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The Office of State and Community Energy Programs is issuing this Funding Opportunity Announcement (FOA) titled Energy Improvements at Public K-12 School Facilities - Bipartisan Infrastructure Law (BIL) - Renew America's Schools. The activities to be funded under this FOA support BIL section 40541 and the broader government-wide approach to support projects that enable replicable and scalable impacts, create innovative, sustaining partnerships, leverage funding and economies of scale, focus on disadvantaged communities, improve student, teacher, and occupant health, enrich learning and growth, assist schools that serve as community assets (e.g., neighborhood cooling centers or disaster recovery shelters), and are crafted thoughtfully within the context of public school facilities (e.g., procurement restraints, construction windows, etc.). Topic Area 1 – High-Impact Energy Efficiency and Health Improvements Proposals contemplated under this topic area will include energy improvements that result in direct reduction to school energy costs, increase energy efficiency, and lead to improvements in teacher and student health, including indoor air quality. Energy cost savings may be realized by reduced loads and/or by demand flexibility and demand response approaches. Topic Area 2 - Innovative Energy Technology Packages Proposals contemplated under this topic include innovative energy technology packages. Applicants may include any improvement, repair, or renovation to a school that incorporates two or more of the following energy improvements: • Energy efficiency measures • Installation of renewable energy technologies • Alternative fueled vehicle infrastructure on school grounds • Purchase or lease of alternative fueled vehicles to be used by a school DOE expects to make a total of approximately $80,000,000 of federal funding available for new awards under this FOA, subject to the availability of appropriated funds. DOE anticipates making approximately 20-100 awards under this FOA. DOE may issue one, multiple, or no awards. Individual awards may vary between $500,000 and $15,000,000. Please see full announcement document at https://eere-exchange.energy.gov/

Request for Concept Notes Opportunity Number SFOP0009257Assistance Listing CFDA number 19.519 Overseas Refugee Assistance Programs for Near EastAnnouncement issuance dateWednesday, November 16, 2022Concept Note submission deadlineFriday, January 6, 2023, at 11:59:59 pm Eastern Time 23:59:59. Concept Notes submitted after this deadline will not be considered.Funding limitsConcept notes must not be less than the funding floor and not more than the funding ceiling per year or they will be disqualified. See country specific guidelines for further information.Anticipated timeframe for notification of selection for full proposal developmentPRM anticipates, but cannot guarantee, that no later than three months from the concept note submission deadline, selected concept notes will be notified of selection for full proposal development.Anticipated timeframe for award of selected full proposalsPending the availability of funds, PRM anticipates, but cannot guarantee, that awards will be made prior to September 30, 2023.AdvisoryAll applicants must register and submit concept notes through the website Grants.gov. PRM strongly recommends submitting your concept note early to allow time to address any technical difficulties that may arise on the Grants.gov website.

The Lead Pipe Inventory and Public Engagement (LPIPE) Demonstration Grant Program is EPA Region 1’s competitive grant program to fund work directly with overburdened and underserved communities in New England that still have high prevalence of lead pipes to support EPA’s mission to reduce environmental risks from lead in drinking water, protect and improve human health, and improve the quality of life by reducing exposure to lead in drinking water through identification of lead service lines and public engagement. The LPIPE Demonstration Grant Program will achieve this through identifying and funding projects that:Target resources to benefit pollution overburdened and underserved communities, including environmental justice areas of potential concern and sensitive populations (e.g., children, and those who have pre-existing medical conditions and are therefore at increased risk from lead poisoning.Reduce environmental and human health risks associated with lead in drinking water from lead service lines.Increase collaboration through partnerships and community-based projects that raise awareness of the presence of lead service lines and provide education and outreach to families to prevent exposure to lead in drinking water.

