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Welcome to my blog. It contains new and archived messages that I have sent to the campus. Feel free to browse!

Matthew A. Tarr PhD
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This is the list of all contributions published on this web site, in chronological order.

Register now for the
Research Commercialization Introductory Course Starting Friday April 15


The Research Commercialization Introductory Online Course is designed to help researchers better understand what research commercialization really is and how it works. This is a very popular online course with generally over 1000 researchers taking it each time it is offered. It is taught by government and industry experts. 

The Research Commercialization Course is recommended for all science, engineering and medical researchers in public or private research institutions (especially grad students, post-docs, and faculty). This is an indispensable course for S&E grad students looking for jobs in the next 6-18 months. 


Research can be commercialized in a number of ways. Your research will likely result in various artifacts, such as articles, documentation, know-how, patents, and copyrights, and it is these artifacts that are commercialized in one form or another. Most commonly, research is commercialized by the researcher being employed by a company or lab. (This also can be as an independent contractor in the form of a part-time consulting agreement). In some cases, commercialization might take the form of licensing patents to an independent company. In rare but important cases, it might take the form of creating a startup by you and your colleagues. In all cases, though, research commercialization typically involves defining the nature of the research being commercialized (e.g., in a patent or intellectual property agreement), establishing a commercial relationship with another party (e.g., employment, a sale or license), and negotiating a contract (e.g., compensation).

Areas covered in the course include intellectual property, patents, copyrights, trade secrets, trademarks, licensing agreements, employment agreements, consulting agreements, tech transfer, creating and funding companies, and federally funded Small Business Innovation Research (SBIR) programs

Each lecture is a live 90-minute online class with Q&A. 

Please forward this announcement to S&E graduate students and post-docs. 


Costs:

This workshop course is offered free of charge but registration is required.

Click here to register or go to https://www2.gotomeeting.com/register/750397178 

Certificate:

Registered students who achieve 60% or greater on the final online multiple-choice test at the end of the program will be granted a Certificate of Successful Completion for this course.

Class Schedule:

Lecture 1: The Importance of Commercializing Research
Friday, April 15, 2011, 1:00 pm to 2:30 pm ET
Panelists: Steve Ferguson (NIH), Henry Wixon (NIST), Frank Barros (DHS)

Lecture 2: Patents, Copyright, Trademarks and Trade Secrets
Monday, April 18, 2011, 1:00 pm to 2:30 pm ET
Panelists: Henry Wixon (NIST), Bruce Goldstein (NIH)

Lecture 3: Employment and Consulting Agreements
Friday, April 22, 2011, 1:00 pm to 2:30 pm ET
Panelists: Ed Clancy (ACTA Technology, Inc), Robert Stulberg (Rothman & Stulberg, LLP)

Lecture 4: Tech Transfer and Licensing Agreements
Monday, April 25, 2011, 1:00 pm to 2:30 pm ET
Panelists: Mojdeh Bahar (NIH), Steve Ferguson (NIH)

Lecture 5: Small Business Innovation Research (SBIR) Grants
Friday, April 29, 2011, 1:00 pm to 2:30 pm ET
Panelists: Frank Barros (DHS), Ali Andalibi (NIH), Christine Villa (BRTRC, Inc.)

Lecture 6: The Research-Intensive Company and Early Stage Funding
Monday, May 2, 2011, 1:00 pm to 2:30 pm ET
Panelist: Ashley Stevens (Boston University)

Co-Organizers and Co-Moderators:

Ali Andalibi
Program Director
National Cancer Institute
SBIR Development Center
National Institutes of Health 

Clara Asmail
Sr. Technical Advisor, NIST Manufacturing Extension Partnership
formerly SBIR Program Manager
National Institute of Standards and Technology (NIST)
Manufacturing Extension Partnership (MEP) 

Frank Barros
SBIR Program Analyst
Department of Homeland Security (DHS)

Steve Ferguson
Deputy Director, Licensing & Entrepreneurship
Office of Technology Transfer
National Institutes of Health (NIH)

Juan E. Figueroa
Division of Industrial Innovation and Partnership
National Science Foundation (NSF)

Tony Stanco
Executive Director
National Council Of Entrepreneurial Tech Transfer

Christine Villa
Chief Technology Officer, BRTRC, Inc.
Principal Consultant, DOD SBIR/STTR Programs

For more information about this webinar contact us at support@ncet2.org or visit http://center.ncet2.org

* If you are unable to view/click on the registration link, contact us at support@ncet.org


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By Admin (on 4/6/2011 @ 09:41:07, in Funding Opportunities, read 1143 times)

The National Science Foundation has funding opportunities for graduate education (DGE). A few of these are posted below with a synopsis of the opportunity. Please note that the Program manager, abstracts of recent awards and other useful information are available for each funding opportunity if you click on the links below.

