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Thanks to the generous support of the Doris Duke Charitable Foundation, Chapin Hall at the University of Chicago is pleased to offer the Doris Duke Fellowships for the Promotion of Child Well-Being. These fellowships are designed to identify and develop a new generation of leaders interested in and capable of creating practice and policy initiatives that will enhance child development and improve the nation's ability to prevent all forms of child maltreatment.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

YSA is now accepting applications for the 2019 MLK Day of Service Grants to activate youth volunteers on MLK Day of Service weekend. Funded by the Charles Stewart Mott Foundation, these grants offer youth development organizations, community-based organizations, and schools/school districts grant funding and capacity-building training to effectively recruit and engage young people in meaningful service activities. Asking young people to volunteer for the first time on national days of service is a critical first step towards creating a culture in which all young people have the opportunity and support to find their voice, take action, and make an impact in their communities. Grantees will activate youth, ages 5-25 - 80% middle and high school age - to lead service or service-learning projects through which they can acquire 21st Century Skills (Collaboration, Communication, Creativity, and Critical Thinking).

wenty $2,500 grants will be awarded to schools or nonprofit organizations for projects that use innovation, nature-based design, or technology to address environmental problems in their communities. Ideal projects integrate environmental education with opportunities for children to solve real-world problems by using science practices and technology to help care for the environment. Projects may replicate successful models or create new and innovative approaches. Preference will be given to applicants who have secured $2,500 in matching funds or in-kind contributions. In addition, priority will be given to student-directed projects that provide materials that will make the project easy to replicate, including lesson plans, protocols, videos, adaptations, and examples of student work.

Healthy Eating Research is a Robert Wood Johnson Foundation national program that supports research on policy, systems, and environmental strategies with strong potential to promote the health and well-being of children at a population level. Specifically, HER aims to help all children achieve optimal nutrition and a healthy weight. HER grantmaking focuses on children and adolescents from birth to 18, and their families, with a priority on lower-income and racial and ethnic minority populations that are at-risk of poor nutrition and obesity.

To that end, grants are awarded to nonprofit organizations for learning disability-related projects focused on scientific, literary, or educational outcomes, or for the identification, ongoing evaluation, education of, and delivery of services to children and adults with learning disabilities. Examples of project areas that fall within these guidelines include innovative research into the causes, prevention, and/or alleviation of learning disabilities; distinctive public awareness programs that advance public understanding of the needs of persons with learning disabilities; and innovative programs that advance the achievement of persons with learning disabilities, increase the support skills of their families, support academic and professional advisors, and/or enhance the understanding of learning disabilities by colleagues and employers.

A single grant of $10,000 will be awarded to an early-career psychologist whose research and demonstration activities promote the understanding of the relationship between self-identity and academic achievement, with an emphasis on children in grades K-8.

Guided by the belief that all lives have equal value, and that all students-especially Black, Latino, and low-income students-must have equal access to a great public education that prepares them for adulthood, the Bill & Melinda Gates Foundation is excited to announce this Request for Proposal (RFP) to fund Networks for School Improvement (NSI). An NSI is a group of secondary schools working in partnership with an Intermediary organization to use a continuous improvement process to significantly increase the number of Black, Latino, and low-income students who earn a high school diploma, enroll in a postsecondary institution, and are on track in their first year to earn a credential with labor-market value. Secondary school teams work collaboratively to identify, test, and refine solutions that target a problem and reach an aim common across the network. An NSI's aim is to improve outcomes that are predictive of high school graduation and postsecondary success.

1) Actively Achieving: This category supports programs that provide individuals with disabilities opportunities to participate in activities that engage their bodies and minds. Actively Achieving programs promote interaction with other people in positive community settings and nurture independence and personal growth. Sports, arts, recreation, education, and employment initiatives are all grouped into this category. 2) Bridging Barriers: This category supports projects that address and offer solutions to barriers for independent living across the disability community. Barriers may be structurally evident, such as lack of ramps or other means of access in buildings with stairs, or lack of curb cuts on sidewalks. Other barriers are far less obvious, such as lack of accessible transportation, inability to operate a computer due to limited hand function, failure to receive dental or gynecological care as a result of inaccessible examination equipment, inability of uninsured or underinsured individuals to secure a properly fitted wheelchair, and discrimination in the workplace. 3) Caring and Coping: Caring and Coping projects provide services that address the complex day-to-day health and personal issues for individuals living with disabilities, their families, and caregivers.

The Office of English Language Programs of the Bureau of Educational and Cultural Affairs (ECA/A/L) announces an open competition to administer the English Access Microscholarship Program (Access), which provides a foundation of English language skills to bright, economically disadvantaged students in their home countries. Access programs introduce students, primarily aged 13 to 20, to U.S. culture and democratic values, improve the students' potential to fully contribute to the socio-economic development of their countries, and increase their ability to compete for and participate in U.S. exchange and study programs.

Purpose: The Scleroderma Foundation seeks applications from promising new investigators who hold faculty or equivalent positions and who wish to pursue a career in research related to scleroderma. This grant supports promising research that is likely to lead to individual research project grants.

The Administration for Children and Families has funding available for a cooperative agreement to support a grantee as a trusted source for research and policy related information for the child care and early education field. The grantee will establish and operate a website for the Child Care and Early Education Research Connections database (hereafter referred to as "Research Connections"). The interactive website (http://www.researchconnections.org) will house a comprehensive and up-to-date database of resources derived from rigorous research including scholarly peer-reviewed research and 'gray' literature (i.e., rigorous research published as policy briefs, state and federal government reports, foundation reports, etc.) and publicly available assessment instruments relevant to child care and early education policy and practice (i.e., community based child care serving children birth through 13-years, Early Care and Education (ECE) programs, home-based child care, family child care, Head Start, public Pre-kindergarten (Pre-K), and after-school programs).

