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FIC - John E. Fogarty International Center for Advanced Study in the Health Sciences

Chronic cardiovascular disease (CVD) is the leading cause of morbidity and mortality worldwide and in the US, where a high prevalence of hypertension and significant healthcare gaps in awareness, treatment, and control contribute to the global CVD burden. The scientific rationale for conducting this research internationally is compelling; it leverages unique population characteristics, including high-altitude Andean communities and distinct genetic admixture, not readily available in the U.S. but essential for understanding CVD risk factors across diverse environmental contexts. The approximately 710,000 U.S. residents of direct regional origin stand to benefit from these findings. The D43 Training Grant represents a collaboration between US investigators (Washington University in St. Louis and Johns Hopkins University) and regional partners (Universidad Peruana Cayetano Heredia and Universidad Nacional del Altiplano). This program leverages existing research infrastructure to train scientists and health professionals in chronic Non-Communicable Diseases (NCDs)/CVD, addressing the limited number of local investigators currently leading such studies—a significant barrier to a sustainable research program. The objectives of this structured program are to develop research careers in chronic CVD, stroke, implementation science, and environmental health through mentoring by internationally renowned faculty and engagement in high-impact projects; and to ensure a full transition of program leadership and administration from the U.S. to Peruvian MPIs, faculty, and institutions. Since its inception, the program has supported trainees to build the skills necessary for research independence and for translating evidence into public health policy. A critical milestone was achieved in Project Year 05 with the full transition of leadership to local MPIs, with UPCH assuming the role of prime administrative institution. This program offers high reciprocity for U.S. public health: Hispanic and Latino Americans, who represent 18.7% of the U.S. population, share similar genetic and socioeconomic risk profiles with the study populations. By optimizing low-cost, scalable "reciprocal innovations" for hypertension management and identifying barriers to care in resource-constrained settings, this program generates evidence-based strategies to reduce health disparities and "know-do" gaps within underserved rural and urban communities in the United States.

NCATS - National Center for Advancing Translational Sciences

PROJECT SUMMARY The mission of the UC Davis Clinical and Translational Science Center (CTSC) is to advance clinical and translational science (CTS) by coalescing the expertise within our premier, comprehensive university and core collaborators to improve human health. We have been the home for CTS researchers at UC Davis for nearly 20 years and have exceeded the essential characteristics of successful CTSA Hubs, both locally and nationally. For the proposed grant period, the UC Davis CTSC will integrate the broad knowledge and expertise of our public, land-grant, research-intensive academic institution and the geographic reach of our university to generate broad knowledge translation. Our CTSC will build transformative teams to uniquely tackle CTS barriers by coalescing the expansive expertise in six UC Davis schools and four colleges, our leading healthcare system at UC Davis Health, rural cooperative extension sites across the state, and community partners representing our broad catchment areas. The Specific Aims of our proposal are: Aim 1: Synergize our existing CTSC systems and infrastructure with new multi-sector leadership, empowered team and staff management, and team science- focused evaluation (A: Overview and B: Strategic Management); Aim 2: Proactively coordinate staff and trainee as well as core collaborators with our services, pilot awards, and data science approaches to support the day-to-day and future work of transformative CTS teams (C1: Workforce, C2: Engagement, D1: Resources, D2: CTS Pilots, D3: Data Science); Aim 3: Implement new projects and teams that address CTS gaps, in both community and clinical settings, and with a focus on dissemination of successful processes and findings back into our Center’s unified suite of assets and to the broader CTS field (E: CTS Research). To achieve these Aims, we strategically developed structures and activities to facilitate CTS within and across every Element of the application and have: 1) elevated all core collaborator audiences to the leadership board, including academic, healthcare system, rural cooperative extension partners, and community members representatives (B: Strategic Management); 2) rooted our training in transdisciplinary and team-centered knowledge creation and standardized our broad array of programs with foundational skill development (C1: Workforce); 3) re-focused our engagement activities on co-creation of scientific questions and long-term partnerships across the spectrum of research processes (C2: Engagement); 4) linked cross-cutting offerings and developed new communication strategies to ensure researchers gain access more efficiently and holistically across disciplines, while maintaining rigor, reproducibility, and high ethical standards (D1: Resources); 5) redesigned the CTSC pilot awards to support these alignments across research teams and collaborator audiences (D2: CTS Pilots); and 6) emphasized continuous iteration and improvement of core CTSC resources, innovation within implementation and data science methodologies, and upfront multi-sector collaborator engagement to speed up impact into real- world settings (D3: Data Science).