 For a complete listing of NSF opportunities for undergraduate education funding please visit their website: NSF DGE

Integrative Graduate Education and Research Traineeship Program (IGERT)

11-533

Letter of Intent:
May 2, 2011

The Integrative Graduate Education and Research Traineeship (IGERT) program has been developed to meet the challenges of educating U.S. Ph.D. scientists and engineers with interdisciplinary backgrounds, deep knowledge in chosen disciplines, and technical, professional, and personal skills. The program is intended to establish new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries.  It is also intended to facilitate diversity in student participation and preparation, and to contribute to a world-class, broadly inclusive, and globally engaged science and engineering workforce.

Building upon the IGERT platform, the purpose of this IGERT solicitation is to support new models in graduate education in which students are engaged in an environment that supports innovation to learn through hands-on experience how their own research may contribute in new ways to benefit society and to learn the processes for the successful implementation of such contributions. 

Research Coordination Networks

11-531

Full Proposal:
May 24, 2011

The goal of the RCN program is to advance a field or create new directions in research or education.  Groups of investigators will be supported to communicate and coordinate their research, training and educational activities across disciplinary, organizational, geographic and international boundaries.  RCN provides opportunities to foster new collaborations, including international partnerships, and address interdisciplinary topics.  Innovative ideas for implementing novel networking strategies, collaborative technologies, and development of community standards for data and meta-data are especially encouraged.

Proposed networking activities directed to the RCN program should focus on a theme to give coherence to the collaboration, such as a broad research question or particular technologies or approaches. 

Participating core programs in the directorates for Biological Sciences (BIO), for Geosciences (GEO), and for Social, Behavioral and Economic Sciences (SBE), and offices of Cyberinfrastructure (OCI) and of Polar Programs (OPP) will accept general RCN proposals.  These directorates and offices are joined by directorates for Education and Human Resources (EHR), for Mathematics and Physical Sciences (MPS), for Computer and Information Science and Engineering (CISE), and for Engineering (ENG), and the Office of International Science and Engineering (OISE) in participating in the targeted Science, Engineering and Education for Sustainability (RCN-SEES) track described below.  BIO and EHR are alone participating in the Undergraduate Biology Education (RCN-UBE) track described below.

Additional targeted tracks within the RCN programs are intended to foster linkages across directorates.

  • RCN-SEES: The Science, Engineering and Education for Sustainability track focuses on interdisciplinary topics that will advance sustainability science, engineering and education as an integrative approach to the challenges of adapting to environmental, social and cultural changes associated with growth and development of human populations, and attaining a sustainable energy future.  
  • RCN-UBE: The Undergraduate Biology Education track could focus on any topic likely to lead to improved participation, learning, or assessment in undergraduate biology curricula.

Several other NSF solicitations accept RCN proposals, or support research networking activities if appropriate to the solicitation.  Please see section IX. Other Information of this solicitation for a listing. 

Science and Technology Centers: Integrative Partnerships

11-522

Preliminary Proposal:
May 30, 2011

The Science and Technology Centers (STC): Integrative Partnerships program supports innovative, potentially transformative, complex research and education projects that require large-scale, long-term awards. STCs conduct world-class research through partnerships among academic institutions, national laboratories, industrial organizations, and/or other public/private entities, and via international collaborations, as appropriate. They provide a means to undertake significant investigations at the interfaces of disciplines and/or fresh approaches within disciplines. STCs may involve any areas of science and engineering that NSF supports. STC investments support the NSF vision of advancing discovery, innovation and education beyond the frontiers of current knowledge, and empowering future generations in science and engineering.

Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process.

NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center.  Centers use either proven or innovative mechanisms to address issues such as recruitment, retention and mentorship of participants from underrepresented groups. 

