Not much makes sense to me these days but at least Catherine O’Hara has her own Canadian postage stamp.
@BrianStack153
Writer, @ColbertLateShow Formerly at “Conan”, @TheSecondCity B.A. @IUBloomington M.A. @UWMadison
Dear Colleague Letter: Research Collaboration Opportunity in Europe for NSF Awardees
NSF 22-056
Dear Colleague Letter: Research Collaboration Opportunity in Europe for NSF Awardees
March 10, 2022
Dear Colleagues:
BACKGROUND
To further scientific and technological cooperation between the United States and the European Community, the National Science Foundation and the European Research Council signed an Implementing Arrangement on October 29, 2019, to enable U.S.-based scientists and engineers with active NSF awards, particularly those early in their careers, to pursue research collaboration with European colleagues supported through EU-funded European Research Council (ERC) grants.
Connecting researchers with complementary strengths and shared interests promotes scientific progress in solving some of the world’s most vexing problems. This international research opportunity is mutually beneficial to the U.S. participants and their hosts through cooperative activities during research visits and establishing international research partnerships to enrich future research activities in the U.S. and Europe.
Under the Arrangement, the ERC Executive Agency (ERCEA) identifies ERC-funded research groups who wish to host NSF grantees for research visits of up to one year within their ERC funding.
OPPORTUNITY
This letter invites current NSF grantees to submit supplemental funding requests for research visits to any identified, appropriate ERC-funded European research group. NSF particularly encourages requests from NSF grantees who are early in their careers or who are still actively building their careers. Further, the letter gives instructions on how to submit supplemental funding requests and other relevant policies and requirements.
ERCEA has provided a list of ERC-funded principal investigators (PIs) and research teams interested in hosting NSF grantees. NSF grantees should request this list via email from Roxanne Nikolaus, Office of International Science and Engineering, at rnikolau@nsf.gov, and then communicate directly with ERC PIs to ascertain areas of mutual interest and research goals for a visit. NSF grantees then must discuss plans for the visit(s) with the NSF Program Officer managing their award prior to submitting a supplemental funding request. If approved by NSF, the request is forwarded by NSF to ERCEA for review and confirmation with the ERC-funded project.
The European hosts will provide funding to support in-country living expenses during the visits.
NSF will provide travel funds to and from Europe. It is expected that the amount requested will not exceed $20,000, inclusive of any foreign travel expenses for qualified family members (see Conditions below). Activities are subject to availability of funds and all applicable laws, regulations, policies, and programs of the ERC and NSF.
ELIGIBILITY
This opportunity is open only to PIs and co-PIs of active NSF awards. Supplemental funding may be used to support travel for the PI, co-PI, postdocs, other Senior Personnel, and graduate students funded on the award. NSF Postdoctoral Research Fellows with active Fellowships also are eligible to submit to this opportunity.
CONDITIONS
NSF awardees may request supplemental funding for a single short-term or a single long-term research visit or multiple short- term visits. Multiple short-term visits should aggregate to a minimum amount of time as agreed in advance between the NSF grantee and the ERC-funded PI. For definition, research visits of less than 6 months are considered short-term, whereas visits of 6 months to one year are long-term visits. The maximum duration for either a single visit or the cumulation of multiple visits is 12 months. Given the status of the COVID-19 pandemic, it is expected that travel will conform to the safety protocols of both the U.S. and the destination country. Visits must be concluded prior to the expiration date of the NSF award.
NSF grantees will continue to receive NSF funding during the period of the European visit. Salaries will be covered in accordance with the award terms and conditions. NSF will provide supplemental funding to the NSF award for the foreign travel expenses (i.e., airfare and directly related expenses such as ground transportation to and from the airport and baggage fees) of the grantee for short-term and long-term visits. If requested, NSF may provide supplemental funding for foreign travel expenses of qualified family members (as defined in Uniform Guidance § 200.474 Travel Costs) for long-term visits. In this case, foreign travel expenses for qualified family members means one roundtrip airfare (and directly related expenses) per qualified family member.
