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Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Washington State Recreation and Conservation Office

Grant funds are available for outdoor environmental, ecological, agricultural, or other natural resource-based education and recreation programs serving youth.

Nordstrom Foundation

Supports youth empowerment, workforce development, and equity-focused programs.

National Park Service

To provide the work experience to deaf and hard of hearing youth so that they would have the same enriching experience as their peers. This program has been fully successful in supporting accessible communication, which requires hiring professional interpreters as crew leaders and providing ASL interpretation at orientation, graduation, program presentations, question and answer sessions, skills trainings, safety trainings, recreation and games, weekend sites and general group interactions. This has worked extremely well for delivering this experience to a limited number of youth each year.

Education Department

The Employment and Training Administration at the U.S. Department of Labor (DOL) is soliciting applications in support of the administration of the Fund for the Improvement of Postsecondary Education (FIPSE)--Transitioning Gang-involved Youth to Higher Education Grant Program (TGIY), Assistance Listing Number (ALN) 84.116Y, on behalf of the U.S. Department of Education (ED).

National Park Service

The United States Department of Interior, National Park Service, is announcing our intent to make a non-competitive award; this is not a request for applications. NPS intends to award a task agreement under the 21st Century Conservation Service Corps Program-Youth Engagement and Development. This notice is in accordance with the Department of Interior 505 Departmental Manual 2.12C. The full notice may be viewed by clicking on "Full Announcement" in the Related Documents tab at Grants.gov.

National Park Service

NOTICE OF INTENT TO AWARD, No applications will be accepted for this opportunity announcement. The purpose of this announcement is to provide public notice that the National Park Service will fund this project under an existing Master Cooperative Agreement with The Greening Youth Foundation. This project will fund a youth internship program at Biscayne National Park. For a full description of this project refer to the "NOI P18AS00128.pdf" file located in the RELATED DOCUMENTS tab of this opportunity announcement.