Centers must undertake activities that facilitate knowledge transfer, i.e., the exchange of scientific and technical information with the objective of disseminating and utilizing knowledge broadly in multiple sectors.  Examples of knowledge transfer include technology transfer with the intention of supporting innovation, providing key information to public policy makers, or dissemination of knowledge from one field of science to another. 

Faculty Early Career Development (CAREER) Program

11-690

Full Proposal:
July 25, 2011

CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.

PECASE: Each year NSF selects nominees for the Presidential Early Career Awards for Scientists and Engineers (PECASE) from among the most meritorious recent CAREER awardees. Selection for this award is based on two important criteria:  1) innovative research at the frontiers of science and technology that is relevant to the mission of the sponsoring organization or agency, and 2) community service demonstrated through scientific leadership, education or community outreach. These awards foster innovative developments in science and technology, increase awareness of careers in science and engineering, give recognition to the scientific missions of the participating agencies, enhance connections between fundamental research and national goals, and highlight the importance of science and technology for the Nation’s future. Individuals cannot apply for PECASE. These awards are initiated by the participating federal agencies. At NSF, up to twenty nominees for this award are selected each year from among the PECASE-eligible CAREER awardees who are most likely to become the leaders of academic research and education in the twenty-first century. The White House Office of Science and Technology Policy makes the final selection and announcement of the awardees.

ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers

10-593

Letter of Intent:
October 3, 2011

Full Proposal:
November 7, 2011

The goal of the ADVANCE program is to develop systemic approaches to increase the representation and advancement of women in academic science, technology, engineering and mathematics (STEM) careers, thereby contributing to the development of a more diverse science and engineering workforce.  ADVANCE focuses on ensuring that women faculty with earned STEM degrees consider academia as a viable and attractive career option.  This program does not support projects to increase or retain the number of women entering into or persisting in STEM doctoral degree programs.  Thus, efforts to impact the STEM pipeline are not considered appropriate for the ADVANCE Program. 

Creative strategies to realize the ADVANCE program goal are sought from women and men. Members of underrepresented minority groups and individuals with disabilities are especially encouraged to apply. Proposals that address the participation and advancement of academic STEM women from underrepresented minority groups and women with disabilities are particularly encouraged.  Further, given the increasing emphasis on international collaborations in many STEM disciplines, and the importance of international recognition to career advancement, proposal components that systemically enhance and provide access to international collaborations are encouraged.

Proposals from community colleges, primarily undergraduate institutions, minority-serving institutions (e.g. Tribal Colleges and Universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, Native Hawaiian Serving Institutions and Tribal Colleges and Universities), women's colleges, and institutions primarily serving persons with disabilities are encouraged.

In 2011-2012, this program will support the following types of ADVANCE Projects:

Institutional Transformation (IT)

Institutional Transformation awards are expected to include innovative systemic organizational approaches to transform institutions of higher education in ways that will increase the participation and advancement of women in STEM academic careers.  These awards support comprehensive programs for institution-wide change.  IT projects must include a 5-page research component designed to study the effectiveness of the proposed innovations in order to contribute to the knowledge base informing academic institutional transformation.

Previous or current funding from ADVANCE is not a prerequisite for submitting an IT proposal. Any institution meeting the minimum eligibility may apply for an IT award. 

Proposals for IT awards from community colleges, primarily undergraduate institutions, minority-serving institutions (e.g. Tribal Colleges and Universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, Native Hawaiian Serving Institutions), women's colleges, and institutions primarily serving persons with disabilities are strongly encouraged.  It is anticipated that there may be significant differences in the issues facing faculty in these institutions, compared to faculty in other types of institutions that will warrant development of unique strategies and/or adaptation of proven strategies in a unique way to achieve ADVANCE Program goals.

Institutional Transformation Catalyst (IT-Catalyst)

IT-Catalyst awards are designed to support historically resource-challenged institutions in efforts to conduct institutional self-assessment activities, such as data collection and analysis and policy review, in order to identify specific issues in the recruitment, retention and promotion of women faculty in STEM academics within an institution of higher education.   This type of work is fundamental for institutions that plan to undertake institutional transformation. 