NIDDK - National Institute of Diabetes and Digestive and Kidney Diseases

PROJECT SUMMARY/ABSTRACT Youth-onset type 2 diabetes (YO-T2D) is increasingly prevalent in parallel with the obesity epidemic, yet effective treatment and prevention strategies are limited. The physiologic increase in insulin resistance occurring during puberty, in combination with obesity-related insulin resistance, enhances the risk of T2D. Yet, it remains unclear why some youth progress through puberty with intact β-cell function, while others do not, despite similar phenotypic and metabolic characteristics. More information is needed regarding the unique events during puberty to better understand 1) the basic pathophysiology of glucose control, insulin sensitivity, β-cell function, and T2D risk in youth, 2) differences among girls and boys, populations at highest risk, and urban and rural geographies, and 3) the potential contribution of other risk factors including psychological, behavioral, and social and external contexts. Importantly, this research needs to address the timeline of pathophysiology and progression from normoglycemia or prediabetes to YO-T2D. The DISCOVERY of Risk Factors for Type 2 Diabetes in Youth (DISCOVERY) study provides a unique opportunity to characterize the risk progression profile and mechanisms underlying the development of YO-T2D, and evaluate the effects of modifiable and non-modifiable risk factors. Ultimately, the results of this study will establish a basic pathophysiology to inform future studies aimed at achieving target glycemia, improving insulin sensitivity, preserving β-cell function, and/or preventing YO-T2D. To address this goal, DISCOVERY will recruit, enroll, and follow a nationally-representative cohort of 3,600 at-risk obese youth in early puberty; extensively phenotype them as they transition through puberty; and characterize the course of decline and dysfunction in pathophysiological indicators that lead to YO-T2D. The expected duration of the DISCOVERY is 5 years, including planning, recruitment, follow-up, analysis, and reporting. In addition, DISCOVERY will store longitudinal biospecimens and genetic material with the intention of acquiring additional ancillary funding to pursue analysis of emerging indicators. Texas Children's Hospital, Baylor College of Medicine has experience in multicenter and diabetes-related investigations and will contribute to DISCOVERY through the recruitment of approximately 240 at-risk youth, implementation of the IRB-approved consensus protocol, participation on DISCOVERY committees, and collaboration on the analyses and dissemination of the findings from DISCOVERY.

NIDDK - National Institute of Diabetes and Digestive and Kidney Diseases

Youth-onset type 2 diabetes (YO-T2D) is increasingly prevalent in parallel with the obesity epidemic, yet effective treatment and prevention strategies are limited. The physiologic increase in insulin resistance occurring during puberty, in combination with obesity-related insulin resistance, enhances the risk of T2D. Yet, it remains unclear why some youth progress through puberty with intact β-cell function, while others do not, despite similar phenotypic and metabolic characteristics. More information is needed regarding the unique events during puberty to better understand 1) the basic pathophysiology of glucose control, insulin sensitivity, β-cell function, and T2D risk in youth, 2) differences among girls and boys, populations at highest risk, and urban and rural geographies, and 3) the potential contribution of other risk factors including psychological, behavioral, and social and external contexts. Importantly, this research needs to address the timeline of pathophysiology and progression from normoglycemia or prediabetes to YO-T2D. The DISCOVERY of Risk Factors for Type 2 Diabetes in Youth (DISCOVERY) study provides a unique opportunity to characterize the risk progression profile and mechanisms underlying the development of YO-T2D, and evaluate the effects of modifiable and non-modifiable risk factors. Ultimately, the results of this study will establish a basic pathophysiology to inform future studies aimed at achieving target glycemia, improving insulin sensitivity, preserving β-cell function, and/or preventing YO-T2D. To address this goal, DISCOVERY will recruit, enroll, and follow a nationally representative cohort of 3,600 at-risk obese youth in early puberty; extensively phenotype them as they transition through puberty; and characterize the course of decline and dysfunction in pathophysiological indicators that lead to YO-T2D. The expected duration of the DISCOVERY is 5 years, including planning, recruitment, follow-up, analysis, and reporting. In addition, DISCOVERY will store longitudinal biospecimens and genetic material with the intention of acquiring additional ancillary funding to pursue analysis of emerging indicators. The NYU Clinical Center has experience in multicenter and diabetes-related investigations and will contribute to DISCOVERY through the recruitment of approximately 240 at-risk youth, implementation of the IRB-approved consensus protocol, participation on DISCOVERY committees, and collaboration on the analyses and dissemination of the findings from DISCOVERY.