In-country costs should be provided from the existing ERC funding in accordance with applicable national laws and regulations, commensurate with the level of experience of the NSF grantee. These in-country costs may include subsistence on a per diem basis or other appropriate arrangement by the host institution. Other eligible costs incurred during the visit that are directly related to the ERC-funded project may also be allowed and should be agreed with the European host prior to submitting the request.
NSF grantees will be expected to report on the research visits in their NSF annual and final project reports, as appropriate, and may be asked to participate in follow-up evaluation activities.
HOW TO REQUEST SUPPLEMENTAL FUNDING
Research visits will be funded for NSF grantees as supplements to their awards. Supplemental funding requests will be prepared in accordance with standard policies and procedures using FastLane. For NSF Postdoctoral Fellows, the form of payment for travel will be determined by the Directorate that funded the Fellowship, in consultation with the Office of International Science and Engineering.
Grantees must consult with the cognizant NSF program director of the original award or Fellowship prior to submitting a supplemental funding request.
The supplemental funding request consists of:
Description of the research to be performed during the visit at the host location and how it relates to current research and broad career goals (no more than 3 pages)
2-page biographical sketch of the U.S. PI
2-page biographical sketch of the ERC-funded PI host
Timeline for the proposed activity
Confirmation of Institutional Review Board/Institutional Animal Care and Use Committee approvals, permits, and/or other special clearances needed, if any
Budget and budget justification (e.g., estimated airfare, ground transportation to and from airport, baggage fees)
Communication from the department chair of the U.S. PI endorsing the visit
Communication from the ERC-funded PI host indicating:
how the proposed visit fits within the ERC-funded project;
facilities and resources to be made available to the NSF awardee; and
expectations that the ERC-funded PI host has for the NSF awardee’s visit.
Endorsement of the visit from the ERC-funded host institution
Following consultation with the cognizant NSF program director, supplemental funding requests should be prepared and submitted via FastLane in accordance with the guidance in the NSF Proposal & Award Policies & Procedures Guide (PAPPG), Chapter VI.E.5. NSF Postdoctoral Research Fellows should submit their requests via email to the cognizant NSF program director for their Fellowship.
Supplemental funding requests will be reviewed internally by NSF Program Officers. All supplements are subject to (a) the availability of funds and (b) review of the quality of the supplemental funding request.
NSF may share the supplemental funding request in its entirety with ERC staff.
WHEN TO SUBMIT
Requests must be received at NSF at least 3 months prior to the proposed visit, but no later than May 27, 2022, for consideration using Fiscal Year 2022 funds.
CONTACT
For further information, please contact:
Roxanne Nikolaus, Office of International Science and Engineering, (703) 292-7578. Email: rnikolau@nsf.gov.
Sincerely,
Kendra Sharp
Office Head
Office of International Science and Engineering
Joanne Tornow
Assistant Director
Directorate for Biological Sciences
Margaret Martonosi
Assistant Director
Directorate for Computer and Information Science and Engineering
Sylvia Butterfield
Assistant Director (Acting)
Directorate for Education and Human Resources
Susan Margulies
Assistant Director
Directorate for Engineering
Alexandra Isern
Assistant Director
Directorate for Geosciences
Sean Jones
Assistant Director
Directorate for Mathematical and Physical Sciences
Kellina Craig-Henderson
Assistant Director (Acting)
Directorate for Social, Behavioral, and Economic Sciences
Alicia Knoedler
Office Head
Office of Integrative Activities
Mr. Lee’s Story, from a WW2 oral history.
My friend and colleague Bitra Nair extracted this story from an oral history. It was a very poignant story and we felt like it had to be retold. Thank you Bitra!
Related by Mr. Lee in his oral history.