National Park Service

This announcement is to provide public notice of the National Park Services intention to fund the following project activities without full and open competition to Seward Association of the Advancement of Marine Science dba the Alaska SeaLife Center (ASLC) for the amount of $58,334 to cooperatively complete the project described below. STATUTORY AUTHORITY: 16 USC 1g, Agreements for the Transfer of Appropriated Funds to Carry Out NPS Programs. STATEMENT OF JOINT OBJECTIVES/PROJECT MANAGEMENT PLAN: Climate Change and Ocean Acidification are two of the most pressing issues facing the marine environments of Alaska. Creating better awareness of marine resources, their value and connection with our lives, and the challenges they face from these global issues, is a critical piece in protecting them for future generations. By working with teachers, we can reach youth by having our messages worked into the curriculum in repeated and meaningful ways. The ultimate goal is to create local connections to Alaska's marine resources, with an understanding of their connection to the global marine world, and to foster stewardship of these resources. Alaskan teachers of all grade levels are constantly seeking enriching opportunities to expand their own understanding of science while exploring ways to bring that knowledge into their classrooms. The Alaska SeaLife Center has a unique ability to bring science to life for both teachers and students by sharing our laboratories, researchers, data, and Informal Scientific Education (ISE) expertise. The Alaska SeaLife Center frequently conducts teacher workshops on marine science topics, including three on climate change in the past year. The workshops are a conduit for relaying cutting-edge science from their facilities to classrooms around the state. The mission of the Alaska SeaLife Center is to generate and share scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems. This project fits under their mission by sharing how science is conducted, along with current results with teachers in order to promote both their and their student's understanding of marine ecosystems. Greater understanding of natural ecosystems contributes to greater stewardship in the long run, because students are considered future stewards of the resources. STATEMENT OF JOINT OBJECTIVES/PROJECT MANAGEMENT PLAN The public purpose of this project is to provide 20 4-6 grade teachers with a work shop to facilitate the sharing of research results on ocean acidification and climate change conducted around the state of Alaska and specific to their local areas. The workshop is to take place in March 2015. Participating teachers will be from schools in small communities in southeast Alaska. The format of this teacher workshop has been developed jointly by the ASLC and NPS based on joint workshops conducted over the past ten years. NPS staff will be co-leading the workshop with ASLC staff, and thus involved with almost every aspect of planning and conducting the workshop. Staff from both the ASLC and NPS alternate delivering lectures and facilitating different methods of learning according to respective expertise. RECIPIENT INVOLVEMENT The Alaska SeaLife Center will be coordinating the logistics of the workshop on location. This will include issuing travel stipends, arranging lodging and meals for teachers and non-government researchers, and locating and arranging facilities for the workshop itself. The ASLC will be leading the post-workshop assessment, including any associated travel to schools, and some of the virtual classroom visits through the use of their distance learning technology. In most other aspects of the workshop, the ASLC will be working side by side with the NPS, including: 1. Collaboratively work with NPS staff to plan times, dates and other logistical details of the workshop. 2. Collaboratively work with NPS staff to gather teacher input on knowledge of climate change and ocean acidification, and on best methods for teaching such topics in the classroom. 3. Collaboratively work with NPS staff to identify and contact scientific researchers and resource managers working on local climate change and ocean acidification impacts to participate in the workshop. 4. Collaboratively work with NPS staff to develop specific ongoing local climate change research projects and topics to be developed into general content and lesson plans for teachers to use during the workshop. 5. Deliver lectures and other lessons on several topics chosen for the workshop. 6. Network with teachers attending the workshop and facilitate an online learning community of learners through the use of basecamp.com. NATIONAL PARK SERVICE INVOLVEMENT Substantial involvement on the part of the National Park Service is anticipated for the successful completion of the objectives to be funded by this award. In particular, the National Park Service will be responsible for the following: 1. Collaboratively work with ASLC staff to plan times, dates and other logistical details of the workshop. 2. Collaboratively work with ASLC staff to gather teacher input on knowledge of climate change and ocean acidification, and on best methods for teaching such topics in the classroom. 3. Collaboratively work with ASLC staff to identify and contact scientific researchers and resource managers working on local climate change and ocean acidification impacts to participate in the workshop. 4. Collaboratively work with ASLC staff to develop specific ongoing local climate change research projects and topics to be developed into general content and lesson plans for teachers to use during the workshop. 5. Deliver lectures and other lessons on several topics chosen for the workshop. 6. Network with teachers attending the workshop and participate with the online learning community of learners facilitated by the ASLC through the use of basecamp.com. 7. Participate in virtual classroom visits with the teachers who participated in the workshop via distance learning technology. 8. Meet with ASLC staff to review post-workshop assessments in order to assess workshop success and improve future workshops. SINGLE-SOURCE JUSTIFICATION: Department of the Interior Policy (505 DM 2) requires a written justification which explains why competition is not practicable for each single-source award . The National Park Service did not solicit full and open competition for this award based the following criteria: (4) Unique Qualifications The applicant is uniquely qualified to perform the activity based upon a variety of demonstrable factors such as location, property ownership, voluntary support capacity, cost-sharing ability if applicable, technical expertise, or other such unique qualifications; The Alaska SeaLife Center is a leader in both conducting marine science in the state of Alaska and scientific education. Since its inception in 1998 the Alaska SeaLife Center has been sharing scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems through educational programs to all ages. Throughout that time the ASLC has engaged in continuing education for elementary and high school teachers. The ASLC has demonstrated knowledge and skills that put them in a position of leadership in informal education. Each of the ASLC educational staff are certified informal science educators. In addition, the ASLC provides training to staff at other institutions, for example the Anchorage Museum and the Sitka Sound Science Center, on informal education. The ASLC also conducts teacher workshops and training for individuals wishing to become Certified Interpretive Guides through the National Association of Interpreters (NAI). The ASLC has also received three Pinnacle Awards in 2008, 2011 and 2013, along with two honorable mentions in 2009 and 2010. Pinnacle Awards are presented by the Center for Interactive Learning and Collaboration (CILC) to institutions providing content for distance learning and informal education programs. Awardees are selected based on teacher evaluations. Several organizations combine education and science in their mission and outreach activities. But when the focus is on marine science the list narrows considerably. There are only four entities in the state of Alaska focused on marine science education to elementary school students and their teachers: The Sitka Sound Science Center, The Prince William Sound Science Center, the Kachemak Bay Research Reserve, and the Alaska SeaLife Center. None of the first three have the staff or expertise in scientific outreach to match the ASLC, and in fact have relied on the ASLC for training of educational staff. And in general, all three are focused on their local towns and surrounding areas whereas the ASLC is focused statewide. The workshops in this agreement will be conducted throughout the state.

Office of Juvenile Justice and Delinquency Prevention

Competitive grants for evidence-based mentoring programs for at-risk and system-involved youth, including school-based and community-based mentoring.