NICHD - Eunice Kennedy Shriver National Institute of Child Health and Human Development

PROJECT SUMMARY: OVERALL The University of Iowa “Hawkeye” Intellectual and Developmental Disabilities Research Center (Hawk- IDDRC) mission is to provide an organizational structure that fully integrates basic and clinical research across the lifespan—from conception to adulthood—that is focused on the prevention, diagnosis, treatment, and amelioration of intellectual developmental disabilities (IDDs), tailored to an underserved rural population. The Hawk-IDDRC includes four components: 1) the Hawk-IDDRC Research Project examines the interaction of genetic and epigenetic/environmental risks in young children with developmental disabilities, including autism, and integrates services from all four research Cores; 2) Four Research Cores facilitates interdisciplinary and translational research, including: an Administrative Core (AC) provides leadership to ensure cost-effective and rigorous IDD research, while inspiring interdisciplinary collaboration and innovation; a Clinical Translational Core (CTC) applies basic science discoveries into clinical settings by streamlining patient recruitment and phenotyping, biobanking, and implementing clinical trials for the development of novel treatments that can be employed across the lifespan; a Developmental Genomic/Epigenetics Core (DGC) uses RNA/exome/whole genome sequencing to uncover intrinsic genetic variation and the contributions of extrinsic (environmental and experiential) factors on epigenetic regulation, and the association of these with IDD; and a Neurocircuitry and Behavior Core (NBC) assesses both animal and human neural circuit development and function, electrophysiology, and behavior; a 3) a Dissemination and Communication Plan ensures Hawk-IDDRC research is effectively communicated to the scientific community, educators, policy makers, government officials, and the public, in an engaging and timely manner; and 4) an Educational Program, involves basic and clinical scientists, trainees, the public, and IDD-affected families, and features monthly seminars, mentoring of young and talented investigators focused on IDD research, and an educational program aimed at the lay public and IDD community. The Hawk-IDDRC integrates and capitalizes upon strong existing resources in the Hawkeye State: 1) the nationally renowned Center for Disabilities and Development; 2) the Iowa Neuroscience Institute; 3) Iowa’s University Center for Excellence in Developmental Disabilities (UCEDD), and 4) the Iowa Leadership Education in Neurodevelopmental Disabilities (LEND) program. The Center fosters strong existing collaborations between basic and clinical scientists, as well as the IDD community and their families, and supports 83 federally funded projects ($43 million per year). The stable, non-transitory rural population in Iowa and an interconnected telehealth system uniquely position Hawk-IDDRC investigators to conduct longitudinal, multi-generational research, for which the University of Iowa is renowned. By providing the infrastructure to direct these outstanding resources, the Hawk-IDDRC is a leading force in the study of IDD.

NIGMS - National Institute of General Medical Sciences

Healthcare challenges of the 21st century in the U.S. require well-trained physician-scientists to bridge the gap between groundbreaking biomedical research and community-engaged research to transform healthcare and improve health outcomes for all. The University of Louisville (UofL) Medical Scientist Training Program (MSTP) prepares physician-scientists to lead biomedical and community-engaged research that addresses the root causes of disease and improves health outcomes across health-challenged populations. With MSTP support, we will expand our program from 5 to 6 annual trainees, enhance our competency-guided curriculum, and strengthen the integration of clinical, translational, and community-partnered research. UofL is one of 102 U.S. institutions with both Carnegie R1 and Community Engaged classifications, offering exceptional infrastructure for training in both basic science and community-engaged (CE) clinical research. Our objectives are to: 1: Expand the program from five to six annual matriculants and focus on recruiting trainees passionate about community- engaged health research. 2: Implement a competency-guided curriculum ensuring mastery of ten core competencies required in physician-scientists, including the conduct of rigorous research leveraging foundational knowledge, patient care, communication skills, grantsmanship, leadership, and drive to provide CE healthcare. 3: Enhance mentoring through faculty training via the Center for the Improvement of Mentored Experiences in Research (CIMER) training framework, augmented with peer mentoring, MSTP specific case-based scenarios, and self-assessments supporting students and building a mentoring environment safe for all students. 4: Support transitions across training stages with structured resources, including a clinical re-immersion course, longitudinal clinical experiences during research years, and opportunities in clinical trials and translational research. 5: Leverage alumni for mentorship and networking through retreats, newsletters, and program evaluations. 6: Foster innovation through entrepreneurial opportunities through partnerships with existing UofL centers of excellence in bio-innovation and translational research. 7: Enhance residency competitiveness by promoting early research involvement, strong publication records, CE clinical research experience, and participation in physician-scientist events. 8: Mitigate attrition by prioritizing student wellness and promoting a safe and supportive training environment. Over the past five years, graduates have published an average of 8 papers (3.6 first author), secured competitive fellowships (e.g., NIH F30, Fulbright), and matched into top-tier residency programs. Our programmatic curriculum includes longitudinal CE training, specialized distinction tracks in public/global health, education, business/leadership, medicine/social impact, as well as biodesign/innovation. By embedding CE and clinical research competencies across all training phases, our MSTP develops leaders who bridge science and medicine to transform healthcare in Kentucky, the Appalachian region, the rural heartland, and beyond.