Now, one of the other things, as I mentioned to you before about people and friendship. When we were young kids, I had a little classmate. We went to school in second, third, fourth, fifth grade together — and he was a Japanese boy. They lived in a fish pond right next to my home, and so we were close buddies. I remember his name was Toshi Yamamoto. I remember going over to his house, eating, playing games, always there. We were inseparable. We used to do so many mischievous things together. And he was the leader because I think he was a little older than I am, but we were good friends.
Hey, there was a plum tree where we used to play marbles all the time, and I went out there and call Toshi, “Toshi, where are you?” There was no answer. Like we always did before, whenever I called, boy, he would be coming out. He didn’t answer. So I ran to his house. His house was right around the edge of the fish pond where we used to play hide and seek under the house. I ran under the house and called Toshi, “Toshi, where are you?” No, Toshi. Ran upstairs into the house where he used to sleep in the house. The house was empty. “Toshi, where are you?”
I remember when I started going to school, I used to write little notes that I would send to the newspapers and say, “Toshi, where are you? Come see me.” There was never any answer.
To move that story ahead, for 71 years, I did that. I’m not saying every day, not every year, and I really wasn’t worried as to what happened. But there were rumors that their family was spies; the thing is, of course, rumors were that they were spies. This is what we always thought. But yet at the same time, we didn’t know whether they were killed or not. But for 71 years, I did this—trying to find Toshi because I was concerned. Where are you, Toshi? Again, for all of those years, I was hoping that one day, an old man like me would come up and say, I’m Toshi, but it never did happen.
I happened to be on TV, and I happened to get on the radio. Finally, the broadcaster said, “Jimmy, can you tell the story about your friend, Toshi?” So I did. He asked me about this. You know what happened? All of a sudden, there was a phone call to the radio station. That guy told the station that, “Hey, he’s talking about my dad.” When the note came to me, I was speechless. I couldn’t believe that I found him or anything. I still didn’t believe the story. But he called, and I tell you, I was speechless. I couldn’t say any more on the radio. I was crying, speechless, just shocked that somebody would call and say you’re talking about my dad after 71 years.
On December 14, he told me that his dad died several years before. I said, “Oh gee, where in the world was he buried?” He finally told me he is buried up in one of the cemeteries of a certain place. He couldn’t tell me exactly where it is.
I talked to the son, and finally, on December 20, I managed to meet the son. Not only meeting the son, but also the grandkids of Toshi and a cousin. And on December 20, we went back to the old house where the father was born and where I used to play with him.
Now, what happened to them? The thing is, during the war years, many of the Japanese here on the mainland United States were relocated. They had to be relocated and moved away. But in a way, we had about 140,000 Japanese. But the thing is when my friend, Toshi and his family came home that day, they were met by soldiers—soldiers that, what they tell me, aimed the machine guns at them, told them to go home, and remove all your belongings in 20 minutes and get out of here and don’t come back.
HOW TO TALK ABOUT NATIVE NATIONS: A GUIDE
We’re transcribing some oral histories about Native Americans and the interviewer is using a term that is outdated now. She says she’s collecting interviews with Indians. Since that’s at least a misnomer from the days when the Spanish and Portuguese explorers thought they were finding a shorter route to “the Indies,” I thought I’d do some research. This link caught my eye in an initial google search: From the Native Governance Center: A Guide Native Governance Center hosted “Language Matters: How to Talk about Native Nations” on May 12, 2021. The event featured moderator Dr. Twyla Baker and panelists Wizipan Little Elk, Bryan Pollard, and Margaret Yellow Bird. Watch the recording from this event in our Resources library.
The introduction talks about the importance of language, and calling people by their preferred name.
Using appropriate terminology to talk about Native nations shows respect for nations’ sovereignty. It also contributes toward Native narrative change. Because language is so important (and we’ve received so many great questions about it from our community over the years), we decided to create an online guide.
Language is sacred. Wizipan Little Elk explains, “In every culture in the world, you get a name. You’re called something. Your people are called something. Your identity is tied up in whatever that name is. Names have the power to create life.” Conversations about terminology and language deserve deep thought and attention; take the process seriously.
