Among other requirements, the policies must allow parents to object to and withdraw a child from an activity, class or program. The policies must also include a procedure for notifying parents at least two weeks before any activity, class or program with content involving human reproduction or sexual matters is provided to a child.
While the proposed research education program may complement ongoing research training and education occurring at the applicant institution, the proposed educational experiences must be distinct from those research training and research education programs currently receiving federal support.
When research training programs are on-going in the same department, the applicant organization should clearly distinguish between the activities in the proposed research education program and the research training supported by the training program.
Describe how each proposed activity will contribute toward realization of the specific aims and support their competitiveness for completion of a Ph.
Describe how the plan will be integrated across the partnering institutions. Give a brief account of the equipment, space, and other resources available to implement the activities. Discuss any perceived impediments to implementing the proposed activities and alternative strategies to achieve the measurable objectives.
Demonstrate that participants will have authentic, meaningful research experiences in the laboratories or research groups of extramurally-funded investigators who are actively engaged in neuroscience-related research. This hands-on exposure to research should occur part-time during the academic year at the home institution or one of the partnering institutions and full-time during summer in laboratories that are neuroscience-focused.
Discuss activities that are designed to actively facilitate early communication and interaction between undergraduate participants and appropriate personnel at Ph.
The following are some typical functions of an advisory committee: Researchers from diverse backgrounds, including racial and ethnic minorities, persons with disabilities, and women are encouraged to participate as program faculty. Faculty should have research expertise and experience relevant to the proposed program and demonstrate a history of, or the potential for, their intended roles.
Applications must include a description including number and percent of the potential applicant pool from the partnering institutions based on the selection criteria established for the proposed BP-ENDURE program. Describe the process for selection of the program-supported participants.
Include the program selection criteria, candidate qualification process, and final selection process. Describe the retention strategies and follow-up activities across the participating institutions that would ensure students remain engaged and are receieving high quality mentorship and guidance within the program.
Institutional Environment and Commitment.
Evidence of institutional commitment to the research educational program is required. A letter of institutional commitment must be attached as part of Letters of Support see below.
Appropriate institutional commitment should include the provision of adequate staff, facilities, and educational resources that can contribute to the planned research education program. All collaborative arrangements must be clearly described and agreements must be included in the application.
Each of the collaborative sites must include: Plans must be included for how early communication and interaction between the undergraduate participants and the graduate neuroscience program will enhance graduate school acceptance. Remote partnerships are allowable; however, applications for which integration is seriously compromised by geographical separation or other constraints are discouraged from applying.
Recruitment Plan to Enhance Diversity: Fostering diversity in the scientific research workforce is a key component of the NIH strategy to identify, develop, support and maintain the quality of our scientific human capital NOT-OD Every facet of the United States scientific research enterprise—from basic laboratory research to clinical and translational research to policy formation—requires superior intellect, creativity and a wide range of skill sets and viewpoints.
Research shows that diverse teams working together and capitalizing on innovative ideas and distinct perspectives outperform homogenous teams. Scientists and trainees from diverse backgrounds and life experiences bring different perspectives, creativity, and individual enterprise to address complex scientific problems.
There are many benefits that flow from a diverse NIH-supported scientific workforce, including: In spite of tremendous advancements in scientific research, information, educational and research opportunities are not equally available to all.
NIH encourages institutions to diversify their student and faculty populations to enhance the participation of individuals from groups identified as underrepresented in the biomedical, clinical, behavioral and social sciences, such as: Individuals from racial and ethnic groups that have been shown by the National Science Foundation to be underrepresented in health-related sciences on a national basis see data at http: The following racial and ethnic groups have been shown to be underrepresented in biomedical research: In addition, it is recognized that underrepresentation can vary from setting to setting; individuals from racial or ethnic groups that can be demonstrated convincingly to be underrepresented by the grantee institution should be encouraged to participate in this program.
Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities, as described in the Americans with Disabilities Act ofas amended.Traditionally, teacher education programs have relied heavily on one or two K mentor teachers to support candidates during their field experiences and student teaching.
Although these face-to-face mentors are critical, they cannot realistically meet all of the complex needs of preservice teachers. Available both online and on a Flash-key, the Abstinence and Contraception Education Storehouse (or ACES) is a classroom-based resource that can be used by teachers and health practitioners to supplement and upgrade existing sex education curricula with highly interactive materials that students find engaging, informative and interactive.
Its. Additionally, you'll want to fill in any gaps in your teen's knowledge. For example, the school's sex education program may focus on birth control and safe sex, without addressing the emotional issues that accompany becoming sexually active.
Available both online and on a Flash-key, the Abstinence and Contraception Education Storehouse (or ACES) is a classroom-based resource that can be used by teachers and health practitioners to supplement and upgrade existing sex education curricula with highly interactive materials that students find engaging, informative and interactive.
Its. Sex education programs can often times lead to the deformation of a child’s conscience. It is not a school’s place to impose sexual immorality upon its students.
Many psychologists and psychiatrists have spoken out against sex education in schools, pointing out its damaging effect on children. Rigorous Evidence – Usable Results July School-based sex education includes programs designed to increase knowledge and encourage sexual risk reduction strategies for HIV preven-tion delivered in school setting.
Adolescents bear a disproportionately high burden of HIV globally