NIGMS - National Institute of General Medical Sciences

Project Summary/Abstract This application requests support for predoctoral trainees by establishing a T32 program in Transdisciplinary Basic Biomedical Sciences (TBBS) at the University of New Mexico Health Sciences Center (UNM HSC). The Biomedical Sciences Graduate Program (BSGP) at the UNM HSC is an umbrella graduate program which provides PhD students with a solid background in academic coursework and in-depth research training. BSGP PhD students can receive training from strong mentors in diverse research areas, including cancer, environmental science, infectious disease and immunity, neurosciences, aging, and cardiovascular disease. Our well-funded faculty have a track record of training successful PhD students. UNM BSGP primarily recruits students from the state of New Mexico and from the Southwestern US; we are one of the few graduate programs in biomedical sciences in this largely rural region of the country. We have developed strong relationships with regional undergraduate institutions, enabling recruitment of exceptional students to the UNM TBBS T32. The goal of this UNM TBBS T32 application is to support 14 students (7 per year) during years 2 & 3 of graduate school (for 2 years total) and to provide additional training activities to ensure trainee success. These include assigning TBBS scholars to faculty-led Learning Communities that provide faculty and peer mentoring in a supportive environment and enhance retention and student success. Learning Communities include faculty mentors (from New Mexico), senior students, and peers, and provide additional training, mentoring, and a safe place to discuss challenges and celebrate accomplishments. TBBS scholars will be selected at the end of the first year of PhD training and introduced to the TBBS training program (including Learning Communities) during a week-long ‘Jumpstart’ program that occurs as scholars enter the research phase of PhD training. Jumpstart sessions will orient new T32 scholars to skills that will facilitate successful PhD training, including grant writing, mentor-mentee communication, science communication, rigor and reproducibility, and research ethics. After Jumpstart, TBBS scholars will participate in career development activities that will prepare them for the diversity of positions available to biomedical PhDs. TBBS scholars will participate in an individual fellowship (F) writing course that will prepare them to submit an NIH F application in the second year of TBBS support (third year of PhD training). The UNM BSGP has a strong track record of successful NIH F fellowship applications. To evaluate our program, we have engaged a faculty member in the Organization, Information, and Learning Sciences Program at UNM who has extensive experience in evaluating educational programs. Administrative support for the T32 will be provided by the UNM School of Medicine Research Education Office in conjunction with the BSGP. The TBBS will also be augmented by a substantial financial commitment by the UNM HSC and the state of New Mexico. Together, the activities and support provided by the UNM TBBS T32 will ensure successful training of PhD students in the basic biomedical sciences in New Mexico and the Southwest.

NIGMS - National Institute of General Medical Sciences

The Scientific Excellence and Experiential Development for Scholars T32 (SEEDS-T32) at the University of South Dakota aims to transform how we train the next generation of biomedical scientists, equipping them to lead the future of the biomedical workforce in South Dakota and beyond. Aligning with South Dakota’s “Grow Our Own” STEM initiative, SEEDS-T32 develops scholars who are resourceful, resilient, and workforce-ready, and who are prepared to meet the critical regional and national needs for highly skilled biomedical researchers. USD offers a rare training ecosystem: as the state’s only academic medical center and one of only two Carnegie-classified doctoral universities with high research activity in a rural IDEA state, it provides a powerful nexus for trans-departmental training spanning the Biomedical and Translational Sciences, Biology, and Sustainability Ph.D. programs. SEEDS-T32 blends mentor-guided, hypothesis-driven research with advanced coursework, microcredentialing in high-demand skills, and structured professional development in scientific communication, data analytics, and research rigor. Trainees gain real-world, career-aligned experiences through informational interviews, teaching practicums, industry-embedded internships, shadowing, and Individual Development Plans (IDPs), while cohort-building activities, including graduate student-led retreats, cross-disciplinary workshops and seminars, and collaborative symposia, create a vibrant, supportive scholarly community. Our objectives include: (1) Expand NIH- supported graduate training and trans-departmental integration; (2) Foster excellence in research rigor and independent scholarship; (3) Advance career readiness through experiential learning and personalized IDPs; (4) Develop interdisciplinary communication and in-demand technical skillsets; and (5) Ensure strong, evidence-based mentorship with continuous program improvement by an engaged Executive Committee and external advisors. Trainees will be selected in their first year of doctoral study and supported for up to two years, with continued engagement in the program activities through graduation. By uniting rigorous science with intentional career preparation, SEEDS-T32 will produce resilient, research-ready scientists who will strengthen the region’s biomedical enterprise and drive innovation across academia, industry, government, and beyond.

USDA Rural Development

Grants and low-interest loans for essential community facilities in rural areas including healthcare, education, public safety, and community support services.

USDA Rural Development

USDA provides grants for essential community facilities in rural areas including healthcare, public safety, and educational facilities.