I also double checked The Chicago Manual of Style, our preferred style guide.
8.38: Ethnic and national groups and associated adjectives
Chapter Contents / Ethnic, Socioeconomic, and Other Groups
Names of ethnic and national groups are capitalized. Adjectives associated with these names are also capitalized.
At the bottom of a list of examples, CMOS says, “Many among those who trace their roots to the Aboriginal peoples of the Americas prefer American Indians to Native Americans, and in certain historical works Indians may be more appropriate. Canadians often speak of First Peoples (and of First Nations) when not referring to specific groups by name.”
These interviews were done a long time ago, and I do want to preserve the interviewer’s speech as well, so I’ve decided to use Indians [sic].
Anybody have any ideas?
Coming soon
Conversation opened. 1 read message.
Skip to content
Using Adept Word Management Mail with screen readers
Search
Active
Compose
Labels
Inbox117
Drafts72
Spam613
AA–MDAH PAYMENT ADVICE-TREASURYSERVICES@MDA
APPLE30
Beth FYI65
FCCU12
More
Chat
Spaces
Meet
New meetingMy meetings
More
Listening is Hard Work
Adept Word Management, Inc.
Mon, Feb 28, 12:04 PM (6 days ago)
to me
View this email in your browser
A client of ours, Dr. Thomas Cole, wrote this essay in honor of Black History Month in 2022. It was published in the Houston Chronicle on February 28, 2022.
Essay: Why Houston forgot Eldrewey Stearns. And why we should remember.
Tom Cole Feb. 27, 2022Updated: Feb. 27, 2022 6:57 a.m.08/26/1959 – TSU law student Eldrewey Stearns speaks at Houston City Council Wednesday. He claims two HPD officers beat him after his arrest on traffic charges early Sunday. Houston Chronicle
One morning in 1984, while I was sitting with 30 UTMB medical students in a conference reviewing psychiatric cases, a man was brought down from his room on the locked hospital ward.
He was Black, about 50, wearing painter’s pants, and sporting salt and pepper hair. His name was Eldrewey Stearns. At first glance, Stearns seemed to be a disheveled, vulnerable and angry man whose life had unraveled under the stresses of poverty, racism, alcoholism and mental illness. Yet he sometimes spoke in learned, even eloquent phrases.
A member of the psychiatry faculty interviewed Stearns. For teaching purposes, he checked off the criteria for his diagnoses of bipolar disorder (manic depression) and alcoholism. During the interview, Stearns declared that he was the “original Texas integration leader,” and announced that he was writing his life story. Students rolled their eyes and Stearns was taken back to his room.
“What should we make of the patient’s story, his desire to write an autobiography?” I asked, indignant at the omission of the patient’s point of view. The room was silent, as if I hadn’t asked the question. There was many a day, even years later, when I struggled with that same question to the point of despair. How do we listen and learn from our elders when it’s not easy, when mental illness and painful histories of racism pile on to difficulties we may have communicating? Finding the answer seems so urgent now as the racial reckoning set in motion in 2020, after the murders of George Floyd, Ahmaud Arbery and many others, has turned into an entrenched conflict over “critical race theory” and how history is taught. I can tell you the answer isn’t easy.
The day after that conference 25 years ago, I took the elevator up to the locked ward and asked to speak to Stearns. An aide brought him out to the common room, where Stearns looked at me with a fierce gleam in his eye. I introduced myself and said that I appreciated the chance to learn about him in the medical-student case conference. He told me that he had been invited there to lecture.
“It sounds like you have an important story to tell,” I said. “I’d like to help you get it down on paper.”
“I doubt you’re up to it,” he said.
Yet Stearns began coming to my office every week to work together on his autobiography. It soon became apparent that he could not write due to severe tremors, and that he could not formulate an outline or focus of his own. I did some background research and found that from 1960-63, he indeed was the militant student leader of the sit-in movement and a major player in the dismantling of Jim Crow in Houston.