This notice announces a funding opportunity and requests grant applications for FHWA’s National Scenic Byways Program (NSBP) as provided by the Department of Transportation Appropriations Act, 2021 (Public Law 116-260) and the Consolidated Appropriations Act, 2022. Established in Title 23, Section 162 of the United States Code (U.S.C.), the NSBP is a grass-roots collaborative effort to help recognize, preserve, and enhance selected roads throughout the United States. Per 23 U.S.C. 162(b), grants and technical assistance are available to State departments of transportation (State DOT) or Indian Tribes to implement eligible projects on highways designated as National Scenic Byways, All-American Roads (collectively America's Byways®), State scenic byways, or Indian Tribe scenic byways; and plan, design, and develop a State or Indian Tribe scenic byway program. This grant opportunity will result in the distribution of up to $22 million that are currently available. If additional funding is provided for the NSBP during FY 2022, FHWA intends to use those funds for projects selected to receive a grant under this NOFO. This notice identifies selection criteria, application requirements, and technical assistance during the grant solicitation period for this one-time solicitation. The FHWA will distribute these funds, as described in this notice, on a competitive basis in a manner consistent with the selection criteria. For the 2022 NSBP grants, FHWA seeks projects that meet the statutory eligibility and advance one or more of the four goals: (1) Safety; (2) Equity and Accessibility; (3) Economic Strength; and (4) Climate and Sustainability.

The Fixing America’s Surface Transportation (FAST) Act established the NSFLTP Program to provide Federal financial assistance to projects of national significance for construction, reconstruction, or rehabilitation of transportation facilities within, adjacent to, or providing access to Federal or Tribal lands. The Infrastructure Investment and Jobs Act (Pub. L. 117-58, November 15, 2021, “Bipartisan Infrastructure Law,” or “BIL”) modified the program in several ways, including providing $55 million per year from the Highway Trust Fund, as well as authorizing up to an additional $300 million per year from the General Fund, for each of FYs 2022 through 2026. The BIL also reduced minimum project sizes from $25 million to $12.5 million, directed 50 percent of the funds towards Tribal transportation facilities, increased the Federal share of projects on Tribal transportation facilities to 100 percent and required funding of at least one eligible project submitted by the National Park Service for a unit of the National Park System with 3,000,000 annual visitors or more.

California B-WET funds locally relevant, authentic experiential learning for K-12 audiences through Meaningful Watershed Educational Experiences (MWEEs). MWEEs involve learning both outdoors and in the classroom as students engage in issue definition, outdoor field experiences, synthesis and conclusions, and action projects. The goal is to increase understanding and stewardship of the ocean, its local watersheds, and special areas like national marine sanctuaries. Projects advance the Next Generation Science Standards, the California Environmental Literacy Standards and Concepts, and the Ocean and Climate Literacy Essential Principles.

The Natural Resources Conservation Service (NRCS), an agency under the United States Department of Agriculture (USDA), is announcing the potential availability of funding for agreements for the purposes of:• Promoting research collaboration between the NRCS Soil and Plant Science Division (SPSD) and university cooperators on significant national issues;• Providing technology transfer and training for NRCS staff;• Assisting in training of students in soil science and related fields.Proposals must be for projects based in the United States and its territories and possessions and focus on the priorities described in Section A of this notice. Research proposals are sought. NRCS anticipates that the amount available for support of this program in FY 2022 will be up to $1,500,000.00. Eligibility is limited to institutions of higher education in the Cooperative Ecosystem Studies Unit (CESU) network (http://www.cesu.psu.edu/). Proposals are requested for competitive consideration of awards for projects 2-3 years in duration.The agency anticipates making selections by June 1, 2022 and expects to execute awards by August 15, 2022. These dates are estimates and are subject to change.Applicants must submit their applications via Grants.gov by 11:59 pm Eastern Time on April 12, 2022. For technical issues with Grants.gov, contact Grants.gov Applicant Support at 1-800-518-4726 or support@grants.gov. Awarding agency staff cannot support applicants regarding Grants.gov accounts.For inquiries specific to the content of the NFO requirements, contact the federal awarding agency contact. Please limit questions to those regarding specific information contained in this NFO (such as dates, page numbers, clarification of discrepancies, etc.). Questions related to eligibility or the merits of a specific proposal will not be addressed.