U.S. Department of Agriculture

USDA Rural Development programs with tribal set-asides for community facilities, housing, business development, and water/waste infrastructure in tribal areas.

NIH

Background: How can we apply the community health worker (CHW) model to help both care partners and Veterans with serious illness in rural areas? Little is known about this approach. We will test a VA-supported intervention successfully piloted in the Durham VA and surrounding rural communities in 2021. VA’s Office of Rural Health, Caregiver Support Program and National Social Work Office are aware and support this work. Significance: Clinically, this work will help improve care for rural Veterans with serious illness by supporting care partners in their caregiving role in the community thus bolstering the care of Veterans receiving primary support from care partners in rural areas. A strength of our intervention is that it adapts and extends a successful model of individualized support commonly used outside of the VA. This approach maximizes the potential for sustainability, broad dissemination, and care delivery impact across the VA. This work will be generalizable. Strategically, this SDR proposal responds to the National Academies report recommending all health systems, including VA, develop processes to routinely identify, assess, and support needs of care partners. Our project meets rural health access, long-term care/aging, engagement science, and caregiving HSR priorities for investigator-initiated research focused on rural populations. Additionally, our proposed efforts fit squarely with the VA’s Rural Health State of the Art conclusion that we must expand VA partnerships in the community and help Veterans and their families understand their options for care and support in the community and at the VA. Innovation & Impact: This project is innovative because of its focus on social and practical needs of care partners, advances the science of community engagement in VA care and support, and situates a care partner- focused community health worker model squarely in the VA system for the first time. The entire project is guided by a Community Advisory Board (CAB) composed of social service, serious illness care, and rural care experts plus Veterans and care partners with lived experience. Specific Aims: Aim 1. Determine CHW effectiveness in reducing care partner burden, increasing Veterans' well-being, and increasing care partner-Veteran satisfaction with VA care in the intervention group compared with the usual care (CSP) group: We will apply our feasible CHW intervention to a larger sample, randomized control trial. (Hl) Care partners randomized to the intervention group will have lower mean Zarit-12 scores at 6 months compared to the control group. (H2) Care partners and Veterans randomized to the intervention group will have higher mean 1-item CAHPS Global Satisfaction scores at 6 months compared to the control group. (H3) Veterans randomized to the intervention group will have higher mean Warwick Edinburgh Mental Well- Being scores at 6 months compared to the control group. Aim 2: Following intervention, explore Veterans' and care partners' experience of care and support using subgroup semi-structured interviews in the intervention group. We then facilitate CAB Delphi Method sessions (including study Veterans, CHWs, and care partners) exploring Aims 1/2 data using equity-focused intervention mapping for wider implementation. Aim 3: Conduct budget impact analysis from the VA perspective to evaluate cost-drivers and assess feasibility to inform adaptation and implementation of the intervention within Durham VA Health Care System. Methodology: Two-arm randomized control trial using validated measures. We follow this using qualitative exploration with participants plus a Delphi method exploring implementation with the community advisory board and participants. We end with a unique business impact analysis of the intervention. Next Steps/Implementation: We are supported/advised by VA’s Office of Rural Health and Caregiver Support Program in Durham, NC with additional advisement from National Social Work Office, Chaplaincy, Palliative Care, county Veteran Services and Area Agencies on Aging (see LOS). If successful, this intervention can be added to the options available from CSP to support rural care partners and their seriously ill Veterans.

NIMH - National Institute of Mental Health

PROJECT SUMMARY Disordered eating is a critical public health issue in the United States, due to the alarmingly high prevalence, and myriad of negative physical and psychosocial consequences. Adolescence is a critical developmental period for both the prevention and treatment of disordered eating. Many physical and social changes that occur in adolescence increase disordered eating risk, and early treatment intervention is imperative for treatment prognosis. However, social and environmental differences lead to high prevalence and worse clinical outcomes for disordered eating among rural adolescents. Rural adolescents face rates of disordered eating that are approximately double compared to nationally representative samples. Alarmingly high rates of disordered eating among rural adolescents are likely because they face unique social and structural influences that both increase the likelihood of developing disordered eating but also leads to lower likelihood of treatment. Factors that have been shown to be associated with increased risk of disordered eating in other populations are elevated in rural adolescents but also may be more iatrogenic in rural communities. For example, food insecurity is more common in rural populations, but harm may be further compounded by lack of access to healthful foods in rural communities. Additionally, rural adolescents may be more likely to delay or never receive care because of reduced treatment access and social stigma around mental health that is particularly pervasive in rural communities. It is also likely that factors such as social connectedness and body functionality appreciation may be uniquely protective for disordered eating in the rural context. However, there has never been a study designed to examine disordered eating risk factors, protective factors, or treatment obstacles specifically within rural adolescent populations. The proposed study would fill a critical gap in identifying the most salient risk factors, protective factors, and treatment obstacles as well as population-identified solutions within the context of rural adolescents. The study findings can be used to develop culturally relevant prevention and treatment interventions to reduce disordered eating rates among rural adolescents. We will use a concurrent triangulation mixed-methods approach including a cross-sectional survey (N=1,000) among rural high school students that will be analyzed using random forest algorithms, a machine learning technique, and semi-structured interviews (N=40) among rural high school students experiencing disordered eating, who both have and have not received treatment, to achieve the following specific aims: AIM 1: Determine the most salient risk/protective factors that predict disordered eating among rural emerging adults. AIM 2: Identify the most salient obstacles to disordered eating treatment that exist in rural communities and identify population- identified solutions to treatment obstacles.