Stearns, an Army veteran, was then a law student at Texas Southern University — brilliant, charismatic, erratic, filled with boundless energy and ambition. On March 4, 1960, he gathered about 15 neatly dressed students around the university’s flagpole. They sang the Star-Spangled Banner, marched to nearby Weingarten’s supermarket, sat down at the lunch counter and demanded to be served. So began the first sit-in protest west of the Mississippi.
Although students were trained in nonviolence, they were haunted by fear of white violence. Three days after the first sit-in, a 27-year-old Black man named Felton Turner, was captured near the site of the sit-in by masked whites, beaten and taken to a remote wooded area. They took him to a tree, hung him upside down, and carved two rows of KKK in his abdomen. Police never found his tormentors.
Over the next few months, Stearns and fellow students felt isolated and uncertain. One night Stearns and Curtis Graves called Martin Luther King, Jr. and asked him to come to Houston. King hesitated for a moment. “I’ll tell God about it,” was all he said before he hung up the phone, according to Stearns.
Behind the scenes, however, white and Black businessmen, and some political leaders, were quietly laying the groundwork for maintaining the peace and managing the process of desegregation. After the Felton Turner incident, for example, Chief of Police Carl Shuptrine assured TSU President Sam Nabrit that student protesters would be protected against violence.
The Weingarten’s sit-in marked the beginning of three years of unrelenting student protests against segregation in lunch counters, restaurants, hotels, movie theaters, sports venues, public transportation. White students joined the protests as well. By 1963, after three years of extensive strategizing, planning and protesting, these venues were mostly integrated. And Stearns — already seriously troubled and suffering from bipolar disease and alcoholism — began to unravel. He spent the next 20 years wandering around the country, in and out of jails and psychiatric hospitals, trying to resurrect his political career. But history had moved on.
Eldrewey Stearns was virtually unknown then, and the story of Houston’s desegregation had not been told. For over a year, we tried to piece together an autobiographical narrative of his life. I submitted a draft to the University of Texas Press, which rejected the autobiographical project but said they would publish it if I wrote it as a biography. This put Stearns in a difficult position, because it meant he would have to give me control over writing his life story. Stearns decided that he would have to trust me and gave me permission to write the book — on the conditions that he receive three-fourths of the advance and that I integrate his voice into the text. I agreed but told him that as a historian, I would have to do my own independent research and write about Houston’s desegregation and his role in it — and that I would have to write about his mental illness. He agreed, and so began a difficult journey that culminated in “No Color Is My Kind: Eldrewey Stearns and the Desegregation of Houston,” originally published in 1997 and recently released in a new edition in 2021.
For over a decade, I worked with Stearns, interviewing and trying to understand him, grasp his point of view, and piece the story of his life together. Ours was a confusing, tumultuous and emotionally difficult relationship, vastly complicated by issues of mental illness and race. At the outset, he refused to take his medication or return to see a psychiatrist. Yet he came to my office without fail every week. “I look forward to seeing you every Monday almost as the flowers want for rain,” he said in a hopeful moment. Yet after long experience working with him at moments of manic swings and psychotic breaks, I realized that I had to tell the story as I saw it, integrating his voice into the narrative, while using my own judgment and integrity as a historian, medical humanist, and writer.
My research into the civil rights movement in Houston was initially difficult as well. When I sought to interview former protesters and some members of the NAACP, I was told that this was not my story to tell, being white and from the Northeast. White businessmen, politicians and journalists were skeptical as well. But I gradually earned the trust of both Blacks and whites, who spoke freely with me.
But racial identity is complicated. Stearns and I were not simply “Black” and “white.” The title “No Color Is My Kind” is Stearns’ phrase and reflects the knowledge that he is descended from a multiracial ancestry — African slaves, Indigenous Americans, an Irish plantation owner and a German Jew. Nor did he see me as simply “white.” One afternoon, while driving to lunch with Greg Curtis, editor of Texas Monthly, I asked Stearns what he thought of a white man writing a book about a Black man. “You’re not white,” he answered. “You’re a Jew.”
