throughout the state, it is understood that the Contractor shall find appropriate regional subcontractors.
BACKGROUND AND GOALS. The Envision Route 7 project, which is generally described in the Route 7 Corridor Transit Study Final Report (January 2017), incorporated herein by reference the “Envision Route 7 Project”, recently completed the Envision Route 7 Phase III Conceptual Engineering Study. The key findings Envision Route 7 Phase IV‐1 Mobility Analysis Study Memorandum of Agreement May 3, 2021 from the study to date are that a Bus Rapid Transit (“BRT”) along Route 7 from Mark Center to Tysons, via the East Falls Church Xxxxx Xxxxxxx is a viable transit solution for the corridor, generally described as the “Corridor”, providing added connectivity and multimodal choices. The key activities in the preceding efforts were to estimate the potential demand and forecast the ridership, compare possible alternative modes, determine possible funding mechanisms and strategies, define the right of way, identify guideway needs, and provide a cost estimate for both capital and operating cost. The BRT showed high demand across all trip purposes. The service would benefit not only commuters with key connections to Mark Center, Tysons, and Metro; but serve other trip purposes including shopping and recreational trips. The travel demand forecast showed approximately two‐thirds of the new riders traveling for non‐work purposes. The Phase II Study focused on determining which mode best serves the Corridor, and if and where the BRT should deviate from Route 7. Following the Phase II study, NVTC conducted a conceptual engineering study (the “Envision Route 7 Phase III Planning Level Conceptual Engineering Study”). The conceptual engineering study helped to refine the project cost, identified potential areas of concern, developed a potential staging strategy, and provided guidance on preserving the required right‐of‐way. This study identified right‐of‐way that could be utilized by the BRT and provides a guide for jurisdictions in their subarea and sector planning. The next step on the Envision Route 7 Bus Rapid Transit (BRT) project will be Phase IV‐1 study. The overall objective of the Phase IV‐1 Mobility Analysis Study is to evaluate and determine the mobility benefits and impacts resulting from the proposed BRT from Tysons to Seven Corners. This effort will require the development of a traffic micro‐simulation model. FCDOT has already developed a model from Tysons to the City of Falls Church. This effort will take the model files and add approximately 3.5 miles onto the current network. The Entiti...
BACKGROUND AND GOALS. The Oregon Open Learning Hub (“the Hub”) was launched May 2020, during emergency school closures related to the COVID-19 pandemic. The Hub is intended to encourage collaboration and resource sharing among educators in Oregon, both during the pandemic and beyond. This grant project has been designed to leverage OER and the Hub to better serve Oregon’s students. By analyzing traditional data (i.e., state assessment) and incorporating anecdotes and experience, we know that students who are emergent bilingual are largely underserved throughout the state. This project aims to provide equitable access to high quality materials for educators, school staff, and other education partners. We believe this is an opportunity to provide professional learning and begin building partnerships that lead to the development of sharable, high quality materials that center students who are emergent bilingual. Using the Hub and OER to share the products of this work means that the reach will spread beyond the educators who participate in this grant project. Resources identified as high quality through this process will be shared and highlighted on the Hub for all educators across the state to access and use with their students. Resources can also easily be shared across the nation, allowing Oregon to share with and benefit from national workgroups. The 2021-22 OER Development Grant: Supporting Students who are Emergent Bilingual (“the OER Development Grant Project”) is an eight-month long project which will include three (3) Phases. In Phase One of this Project, participants will learn about OER, the Oregon Open Learning Hub (“the Hub”), Oregon’s collaboration space and repository for K-12 OER, and strategies that support students who are emergent bilingual and how these strategies can be included in OER. Additionally, they will select an OER lesson or lessons to revise to include strategies that support students who are emergent bilingual. Phase Two of this Project will focus on piloting the resources with students, and Phase Three will include a final evaluation of the resources revised throughout this process.
BACKGROUND AND GOALS. During the 2019 legislative session, Oregon’s leaders made a real commitment to our children, our educators, our schools and our state with the passage of the Student Success Act (SSA). When fully implemented, the Student Success Act is expected to invest $2 billion in Oregon education every two (2) years; that’s a $1 billion investment in early learning and K-12 education each year. At the heart of the SSA is a commitment to improving access and opportunities for students who have been historically and are currently underserved in the education system. Under the SSA, the Latino/a/x and Indigenous Student Success Plan will address inequities experienced by Latino/a/x students through focused investments and community partnerships.
BACKGROUND AND GOALS. During the 2019 legislative session, Oregon’s leaders made a real commitment to our children, our educators, our schools and our state with the passage of the Student Success Act (SSA). When fully implemented, the Student Success Act is expected to invest $2 billion in Oregon education every two (2) years; that’s a $1 billion investment in early learning and K-12 education each year. At the heart of the SSA is a commitment to improving access and opportunities for students who have been historically and are currently underserved in the education system. Under the SSA, the Latino/a/x and Indigenous Student Success Plan will address inequities experienced by Latino/a/x students through focused investments and community partnerships. Grantee submitted an Application in response to Agency’s Request for Applications. Under this Grant, Grantee will serve its Latino/a/x community described in Grantee’s Application. Grantee must follow the budget set forth in its Application. It may be adjusted only with approval from the Agency Grant Manager, or designee, in order to reflect agreed upon modifications necessary for delivery of measures, achievement of outcomes, and/ or effective use of Grant Funds. The total amount of the budget set forth in the Grant is to be expended only for Grantee’s Latino/a/x Project activities paid for with these Grant Funds and must not exceed the amount identified in Section 6 of this Grant. Any adjustments that result in an increase to the amount identified in Section 6 cannot be done without a written amendment to this Grant. Agency will disburse Grant Funds only for the costs of Project activities that occur, including expenses incurred, during the Performance Period. Grantee may be reimbursed for indirect or administrative costs, as a percentage of the Grant Funds disbursed under this Grant, in an amount that does not exceed 5% if Grantee is a school district, early learning hub, or post- secondary institution and up to 15% if Grantee is a Community Based Organization, Tribe, or early learning provider. The rates described in this paragraph override any other verbal or written rate(s) provided by Agency, including in any notice of award provided by Agency’s Electronic Grants Management System (“EGMS”)
BACKGROUND AND GOALS. Farm to Child Nutrition Programs have shown promise in increasing children's access to healthier foods, particularly fresh fruits and vegetables and minimally processed foods, as well as increasing their exposure to healthy, local foods through tasting tables, school gardens and local farms. Farm to school programs have increased children's knowledge of, desire to eat, and consumption of healthy foods which can be effective methods to help reduce poor health outcomes later in life such as type II diabetes, obesity, and related chronic diseases. The increased use of local foods in school meals and educational activities also provides new and stable markets for local food producers and processors and positively influences job creation and economic growth in those communities. The Oregon Farm to School Competitive Education Grant is designed to assist eligible entities with costs incurred to coordinate and implement food-based, agriculture-based or garden-based educational activities for children in either a public school or public charter school within a school district that participate in the National School Lunch Program (“NSLP”), Child & Adult Care Food Program (“CACFP”) and/or Summer Food Service Program (“SFSP”).