Utah Governor's Office of Economic Opportunity (GOED)

Utah's CDBG program provides grants to non-entitlement communities for infrastructure, public facilities, housing rehabilitation, and economic development projects that benefit low- and moderate-income residents in rural and small-town Utah.

Utah Governor's Office of Economic Opportunity

Provides Economic Development Tax Increment Financing (EDTIF), Industrial Assistance Fund, and rural economic development grants.

Utah Governor's Office of Economic Opportunity (GOED)

The Rural Economic Development Incentive provides post-performance tax credits and grants to businesses creating jobs in rural Utah counties, stimulating economic growth and diversification in underserved communities.

USDA Rural Development

Grants to agricultural producers for planning and working capital to develop value-added products from raw agricultural commodities.

NIAID - National Institute of Allergy and Infectious Diseases

Project Summary Project title: Vectorial Capacity of Invasive Anopheles stephensi in Ethiopia Anopheles stephensi is a major malaria vector in urban environments in South Asia, the Middle East, and the Arabian Peninsula. Since its first detection in Djibouti in 2012, it has spread to Ethiopia, Sudan, Eritrea, Somalia, Kenya, Ghana, Niger and Nigeria in Africa. Unlike the native African malaria vectors such as An. gambiae and An. arabiensis, which are not well-adapted to urban settings, An. stephensi thrives in dense urban environments. Although the invasion of Anopheles stephensi has been regarded as a major threat to malaria control and elimination efforts in Africa, its precise role in sustaining and amplifying malaria transmission on the continent remains poorly understood. Currently, the estimation of geographic areas suitable for An. stephensi vector survival based on climatic conditions is used to assess the malaria risk posed by An. stephensi invasion. This is insufficient because malaria transmission depends not only on the vector’s presence but also on other biological traits such as vector competence, survivorship and human feeding rate. The central objective of this project is to examine vector competence of invasive An. stephensi for local Plasmodium falciparum and P. vivax, and determine its malaria vectorial capacity under field conditions in Ethiopia, thereby providing a more accurate assessment of the malaria risk associated with the invasion of An. stephensi. The project has two aims: 1) Determine the vector competence of invasive An. stephensi for local isolates of P. falciparum and P. vivax, as well as association between mosquito immunity gene polymorphisms and vector competence; and 2) Examine the survivorship, human feeding rate and malaria vectorial capacity of An. stephensi under field conditions in Ethiopia. This research will directly address the current debate regarding the role of invasive An. stephensi in malaria transmission in Africa and provide essential information on the malaria risks associated with its spread. Quantifying the transmission risk posed by An. stephensi is critical for determining whether existing malaria control strategies require modification to effectively manage this emerging urban vector in Africa. If An. stephensi is confirmed to be an efficient malaria vector in Africa, malaria control programs will need to explicitly incorporate this species into the planning and consider its unique ecology and the distinct characteristics of urban malaria transmission. This will likely require strategies that go beyond the conventional bednet-based approaches designed for rural settings, such as targeted larval source management and integrating vector control into urban planning and infrastructure development.