The EPA South Florida Program provides competitive grants to address the immediate and emerging ecological pressures and threats to south Florida waters including fresh waters, estuaries, bays, and coral reef, central to South Florida’s economic and ecological wellbeing. Aquatic ecosystems play a vital role supporting healthy and resilient estuaries, coastal, inland, and near-shore infrastructure by providing food, habitat, nutrient removal, water filtration, storm attenuation, carbon storage, shoreline stabilization, and other financial and tangible benefits.This RFA solicits applications for the South Florida Program region that includes the 16-county area covered by South Florida Water Management District as well as the Florida Keys; Florida Reef Tract; Caloosahatchee Estuary; Indian River Lagoon, St. Lucie Estuary; Florida Bay, and Biscayne Bay.

EPA’s Office of Air and Radiation’s (OAR) Targeted Airshed Grant Program is soliciting applications from eligible entities, as described in Section III.A of the announcement, for emission reduction activities in the nonattainment areas that the Agency has determined are the top five most polluted relative to the 8-hour ozone, annual PM2.5, or 24-hour PM2.5 standards, as listed in Tables 1-3 in Section I.A. of the announcement. The goal of the Targeted Airshed Grant Program is to fund activities in applicable nonattainment areas that will achieve documentable reductions of emissions that contribute to ozone and/or PM2.5 concentrations. Pollutants contributing to ozone concentrations are nitrogen oxides (NOx) and volatile organic compounds (VOCs). Pollutants contributing to PM2.5 concentrations are direct PM2.5 and PM2.5 precursors NOx, VOCs, sulfur dioxide (SO2), and ammonia. Projects should include detailed, well thought-out emission reduction activities, including projects, programs, policies, approaches, and/or deploying technologies that achieve documentable emission reductions. Projects must be for emission reduction activities that will assist with attaining and/or maintaining the NAAQS for these pollutants, and that demonstrate the potential for inclusion in the affected jurisdiction’s State Implementation Plan (SIP) or Tribal Implementation Plan (TIP) submission to EPA intended to meet or maintain those standards.