What can my experience telling Stearns’s story teach us about the seemingly intractable problems we face today, not just in addressing injustices, but in our ability to even talk about them? Listening is hard work. It may take years. You may feel more wounded than healed. You may come away wiser, but the transcendent moment may elude you. Above all, you must listen with an open heart and be willing to push back against stereotypes of your racial identity as well as the identities of others.
Adept doesn’t have a YouTube page in the usual sense of the word. But we do host a video about Mr. Stearns. We welcome your comments and reactions.
Copyright © 2022 Adept Word Management, Inc., All rights reserved.
You are receiving this email because you are a current or past client of Adept Word Management and provided your email address to us. If you do not wish to receive further email communications from us, please click the link below to unsubscribe.
Our mailing address is:
Adept Word Management, Inc.10116 Brighton LaneHouston, TX 77031
Add us to your address book
Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list.
Attachments area
Preview YouTube video Eldrewey Stearns – Fox New Interview 2012
Eldrewey Stearns – Fox New Interview 2012
ReplyForward
Program PoliciesPowered by Google
Last account activity: 1 minute ago
Details
President’s FY 2023 Budget Calls for Increased Support for Nursing Education and Research
30-Mar-2022 8:30 AM EDT, by American Association of Colleges of Nursing (AACN)
Newswise — WASHINGTON, DC – March 29, 2022 – President Biden has released the Administration’s Fiscal Year (FY) 2023 Budget, which outlines additional investments in nursing and other key programs under the Department of Health and Human Services (HHS) and Department of Education, as well as a commitment to addressing many pressing issues facing the nation.
In FY 2023, the Biden Administration specifically recommends $294.972 million for Title VIII Nursing Workforce Development Programs, which reflects a $30.5 million increase over FY 2021 Omnibus levels and a $14.5 million increase over the recently passed FY 2022 Omnibus. This total includes a $25 million increase in Advanced Nursing Education to support maternal health, an additional $3.5 million for Nursing Workforce Diversity, and an increase of $2 million for the Nurse Education, Practice, Quality and Retention program to help prepare nurses in rural and underserved areas. For the National Institute of Nursing Research (NINR), the President proposes a total of $198.670 million in FY 2023 to support nurse scientists and researchers as they help address racial, ethnic, and socio-economic health disparities.
“Recognizing the instrumental role that nursing schools, deans, faculty, and students have in preparing the current and future nursing workforce is imperative to sustain the health of our nation,” said Dr. Cynthia McCurren, Chair of the AACN Board of Directors. “The increased funding outlined in this Administration’s budget for Title VIII Nursing Workforce Development Programs and NINR, as well as an increased focus on prioritizing mental health, is welcome news for academic nursing and a strong step forward as we begin this year’s budgetary conversations on the federal level.”
In addition to proposed increases to nursing workforce and research programs, the budget also provides $88.3 billion for the Department of Education. This funding includes increases to the maximum Pell Grant by a total of $2,175 over the 2021-2022 award year, and more equitable funding for Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), Minority Serving Institutions (MSIs), and low-resourced institutions.
“As we work to advance priorities that are sustainable, inclusive, and innovative, we were pleased to see this budget reinforcing the importance of academic nursing,” said Dr. Deborah Trautman, AACN President and Chief Executive Officer. “Moving to a more equitable healthcare system requires smart investments in nurses and nursing students practicing in all communities, including in rural and underserved areas.”
AACN is also proud to see an ongoing focus on fighting public health challenges, including gun violence research, and additional support for mental health services. As we continue with the budgetary process, AACN remains committed to working with Congress to boldly increase critical funding for Title VIII programs and support innovative research at NINR in FY 2023 and beyond.
###
The American Association of Colleges of Nursing (AACN) is the national voice for academic nursing representing more than 850 schools of nursing nationwide. AACN establishes quality standards for nursing education, influences the nursing profession to improve health care, and promotes public support of baccalaureate and graduate nursing education, research, and practice.