National Park Service

The National Alliance of Faith and Justice (NAFJ) is committed to raising consciousness and developing strategies common to the NPS through education, training, compassion, and service in addressing some of society s most pressing social justice issues. NAFJ shares the love of NPS for our nation s natural and cultural inheritance, dedication to its stewardship in perpetuity, and through this work, devotion to perpetuating a civil democratic society. By helping youth and adult populations understand the correlation between history and today s policies, challenges, and victories, NAFJ is uniquely designed and qualified to serve as a partner to plan and implement educational initiatives that increase the access and use of public lands and historic landmarks by diverse and underrepresented youth for academic enrichment and success.

NIDA - National Institute on Drug Abuse

PROJECT SUMMARY/ABSTRACT In the United States, adolescents and young adults (AYA) account for a disproportionate number of new HIV infections. In particular, AYA have unique vulnerability for HIV related to unhealthy substance use (USU) through a variety of mechanisms including: USU at the time of sex resulting in a greater risk for engaging in condomless sex or sex with multiple partners. A major factor driving elevated risk for HIV in AYA is poor HIV pre-exposure prophylaxis (PrEP) uptake. Although PrEP is >95% effective in preventing HIV infection, PrEP uptake has been poor in AYA despite a disproportionate burden of HIV infection among this population. Integrating PrEP delivery within the healthcare settings where AYA with USU already receive their sexual health services is a promising opportunity for PrEP scale-up. One strategy that has the potential to improve the delivery of PrEP to AYA with USU in healthcare settings, is a structured decision aid (DA). In the shared decision-making (SDM) literature, DAs are most applicable to decisions that are sensitive to patient values and preferences. DAs remain underutilized to support PrEP uptake for AYA. PrEP uptake represents a modifiable risk factor for HIV transmission among AYA with USU. Thus, a theory-driven, youth-informed, digital SDM tool such as a PrEP DA may be a critical strategy for PrEP uptake to ultimately decrease rates of HIV infection among AYA with USU. My long-term goal is to become an independent clinician- investigator in health services and implementation science research focused on with a research program centered on optimizing HIV prevention and PrEP delivery for AYA with USU. Ultimately, the overall objective of this application is to adapt and pilot test a DA that may be integrated within AYA health services to enhance decision making about PrEP among AYA with USU through the following aims: 1) Adapt an existing PrEP DA using the ADAPT-ITT Framework, in order to specifically address the unique needs of AYA with USU, by 1a. applying Delphi methodology with experts in adolescent primary care, HIV and addiction medicine to build consensus around the DA content. 1b. adapting the DA prototype and 1c. conducting usability testing sessions with AYA with USU to inform the DA delivery strategy and 2) Conduct a single-arm, non-randomized pilot trial to test the feasibility and acceptability of the PrEP DA with AYA with USU at risk for HIV acquisition and their clinicians. This research and training plan target NIDA’s priority to seek applications to inform, develop or test implementation science approaches to scale-up and sustain evidence- based HIV intervention among people who use drugs, incorporating the prevention continua. The proposal is aligned with the Presidential Ending the HIV Epidemic Initiative’s goal of reducing new HIV infections in the U.S. by 90% by 2030 by protecting individuals at risk for HIV using proven prevention approaches. The research and training in this application will prepare the candidate for an independent scientific career improving health outcomes among AYA with USU who have unaddressed risk of HIV acquisition.

Office for Victims of Crime

This is a notice of funding opportunity (NOFO) for the FY 2026 Improving Outcomes for Child and Youth Victims of Human Trafficking. The purpose of this program is to improve outcomes for children and youth who are victims of human trafficking by integrating human trafficking policy and programming at the state or Tribal level and enhancing coordinated, multidisciplinary, and statewide approaches to all forms of trafficking as defined by 22 U.S.C. § 7102(11).

Office for Victims of Crime

This is a notice of funding opportunity (NOFO) for the FY 2026 Improving Outcomes for Child and Youth Victims of Human Trafficking. The purpose of this program is to improve outcomes for children and youth who are victims of human trafficking by integrating human trafficking policy and programming at the state or Tribal level and enhancing coordinated, multidisciplinary, and statewide approaches to all forms of trafficking as defined by 22 U.S.C. 7102(11).

Office on Violence Against Women

The Consolidated Grant Program to Assist Children and Youth Affected by and to Engage Men and Youth in Preventing Domestic Violence, Dating Violence, Sexual Assault, and Stalking (Consolidated Youth Grant Program) supports community-based efforts to develop or expand prevention, intervention, treatment, and response strategies addressing the needs of children and youth (ages 0-24) affected by domestic/dating violence, sexual assault, stalking, and sex trafficking. It also supports work with men and youth to prevent those crimes.