A. PROGRAM DESCRIPTION The US Embassy, Public Diplomacy Section (PDS Nairobi) invites interested applicants to submit proposals from implementing partners for 2023 -2025 English Access Microscholarship Program (Access). Those interested in applying should carefully read the description below and the Access handbook: https://Handbook.Access-Program.org. Those interested should send their proposals to the Public Diplomacy Section, U.S. Embassy, Nairobi no later than midnight, April 30, 2023, via email at nairobigrants@state.gov. Further steps include drafting a detailed proposal to be entered into the Access proposal portal, which is overseen by FHI-360, the U.S. Department of State's U.S.- based Access grantee. The period of performance is to begin in September 2023.Priority Region: Kilifi and/ Nyanza RegionProgram Objectives: The goal of the Access Program is to provide participants with improved skills that contribute to building more resilient, engaged, and prosperous communities that are more aware of, and better connected to, U.S. culture. While the direct recipients of the scholarships are the students, the impact of the Access program should extend to families, communities, educators, and institutions.During the life of the program, Access students will:1 Be given a foundation of English language skills.Equipping students with English language skills can increase their competitiveness in the job market, allow them to expand their network, build people-to-people connections, empower them to read and understand a wide variety of sources, and make students more competitive for future U.S. Department of State and other exchanges.2. Gain an appreciation for U.S. culture and democratic valuesA key element of the Access Program is to familiarize students with important features of U.S. culture and democratic values to encourage mutual understanding between the U.S. and the host country. Students are encouraged to develop respect for and interest in other cultures, customs, and beliefs. Partners are encouraged to thoughtfully design their curriculum to integrate the following topics: global citizenship, critical thinking, environmental awareness, human rights, U.S. democracy and government, U.S. civil society, diversity and tolerance, U.S. History, U.S. education system, U.S. family and relationship values, U.S. and global gender issues, U.S. and global health, and other STEM subjects.3. Develop digital literacy skillsIn addition to learning general computer skills, using, and understanding a wider variety of informational technologies has become essential to a young person’s personal and academic future. Applicants must demonstrate that they can prepare program participants for an ever-changing digital world by improving participants’ ability to;a) find, evaluate, and critically analyze online information for its trustworthiness and accuracy,b) to connect and collaborate with others in and outside their Access group, andc) create and share content. The underpinning of this effort should focus on gaining the appropriate skills to build a positive online identity and understanding the features of a safe and secure online identity.4. Participate in personal development activitiesThe Access Program seeks to foster students’ personal development by building balanced intellectual and emotional capabilities to better prepare them for future academic and professional endeavors. Students should be introduced to topics such as lifelong learning, career development and employable skills, critical thinking, self-confidence, leadership skills, emotional literacy and self-awareness, higher education and employment tracks and trajectories, and U.S. government-sponsored exchange program options.5. Take part in Service-Learning activitiesService-learning is a teaching approach that combines specific learning objectives with service to the community to provide a learning experience in which students develop new skills and a deeper understanding of their community and environment. Students must be actively involved in the service-learning project planning process and should;a) lead the assessment of community and environmental needs,b) design the project to address the community and environmental need, andc) reflect before, during and after the service experience.In addition, service activities should be designed to meet specific learning objectives as well as empower the students with the skills of researching, planning, implementing, monitoring, and reflecting. It is important for students to use English as much as possible while completing their service-learning project.CORE PROGRAM COMPONENTSThe Access program should be a model of excellence for host communities in several ways. In terms of the learning experience for the participants, partnering institutions should ensure that classes be learner-centered, making full use of modern approaches that maximize the participants’ hands-on usage of language (in contrast to a more passive learning experience that is teacher-centered and lecture-driven). Such innovations as project-based and task-based learning are well-suited to this overall approach. Classes should be no larger than 20 students and aim for gender balance.1. After-School/Weekend Instruction (mandatory)The Access Program must deliver 360 hours of total instruction reasonably distributed over the two-year period. Providers are required to complete (at minimum) 180 or more hours of instruction per academic year. The first component of the 360 hours should be in English classes meeting at least twice per week. The majority of the program’s hours will be in this component. Each After School class should be at least 60 minutes (not shorter “academic” hours) and not longer than 120 minutes. After School classes should take place at least two days a week and ideally not more than 3 days a week. Please note that additional justification in the proposal is needed if the program plans for students to attend the Access Program for more than 10 hours per week. It is the responsibility of the Provider to consider the schedule of the students, especially during the initial recruitment phase, to ensure that Access classes do not interfere with students’ regular school schedule. Access Programs should also include computer instruction to complement English language classes and enhancement activities. Computer classes, multimedia learning, or social media activities during after-school Instruction and/or intensive sessions should be included in the proposal. 