NIDDK - National Institute of Diabetes and Digestive and Kidney Diseases

PROJECT SUMMARY / ABSTRACT Colonoscopy reduces the risk of colorectal cancer (CRC) mortality through the detection and removal of pre- cancerous polyps (adenomas), but the magnitude of risk reduction depends upon the quality of the colonoscopy. Most colonoscopy quality improvement (QI) initiatives have focused on higher-volume gastroenterologists. In rural and peri-urban communities in the United States, most colonoscopies are performed by lower-volume colonoscopists, who are mostly surgeons, and CRC outcomes are worse compared to urban areas. These lower- volume colonoscopists have marked variability in quality and many fail to adhere to best practices or meet national benchmarks. Higher adenoma detection rate (ADR) is the quality metric most associated with reduced CRC mortality. However, ADR is less accurate at lower colonoscopy volumes, suggesting that ADR alone cannot reliably differentiate quality or provide meaningful information to improve quality in lower-volume colonoscopists. Thus, alternative methods to measure and improve quality in lower-volume colonoscopists are needed. Video evaluation of procedures such as colonoscopy is a valuable tool for assessing and improving technical skills in multiple specialties. In prior work, we found that higher-volume gastroenterologists’ colonoscopy skill, assessed by expert evaluation of video-recorded colonoscopies using a validated technical skill scoring rubric, is highly correlated with quality metrics requires fewer colonoscopies for accurate assessment, and correlates with ADR. Further, we showed that delivery of focused feedback based on technical skill scores improves colonoscopy quality. While expert video evaluation of colonoscopies is an effective tool to measure and improve quality in lower-volume colonoscopists, it is not feasible on a larger scale given the time and cost of manual video review. We therefore developed and validated an AI-based tool that identifies key steps in colonoscopy videos, for rapid expert review and scoring. This study focuses on the implementation and evaluation of an AI-augmented intervention to improve colonoscopy quality of lower-volume colonoscopists in rural and peri-urban areas to ultimately reduce CRC mortality. The intervention, the “Colonoscopy Quality Improvement Bundle” (ColonQI Bundle), combines (1) AI-augmented expert assessment and scoring of technical skills; (2) AI-augmented automated calculation of quality metrics (e.g., ADR, withdrawal time), and (3) Targeted feedback of specific technical skill deficits based on the scores (audit-feedback, structured video-based didactics, coaching, mentoring). Lower-volume colonoscopists, with a focus on surgeons will be recruited to: (1) Assess the needs and preferences of, and select strategies for implementation of the ColonQI Bundle using an implementation science framework; (2) Implement the ColonQI Bundle, using tailored implementation strategies tailored to the needs and preferences of lower-volume colonoscopists; and (3) Assess the effectiveness of the ColonQI Bundle to improve colonoscopy quality and technical skills among lower-volume colonoscopists.