The institution's need for external resources to undertake institutional self assessment and policy review will specifically be evaluated using additional ADVANCE merit review criteria. Thus, institutions applying for IT-Catalyst awards are expected to demonstrate institutional need within the proposal.  As such, institutions that are particularly encouraged to apply for the ADVANCE IT-Catalyst award include: primarily undergraduate institutions; institutions that have historically received lesser amounts of NSF research funding; minority serving institutions (e.g., Historically Black Colleges and Universities, Hispanic-Serving Institutions, Native Hawaiian Serving Institutions); women's colleges; institutions primarily serving persons with disabilities; and institutions that have a Carnegie classification of master's colleges and universities, baccalaureate colleges, associate colleges or tribal colleges. 

Partnerships for Adaptation, Implementation, and Dissemination (PAID)

Partnerships for Adaptation, Implementation, and Dissemination awards may focus on one institution or organization, or they may be a partnership between several institutions and/or organizations.  PAID projects can focus on all STEM disciplines, several disciplines, or only one discipline, including the social and behavioral sciences.   Projects may have an international, national, regional or local scope.  Previous or current funding from ADVANCE is not a prerequisite for submitting a PAID proposal (see additional ADVANCE merit review criteria). 

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The National Science Foundation has funding opportunities for undergraduate education. A few of these are posted below with a synopsis of the opportunity. Please note that the Program manager, abstracts of recent awards and other useful information are available for each funding opportunity if you click on the links below.

 For a complete listing of NSF opportunities for undergraduate education funding please visit their website: NSF DUE.

Research Coordination Networks

11-531

Full Proposal:
May 24, 2011

Participating core programs in the directorates for Biological Sciences (BIO), for Geosciences (GEO), and for Social, Behavioral and Economic Sciences (SBE), and offices of Cyberinfrastructure (OCI) and of Polar Programs (OPP) will accept general RCN proposals.  These directorates and offices are joined by directorates for Education and Human Resources (EHR), for Mathematics and Physical Sciences (MPS), for Computer and Information Science and Engineering (CISE), and for Engineering (ENG), and the Office of International Science and Engineering (OISE) in participating in the targeted Science, Engineering and Education for Sustainability (RCN-SEES) track described below.  BIO and EHR are alone participating in the Undergraduate Biology Education (RCN-UBE) track described below.

Additional targeted tracks within the RCN programs are intended to foster linkages across directorates.

  • RCN-SEES: The Science, Engineering and Education for Sustainability track focuses on interdisciplinary topics that will advance sustainability science, engineering and education as an integrative approach to the challenges of adapting to environmental, social and cultural changes associated with growth and development of human populations, and attaining a sustainable energy future.  
  • RCN-UBE: The Undergraduate Biology Education track could focus on any topic likely to lead to improved participation, learning, or assessment in undergraduate biology curricula.

 

Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES)

10-544

Full Proposal:
May 26, 2011

The Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. This solicitation especially encourages projects that have the potential to transform undergraduate STEM education, for example, by bringing about widespread adoption of classroom practices that embody understanding of how students learn most effectively. Thus transferability and dissemination are critical aspects for projects developing instructional materials and methods and should be considered throughout the project's lifetime.  More advanced projects should involve efforts to facilitate adaptation at other sites.

The program supports efforts to create, adapt, and disseminate new learning materials and teaching strategies to reflect advances both in STEM disciplines and in what is known about teaching and learning.  It funds projects that develop faculty expertise, implement educational innovations, assess learning and evaluate innovations, prepare K-12 teachers, or conduct research on STEM teaching and learning. It also supports projects that further the work of the program itself, for example, synthesis and dissemination of findings across the program. The program supports projects representing different stages of development, ranging from small, exploratory investigations to large, comprehensive projects.

Science and Technology Centers: Integrative Partnerships

11-522

Preliminary Proposal:
May 30, 2011

The Science and Technology Centers (STC): Integrative Partnerships program supports innovative, potentially transformative, complex research and education projects that require large-scale, long-term awards. STCs conduct world-class research through partnerships among academic institutions, national laboratories, industrial organizations, and/or other public/private entities, and via international collaborations, as appropriate. They provide a means to undertake significant investigations at the interfaces of disciplines and/or fresh approaches within disciplines. STCs may involve any areas of science and engineering that NSF supports. STC investments support the NSF vision of advancing discovery, innovation and education beyond the frontiers of current knowledge, and empowering future generations in science and engineering.

Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process.

NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center.  Centers use either proven or innovative mechanisms to address issues such as recruitment, retention and mentorship of participants from underrepresented groups. 