Office on Violence Against Women

The Consolidated Grant Program to Assist Children and Youth Affected by and to Engage Men and Youth in Preventing Domestic Violence, Dating Violence, Sexual Assault, and Stalking (Consolidated Youth Grant Program) supports community-based efforts to develop or expand prevention, intervention, treatment, and response strategies addressing the needs of children and youth (ages 0-24) affected by domestic/dating violence, sexual assault, stalking, and sex trafficking. It also supports work with men and youth to prevent those crimes.

Office on Violence Against Women

The Tribal Sexual Assault Services Program (TSASP) assists Indian Tribes, Tribal organizations, and nonprofit Tribal organizations in providing “intervention, advocacy, accompaniment, support services, and related assistance for adult, youth, and child victims of sexual assault, family and household members of such victims, and those collaterally affected by the victimization, except for the perpetrator of such victimization.”

Office on Violence Against Women

The Tribal Sexual Assault Services Program (TSASP) assists Indian Tribes, Tribal organizations, and nonprofit Tribal organizations in providing intervention, advocacy, accompaniment, support services, and related assistance for adult, youth, and child victims of sexual assault, family and household members of such victims, and those collaterally affected by the victimization, except for the perpetrator of such victimization.

National Park Service

Implement and expand the Buddy Bison School Program and the Kids to Parks Day National School Contest. These programs provide outdoor educational and recreational activities to youth from underserved and low socio-economic schools and communities.

National Park Service

Assist the WASO Park Historic Structures Program Manager in the enhancement of an intranet site in the InsideNPS Content Management System. This involves traveling to work with the Manager in DC, collecting data and graphics about structures, and composing them as short articles. Educational opportunities include: 1) exposure to current initiatives in historic structures preservation by highlighting innovative NPS work in short articles; 2) mentoring by the WASO Park Historic Structures Program Manager. Assist the WASO Park Historic Structures and Park Cultural Landscapes Program Managers with the creation of Data Store/IRMA references for HSRs and CLRs. This task involves summarizing each report, and entering metadata for each reference, including authors, publication date, table of contents, executive summary, keywords and reference visibility level. Training will be provided on the Data Store/IRMA. Educational opportunities include: 1) exposure to archival cataloging and records management with Archivists at WACC; 2) exposure to the entire HSR/CLR collection. Assist the WASO Park Historic Structures and Park Cultural Landscapes Program Managers with converting PHSCL pdf documents into a Section 508 accessibility format for NPS employee and public access. This task involves making changes to pdf documents in Adobe Acrobat to identify the appropriate language, reading order, and alternative text for figures. Training will be provided in converting pdf documents to Section 508 format. Educational opportunities include: 1) training in Section 508, and 2) training in Adobe Acrobat to render pdfs compliant with Section 508. Assist WASO Park Cultural Landscapes Program Manager with the PCLP Public Face Work Group (PFWG). This task involves assisting with monthly meetings and group projects to make newsworthy items about cultural landscape preservation available to the public. Training will be provided in the use of Gotomeeting webinar service. Educational opportunities include: 1) exposure to current initiatives in cultural landscape preservation; 2) interaction with NPS Historical Landscape Architects and Landscape Historians in monthly PFWG meetings. Assist WASO Park Cultural Landscapes Program Manager in sustaining the web presence of the Park Cultural Landscapes Program for the public and preservation community through the two PCLP websites (nps.gov/pclp and nps.gov/culturallandscapes) and social media: Facebook, Tumblr, Instagram, Flickr, YouTube and Twitter. Training will be provided in the use of the nps.gov CMS. Educational opportunities include: 1) exposure to the professional practice of online content management; 2) exposure to professional web authors in the historic preservation. Assist WASO Park Cultural Landscapes Program Manager in creating public outreach materials for the web, to engage youth and diverse audiences in NPS cultural landscapes preservation. This task involves using Adobe Creative Cloud and ArcGIS to compose illustrated stories, photographic tours, videos, infographics and story maps. Training will be provided in the use of Adobe Creative Cloud and ArcGIS. All draft outreach materials will be reviewed by the Program Manager before uploading to the web. Intern will film a cultural landscape workshop at SLBE. Educational opportunities include: 1) exposure to visual information design; 2) experience in video-documentation. Assist WASO Park Cultural Landscapes Program Manager in expanding staff training materials available on the Common Learning Portal. This task involves organizing training materials by topic, converting to Section 508-accessible format, providing metadata and uploading files to the Common Learning Portal. Training will be provided in the use of the NPS Common Learning Portal. Educational opportunities include: 1) exposure to NPS staff training materials on cultural landscape preservation; 2) exposure to all educational content on the NPS Common Learning Portal.