National Park Service

This announcement is to provide public notice of the National Park Services intention to fund the following project activities without full and open competition to Seward Association of the Advancement of Marine Science dba the Alaska SeaLife Center (ASLC)for a cooperative agreement in the amount of $42,997 to cooperatively complete the project described below. STATUTORY AUTHORITY: 16 USC 1g, Agreements for the Transfer of Appropriated Funds to Carry Out NPS Programs. STATEMENT OF JOINT OBJECTIVES/PROJECT MANAGEMENT PLAN: OVERVIEW The unique nature of Alaska, with its many rural and remote villages, provides the challenge of getting quality marine science education to students in schools which are usually multi-grade facilities with minimal staff support. Staff members of both Kenai Fjords National Park and the Alaska SeaLife Center have been successfully taking science to these students for the past ten years. In a state with such an abundance of science, natural resources, and students longing to understand them the OASLC Village Outreach Program is a natural fit. With a track record of success and a recent increase in teacher participation and frequency of outreach trips, this program has the potential for continued growth and even greater success as schools are looking for unique, cost-effective, and inquiry-based learning experiences for their students. STATEMENT OF JOINT OBJECTIVES/PROJECT MANAGEMENT PLAN Village outreach trips are conducted jointly by the ASLC and NPS staff. Villages are chosen in collaboration. Content for lessons are contributed by both ASLC and NPS staff and lessons are designed by the ASLC. Staff from both ASLC and NPS travel to the villages and both present lessons and programs related to marine and park resources. NPS staff will give a presentation on jobs and careers opportunities in the NPS. Objectives 1. To share the scientific research and information available at both the Alaska SeaLife Center and Kenai Fjords National Park with teachers and students across Alaska in an effort to create a climate of ocean stewardship through understanding of the natural resources and unique features of our local oceans, seas and coastal communities. 2. To inspire continued education in STEM-related content through exposure to science, technology, and careers related to stewardship of Alaska s oceans and their resources. 3. To provide quality education content on marine research and glaciers from the ASLC and the NPS-KEFJ, who are uniquely qualified on these subjects, to all students in Alaska. 4. Four week-long outreach trips between August 2014 and June 2015: Northwest Arctic Borough School District sites in consultation with NPS office in Kotzebue (2 educators). Goals include 1-4 schools and <750 students. Nome and Bering Strait School District sites, in consultation with the Nome office (2 educators). Goals include 1-4 schools and <500 students. Chatham School District or other area of priority to the Glacier Bay office (1 educator). Goals include 1-3 sites and <120 students. Priority communities in the Lake &amp; Peninsula School District, in consultation with the Katmai and Lake Clark offices (1 educator). Goals include 1-3 sites and <120 students. 5. Two week-long outreach trips to the schools in Port Graham and Nanwalek between August 2014 and June 2015. During the first visit, ASLC educators will begin a dialogue with the students and will work with teachers to establish a long-term project for the school year. Between visits, ASLC educators will stay in touch with classes to continue the dialogue and to use the resources of the aquarium to highlight certain lessons (e.g., mammals swimming in their tanks to discuss different methods of locomotion.) 6. Assessment results that will inform future outreach goals and methods. RECIPIENT INVOLVEMENT The Alaska SeaLife Center will work with NPS to identify villages and schools to visit. The ASLC take the lead on developing marine science lessons focused at appropriate grade levels. Examples of lessons adaptations of marine birds and mammals, comparative anatomy of marine invertebrates, comparative anatomy of vertebrates, and investigative science using the scientific method focused on walruses. The ASLC will also take the lead on delivering lessons in each of the identified villages. The ASLC shall establish long term contact with schools in Port Graham and Nanwalek in order to develop a long term school project and to deliver lessons throughout the school year from their facilities and resources in Seward using distance learning technology. Finally the ASLC will be responsible for conducting evaluations of the village outreach lessons from teachers and students in order to inform future outreach goals and lessons. 3. Collaboratively choose schools and villages for outreach trips with NPS staff. 4. Provide content and develop lessons focused on marine science for K-12 students. 5. Provide staff to travel to villages and deliver lessons. 6. Establish a long term project with students in Port Graham and Nanwalek, maintain contact throughout the school year, and between visits deliver lessons focused on resources present at the ASLC using distance learning technology. 7. Conduct evaluations with teachers and students to inform future outreach goals and lessons. NATIONAL PARK SERVICE INVOLVEMENT Substantial involvement on the part of the National Park Service is anticipated for the successful completion of the objectives to be funded by this award. In particular, the National Park Service will be responsible for the following: 1. Collaboratively choose schools and villages for outreach trips with ASLC staff. 2. Provide content and develop programs focused on park natural and cultural resources for K-12 students. 3. Provide staff to travel to Port Graham, Nanwalek and when possible other villages to deliver lessons and programs (NPS Travel is not part of the cost proposed and will be processed outside this agreement). 4. Develop and present program to inform students and village youth about jobs and career opportunities in the National Park Service. SINGLE-SOURCE JUSTIFICATION: Department of the Interior Policy (505 DM 2) requires a written justification which explains why competition is not practicable for each single-source award . The National Park Service did not solicit full and open competition for this award based the following criteria: (4) Unique Qualifications The applicant is uniquely qualified to perform the activity based upon a variety of demonstrable factors such as location, property ownership, voluntary support capacity, cost-sharing ability if applicable, technical expertise, or other such unique qualifications;The focus of the village outreach program is on ocean science and issues with a strong emphasis on engaging rural schools in Alaska. The Alaska SeaLife Center is a leader in both conducting marine science in the state of Alaska and educating rural pre-K-12 grade students on the results. They are the only educational institution (non-profit, for profit or government) within the state that has a state wide reach to rural pre-K-12 grade schools. This is particularly important for schools not located near the Gulf of Alaska. Since its inception in 1998 the Alaska SeaLife Center has been sharing scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems through educational programs to all ages. Throughout that time the ASLC has engaged in village outreach efforts like the project described in this task agreement. They have demonstrated both a commitment and excellence in conducting educational outreach to rural schools. The ASLC has demonstrated knowledge and skills that put them in a position of leadership in informal education. Each of the ASLC educational staff are certified informal science educators. In addition, the ASLC provides training to staff at other institutions, for example the Anchorage Museum, on informal education. The ASLC also conducts teacher workshops and training for individuals wishing to become Certified Interpretive Guides through the National Association of Interpreters (NAI). The ASLC has also received three Pinnacle Awards in 2008, 2011 and 2013, along with two honorable mentions in 2009 and 2010. Pinnacle Awards are presented by the Center for Interactive Learning and Collaboration (CILC) to institutions providing content for distance learning and informal education programs. Awardees are selected based on teacher evaluations. There are only four entities in the state of Alaska providing marine science outreach to grade school children: The Sitka Sound Science Center, The Prince William Sound Science Center, the Kachemak Bay Research Reserve, and the Alaska SeaLife Center. The first three are limited in scope and mission to their local areas, and all are on the Gulf of Alaska, in the southern part of the state. The villages in this project are spread out throughout the state. The ASLC is the only institution with both the experience and scope to reach all the villages in this project.Technical contact information: Benjamin Pister, benjamin_pister@nps.gov, 907-422-0501, National Park Service, Alaska Region, End of FOA

Virginia Community Capital

Virginia Community Capital provides grants and financing for affordable housing, community facilities, and small business development in underserved Virginia communities, with a focus on persistent poverty areas and rural regions.

Washington State Department of Commerce

The Rural Washington Loan Fund provides low-interest loans and grants to rural communities and businesses for economic development, infrastructure, and job creation in Washington's rural areas.