2. Enhancement Activities (Mandatory)The second component of the 360 total hours will be enhancement activities. These activities are aimed at fostering Kenyan-U.S. cross-cultural understanding, as well as developing other key global citizenship skills, such as community service and leadership. These activities are an opportunity for educators and students to be creative and extend the language learning experience beyond the classroom walls. The hours used for such activities will be counted as part of the total 360 hours of the program. Enhancement activities are usually between 1.5 to 4 hours and must occur regularly throughout the two years of the program, including during after-school Instruction. Topics to include U.S. History, U.S. Popular Culture, U.S. Education, Gender Issues, the Environment, Ethnic Tolerance, Democracy, and Civil Society. Activities that are designed to provide hands on and interactive opportunities for students to engage in discussions, games, trips to museums, workplaces, theaters, celebrations of U.S. holidays such as hosting a Thanksgiving dinner or a Fourth of July picnic; writing and producing skits about key events in U.S. History; talent shows in which Access students perform songs by U.S. musicians; science-themed activities relating to environmental issues; and inviting guest speakers to discuss aspects of life in the U.S. such as ethnic diversity and tolerance. Other possibilities include civic outreach activities such as volunteering at nearby orphanages, homes for the elderly, or organizing the cleaning of a nearby park or forest. In-school activity possibilities include filming role-plays, hosting a visiting speaker from the U.S. Embassy or local community, creating a web page in the computer lab, creating a program newspaper, or celebrating a key U.S. holiday such as Martin Luther King Day. Access students should also be involved in community service activities to increase their awareness of social and environmental issues facing their respective communities while also gaining an understanding of the ways they can positively contribute to civil society. Access programs must improve the students’ digital and critical media literacy skills. Possibilities include making use of guest experts to teach students about these topics, asking students to take turns reviewing tools and resources that may help them better understand an issue in their community, allowing students to create their own websites, such as a Google site, or e-portfolios, volunteering at a nearby senior citizens home, tutoring primary school students in English, and organizing the cleaning of a nearby park or forest.Where possible, appropriate, and relevant, partners should:· Find ways to ensure that activities have a long-lasting impact (through multiple visits over several months) rather than taking a once-and-done approach.· Collaborate with U.S. Embassy personnel, U.S. English Language Fellows, Fulbright exchange participants and/or Peace Corps volunteers.In addition to these learner-focused components, two additional components are as follows:§ Professional Development for English Educators (encouraged)Access partners are to ensure that the educators chosen to work with the Access students are professional English teachers who are well-equipped with a strong understanding of - and experience using - the most recent approaches in the field. In addition, Access implementing teams should be dedicated to lifelong learning and work collaboratively with the U.S. Embassy and other Access sites to continue learning about, trying, and sharing new ideas. In addition to providing professional development opportunities to the Access teachers, partners should provide ongoing opportunities to share best practices with a wider community of teachers. Two main groups consist of the English teachers at the schools from which the Access students are recruited, and future teachers enrolled in nearby teacher training schools or universities with majors related to English language teaching. § Community OutreachThe Access Program site should serve as a model classroom. Efforts should be made to reach parents and other English teachers in the community, as well as include teachers of other subject matters, administrators, English Language Fellows, alumni, etc. in the Access experience, where appropriate. While it is understandable that such efforts should not interrupt instructional hours, a plan should be made to reach out several times during the Access program to key groups that stand to gain from being informed about the unique program. Examples include holding a workshop for parents addressing how to support a child during the Access implementation period, a workshop for future teachers at a nearby English language teaching department or for current teachers at the schools from which Access students have been recruited, and a meeting for administrators to better understand how to create stronger foreign language programs in their own schools.3. Intensive Sessions The third component of the 360 hours of program instruction are two-week long intensive sessions that should not exceed 8 hours per day or 40 hours a week. Intensive sessions are immersive experiences that provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. These should be conducted at an off-site to create more opportunity for students to bond with their classmates. Intensive Sessions are typically between four-day to four-week long programs. Intensive Sessions can occur three (minimum) to eight (maximum) hours a day, and can be held at the beginning, middle, and/or end of the Access Program. In Kenya, students usually sleep over at the intensive session site and meals are provided. The aim of these sessions is to provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. A typical day should combine English Language learning instruction with US cultural activities such as drama, computers, art, music, games, team building, peace building, problem solving, and creative activities that allow the students to gain confidence in English and to consolidate the global citizenship skills that they have been learning during the entire program. All intensive sessions should provide students with a window on U.S. culture and values, and their activities as much as possible should incorporate invited speakers (e.g., U.S. exchanges alumni, Embassy personnel, and other native and non-native English-speaking partners, etc.). The most successful immersion experiences are those run primarily by the implementing partner itself, with outside individuals included as needed to support the Access teachers. In collaboration with the US Embassy, it is also possible to include an English Language Fellow, Specialist, Peace Corps Volunteer, Fulbright English Teaching Assistant, Access alumni, or other support.Note that the total number of hours dedicated to enhancement activities and intensive sessions must not exceed 30% of the total time allotted to instruction (see Access Handbook for guidance).Opening and Closing Ceremony The date and time of both the opening and closing ceremony must be approved by the U.S. Embassy/Consulate. The opening ceremony should occur after the agreement has been signed and either before instruction begins or within 3 months of instruction starting. The closing ceremony usually occurs after instruction has finished and must be held before the end date of the agreement. The ceremony should be no longer than 2 - 3 hours.