Centers must undertake activities that facilitate knowledge transfer, i.e., the exchange of scientific and technical information with the objective of disseminating and utilizing knowledge broadly in multiple sectors.  Examples of knowledge transfer include technology transfer with the intention of supporting innovation, providing key information to public policy makers, or dissemination of knowledge from one field of science to another. 

Research Experiences for Undergraduates (REU)

09-598

Full Proposal:
June 3, 2011

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department, or on interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. A partnership with the Department of Defense supports REU Sites in DoD-relevant research areas. (2) REU Supplements may be requested for ongoing NSF-funded research projects or may be included as a component of proposals for new or renewal NSF grants or cooperative agreements.

Undergraduate student participants in either Sites or Supplements must be citizens or permanent residents of the United States or its possessions.

Students may not apply to NSF to participate in REU activities. Students apply directly to REU Sites and should consult the directory of active REU Sites on the Web at http://www.nsf.gov/crssprgm/reu/reu_search.cfm.

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By Dr. Whittenburg (on 3/31/2011 @ 16:09:55, in Oil Spill, read 1256 times)
ANTICIPATED THEMES: I. The physical distribution, and ultimate fate of contaminants associated with the Deepwater Horizon incident. Physical distribution, dispersion, and dilution of petroleum, its constituents, and any dispersants applied under the action of physical oceanographic processes, air–sea interactions, and tropical storms. II. The chemical evolution and biological degradation of the contaminants. Chemical evolution and biological degradation of the petroleum/dispersant systems and subsequent interaction with coastal, open-ocean, and deep-water ecosystems. III. The environmental effects of the contaminants on Gulf of Mexico ecosystems, and the science of ecosystem recovery. Environmental effects of the petroleum/dispersant system on the sea floor, water column, coastal waters, shallow water habitats, wetlands, organisms, and beach sediments; and the science of ecosystem recovery. IV. Technology developments for improved detection, characterization, mitigation, and remediation of offshore oil spills. Technology developments for improved response, mitigation, detection, characterization, and remediation associated with oil spills and accompanying releases of gas. V. Integration of the previous four themes in the context of human health. Fundamental scientific research integrating results from the other four themes in the context of public health.
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By Dr. Whittenburg (on 3/31/2011 @ 16:09:07, in ORSP Announcements, read 1107 times)
The University of New Orleans, Office of Research and Sponsored Programs is hosting a workshop on U.S. Department of Education funding opportunities and proposal submission process (agenda attached). The speaker is Dr. Marjorie Piechowski who is the Director of Research Support at the University of Wisconsin – Milwaukee, College of Engineering and Applied Science. She has a long career of grant writing and speaking engagements; she is also very knowledgeable of the Department of Education structure and funding process. The afternoon section on application procedures, review process, negotiation and award process will be applicable to a wide range of funding opportunities such as National Science Foundation and National Institutes of Health, in addition to U.S. Department of Education. Attached is a short biography of Dr. Piechowski. The Department of Education funds TRIO, education/teaching related programs, and a variety of other disciplines. Examples of potential funding includes fellowships and graduate assistantships, disability training, and overseas programs. This workshop will provide attendees with information on new funding opportunities. The workshop is being held on April 14th from 9 a.m. to 4 p.m. in Room 236 of the Lindy Boggs Center in the UNO Research and Technology Park. Attached is a map and directions. A box lunch will be provided. Workshop sign-in will begin at 8:30 a.m. We are requesting that all interested individuals register for the event by completing the information on the following link: http://w2.uno.edu/orsp/WorkshopDOED.aspx. All interested individuals must register by April 1st. Registration is necessary to ensure the room size is the adequate, the correct quantity of handouts is available, and the appropriate number of box lunches is ordered. We appreciate timely registration. This workshop is open to all interested faculty and staff. There is no fee to attend. If you have any questions or problems, please contact Carol Mitton at 504-280-5546 or cmitton@uno.edu. This email was sent to all faculty and staff.
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By Admin (on 3/31/2011 @ 08:35:48, in Oil Spill, read 1587 times)

Registration Deadline is April 11th, 2011.