The foundation awards grants for research focused on issues faced by care providers that, when implemented, will improve health, nutrition, and/or developmental outcomes for infants and young children. Projects can address the etiologic mechanisms of disease; new, improved, or less invasive diagnostic procedures; the reduction or elimination of side effects; the alleviation of symptoms; new, improved, or less invasive therapies or treatments; dosage or dosing requirements or mechanisms for drugs, nutrient supplementation, or other therapeutic measures (under or overdosing); and preventative measures.

To that end, FCD currently is accepting proposals for its 2020 Young Scholars Program (YSP). The YSP program funds implementation research that is policy and practice-relevant and examines the preparation, competency, compensation, well-being, and ongoing professional learning of the early care and education (ECE) workforce. Research awards are up to $225,000 for primary research and up to $180,000 for secondary data analysis. All proposed research must attempt to answer primary questions that are relevant to the ECE workforce and support scientific inquiry into the implementation of specific early care and education programs, policies, or practices. Implementation research provides the opportunity to engage in meaningful exploration of what works (or not), for whom, and under what conditions. In addition, all supported research must have a clear connection to policies and practices that have the potential to result in a positive impact on the ECE workforce and on young children in YSP's priority populations.

We are looking for programs that attempt to address these, and other gaps, in delivering food and nutritional education to children. The Cigna Foundation is looking for programs that bracket or augment in-school efforts in the following areas: 1. Community-based programs that support children and families' access to healthy meals and nutritional education outside the school setting, on weekends and during the summer 2. Food and nutritional programs that provide support for expecting mothers and caregivers 3. Support for programs that address the needs of pre-school children 4. Health provider/clinician efforts that provide nutritional education to patients and/or food as prescription programming 5. School-based programs that enhance or augment state and/or federal assistance efforts

This Funding Opportunity Announcement (FOA) invites applications that expand on foundational research demonstrating generally improved emotional function and emotion regulation with aging, to further clarify the trajectories of change in emotion processing and linked neurobiological factors in adults who are aging normally, as well as in individuals with mild cognitive impairment (MCI), Alzheimer's disease (AD), and Alzheimer's disease-related dementias (ADRD). The goal is three-fold: to advance understanding of. Also listed under R01

The Linguistics Program supports basic science in the domain of human language, encompassing investigations of the grammatical properties of individual human languages, and of natural language in general. Research areas include syntax, semantics, morphology, phonetics, and phonology. The program encourages projects that are interdisciplinary in methodological or theoretical perspective, and that address questions that cross disciplinary boundaries, such as (but not limited to): What are the psychological processes involved in the production, perception, and comprehension of language? What are the computational properties of language and/or the language processor that make fluent production, incremental comprehension or rapid learning possible? How do the acoustic and physiological properties of speech inform our theories of language and/or language processing? What role does human neurobiology play in shaping the various components of our linguistic capacities? How does language develop in children? What social and cultural factors underlie language variation and change?

DLS supports fundamental research that increases our understanding of cognitive, linguistic, social, cultural, and biological processes related to children's and adolescents' development and learning.  Research supported by this program will add to our basic knowledge of how people learn and the underlying developmental processes that support learning, with the objective of leading to better educated children and adolescents who grow up to take productive roles as workers and as citizens. Among the many research topics supported by DLS are: developmental cognitive neuroscience; development of higher-order cognitive processes; transfer of knowledge from one domain or situation to another; use of molecular genetics to study continuities and discontinuities in development; development of peer relations and family interactions; multiple influences on development, including the impact of family, school, community, social institutions, and the media; adolescents' preparation for entry into the workforce; cross-cultural research on development and learning; and the role of cultural influences and demographic characteristics on development. Additional priorities include research that: incorporates multidisciplinary, multi-method, microgenetic, and longitudinal approaches; develops new methods, models, and theories for studying learning and development; and integrates different processes (e.g., learning, memory, emotion), levels of analysis (e.g., behavioral, social, neural), and time scales (e.g. infancy, middle childhood, adolescence).

Today, more than six million children around the world die needlessly before reaching the age of five. Some of the leading causes of child death include preterm birth complications, pneumonia, intrapartum-related complications, diarrhea, and sepsis/ meningitis. Applicants from all walks of life, and from all over the world, are invited to submit a proposal outlining how they plan to save the lives of children under the age of five who would otherwise die from a treatable and preventable cause. All proposals must include a science-based approach to measuring and evaluating the impact of the lives saved. One winner will be awarded $250,000 to directly execute the proposed project.

The STEM+C Program focuses on research and development of interdisciplinary and transdisciplinary approaches to the integration of computing within STEM teaching and learning for preK-12 students in both formal and informal settings. The STEM+C program supports research on how students learn to think computationally to solve interdisciplinary problems in science and mathematics. The program supports research and development that builds on evidence-based teacher preparation or professional development activities that enable teachers to provide excellent instruction on the integration of computation and STEM disciplines. Proposals should describe projects that are grounded in prior evidence and theory, are innovative or potentially transformative, and that will generate and build knowledge about the integration of computing and one or more STEM disciplines at the preK-12 level.