 Second Call for Submissions

Deepwater Horizon Oil Spill Conference: Research From the Four University Consortium

Hosted by Louisiana State University

Featuring Research from Louisiana State University, University of Louisiana Lafayette, Tulane University, University of New Orleans and the Louisiana Universities Marine Consortium (LUMCON)

April 29th: Faculty Club, Highland Road, LSU Campus

This is the second call for submissions and registration in the Deepwater Horizon Oil Spill Conference featuring research from the Four University Consortium.

On Friday April 29th at the Faculty Club on the LSU campus, consecutive sessions will run from 8:30 am to 3 pm. The sessions will be organized around the following oil spill related topics: Water Column/ zooplankton/food chain issues; Fate and Transport; Benthic Communities;  Hypoxia; Wetlands; Socioeconomic Impacts; Human Health; Engineering issues/solutions; Food Safety; Microbial ecology; Modeling issues; other issues. Each session will feature a 20 to 25 minute summary of available research findings and emphasize important directions for future research. These will not be standard scientific conference style presentations, but rather summary discussions based on research generated to date with a strong focus on what has been learned and what new research questions this knowledge has generated. The panelists for this portion of the conference will be recruited by the conference program committee. For those interested in participating in this part of the conference activities, please contact Richard Shaw (rshaw@lsu.edu) or Matthew Lee (mlee@lsu.edu ).

In addition, an extensive poster session will run concurrently to present the findings from individual research projects. All submissions for this conference will be poster presentations. Small scale breakout and informal meeting areas will be available throughout the day to accommodate groups interested in establishing new dialogue based on the summary discussions and the poster presentations.  

Eligibility:

This conference is open to researchers from LSU, ULL, Tulane, UNO, and LUMCON. In the event that poster submissions exceed available space, the program committee will judge submissions for inclusion in the final program.

Registration and Submission Instructions:

There is no charge for this conference. The registration website is available at: http://www.research.lsu.edu/Oil%20Spill%20Conference.shtml . Registration is required and will close April 11th at 4:30 pm CST. If there are multiple authors on a submission and several plan to attend, each author should register separately.

Poster Dimensions:

Posters should be no larger than 3 feet by 4 feet, or 36 X 48 inches.

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By Admin (on 3/24/2011 @ 16:11:37, in Important, read 1126 times)

Who is authorized to negotiate sponsored agreements?

Only the Office of Research and Sponsored Programs is allowed to negotiate grants and contracts including fringe and indirect. It is the university’s policy to charge the full negotiated rate of fringe and indirect.

Where should proposals go?

All proposals should go to ORSP for review before they are submitted to an agency. All proposals are required to include a SharePoint Routing Form and a Budget Form. Proposals not submitted by ORSP and resulting in an award may not be accepted by the university.

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By Admin (on 3/24/2011 @ 16:10:33, in Funding Opportunities, read 1080 times)

Attached is a Request for Proposals for the U.S. Department of Energy EPSCoR Implementation Grants for FY2011.  The RFP and the associated forms in MS Word have been posted at the Board's Sponsored Programs website at http://laregents.org.

Please note that this RFP is being issued in anticipation of the release of the FY2011 DOE Funding Opportunity Announcement (FOA).  If the FY2011 FOA requires specific changes to this RFP, a notification will be posted on the BoR website at http://laregents.org and disseminated to the campuses through the EPSCoR Committee members and the recipients of this email.

Attached File:  DOE EPSCoR 2011 RFP.zip

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By Admin (on 3/24/2011 @ 16:08:57, in Funding Opportunities, read 1048 times)

Attached is a Request for Proposals for the NSF EPSCoR FY2011 Planning Grants for Major Initiatives Request for Applications.  The RFA and the associated forms in MS Word have been posted at the Board's Sponsored Programs website at http://laregents.org.

Please note that this program is open only to those proposers who have submitted a pre-proposal to a federally-funded program and have been invited to submit a full proposal.

 

Attached File:  NSF EPSCoR Planning Major Initiatives 2011 RFA.zip

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By Admin (on 3/24/2011 @ 16:07:46, in ORSP Announcements, read 1193 times)
Please check the attached flyer for details regarding Einstein Week. It begins this Friday and is hosted by the UNO Society of Physics Students and the Department of Physics with support from UNO Student Government and the College of Sciences. I encourage everyone to attend and take part in the festivities. This email has been distributed to all students/faculty/staff.

Attached File:  Einstein_Week_Schedule.pdf

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