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COMMUNET  November 1993, Week 5

COMMUNET November 1993, Week 5

Subject:

Community-Wide Education and Information Services FRP (fyi)

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Communet: Community and Civic Network Discussion List

Date:

Mon, 29 Nov 1993 08:19:39 -0500

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THE CORPORATION FOR PUBLIC BROADCASTING
 
COMMUNITY-WIDE EDUCATION AND INFORMATION SERVICES
 
SOLICITATION GUIDELINES
 
The Corporation for Public Broadcasting (CPB) is soliciting proposals
to develop community-wide education and information services. These
publicly accessible interactive services will take fell advantage of
widely available communications and Information technologies,
particularly inexpensive computers linked by telephone lines. Public
television and radio stations are invited to submit proposals in
collaboration with educational and cultural institutions, local
government and other communications and community service
organizations. CPB expects to fund from six to ten proposals in this
Initiative, for a total CPB commitment not to exceed $800,000.
 
 
The deadline for receipt of proposals is 5:00 p.m., (EST), January 19,
1994.
 
Background
 
America is developing a new kind of infrastructure for the information
age which will be as critical to life in the 21 st century as the
public utility, communication and transportation infrastructures
developed in the 20th century.
 
The technology base for this new information infrastructure-computer
networking and data communications--was developed in universities, and
corporate and government research labs, initially for military and
scientific purposes.  Educational and business applications have grown
dramatically. As countless newspaper and magazine articles have
reported over the past few years, extraordinary new powers of
interactive multimedia communication and information exchange are on
the horizon. Commercial development is now outpacing public
development.
 
The commercial development of computer networking and data
communications technologies will create a wide array of entertainment
and business services desired by millions of Americans-who can afford
to pay. However, many question whether infrastructure and service
development driven by market
 
forces alone will meet the needs of all Americans. As is amply
demonstrated in the world of broadcasting, non-commercial public
telecommunications services complement commercial market forces in
achieving equitable and universal access, and greatly enhance the
richness and diversity of programming and information available to all
of us.
 
The development of commercial networking and telecommunication
services is expanding at a phenomenal pace. The emphasis on high speed
Rsuperhighways,S and business and mass entertainment services provided
by giant multimedia corporations. Who will mobilize the development of
high quality, non-commercial, educational and public services that
will provide all Americans with the opportunities for learning,
staying healthy, and participating in cultural and civic
affairs-services crucial to the well-being of society as a whole?
 
The Goal of the Initiative
 
The goal of this Initiative is to help create publicly accessible
community-wide education and information services. These services will
address local education and public service needs of communities across
America using currently available computer networking and
telecommunications technologies.
 
This Initiative is not about building physical networks-it is about
building and strengthening existing communities through shared and
integrated information services.
 
In our view, the best such services will involve all sectors of the
local education and public service community as partners in a common
enterprise.  Schools and universities, public libraries and museums,
local government, health and human service agencies, to name a few,
would provide services through a shared communications and information
network. The resources to be shared may include those of the existing
computer networking and telecommunications resources of local public
broadcasters, cable operators, telephone companies, universities, and
other public and private organizations.
 
Successful applicants will be expected to develop a wide array of
education and public information services. These could include
services such as online courses and telementoring, an Relectronic card
catalogueS and library reference desk, locations and hours of
community health and human service organizations, neighborhood crime
watch information, assistance for job-seekers, town hall forums for
input on local issues, and much more. The specific services offered by
each local
 
 
 
PAGE 2
------------------------------------------------------------------------
 
community network would initially depend on the needs and interests of
the local community.
 
   ||   While a wide array of services is the goal, CPB is especially
   ||   interested in seeing attention paid to educational services.
 
 
CPB is especially interested in local educational services. A national
tenet of CPB's education plan is that we utilize all means possible to
more effectively meet the critical national need of helping this
country respond to the six national education goals. In this context,
we have established as a specific educational service goal of this
Initiative the creation of a math homework service within each funded
project. The development of a math homework service as part of each
CWEIS is designed to tie in with the local schools' mathematics
curriculum and to stimulate a community-wide network. Moreover, if the
program succeeds, this component will help the country meet Goal 4 of
our national education goals: "By the year 2000, American students
will be first in the world in math and science achievement.S
 
This Initiative provides many opportunities for local communities to
help achieve all six national education goals, and prospective
applicants are encouraged to formulate their plans for educational
services in that light. Some educational services would be aimed at
providing formal education, others at complementing formal education.
Some services would be aimed at formal education for adults, and
others at informal education for community members of all ages.
 
Immediate Objectives of the Initiative
 
The Initiative has two immediate objectives: (1 ) help up to ten
sustainable community-wide education and information services get
successfully launched, and (2) collect information on the experiences
of these ten that will help us assist the dozens and then hundreds of
public broadcasters and communities that will want to follow suit in
the near future.
 
This Initiative will provide seed funding and matching grant funds for
up to ten internetworked community-wide education and information
service (CWEIS) development projects, with the total CPB commitment
not to exceed $800,000. Each grant will include a combination of seed
funding (i.e., funds provided at the outset), and a11 matching funds
(i.e., funds provided in later stages of the contract period,
contingent on cash contributions from other sources). The grant period
is for two years, with the expectation that the CWEIS will be
sustainable over the long term. Applicants are expected to demonstrate
commitment to local partnerships and public service that will provide
a strong base upon which to build a local public telecommunications
and information services infrastructure.
 
CPB is specifically interested in funding local public television and
/ or radio stations, or consortia of stations, in partnership with (a)
educational organizations, libraries and museums, local governments,
health and social service providers, other public service
organizations, and (b) other local
 
 
PAGE 3
------------------------------------------------------------------------
 
communications providers (e.g. newspapers, telephone companies, cable
companies, etc.).
 
 
Eligibility Requirements
 
To be eligible for a grant from the CPB Community-wide Education and
Information Services (CWEIS) Initiative, a community partnership must
include:
 
- the participation and sponsorship of an existing public radio or
television -
 
- station, or consortia of stations (i.e., any public
telecommunications entity or entities eligible to receive a CPB
Community Service Grant or other CPB station grant);
 
- an appropriately broad representation of established local
organizations and institutions (e.g. education, government, public
libraries, health and human services, etc.) in the targeted community,
including other noncommercial and commercial communications and
information service providers;
 
- a two-year plan for building a CWEIS that is sustainable over the
long term, including organizational, technical and financing
specifications, timetable and budget;
 
- a commitment to provide free or affordable access to all qualified
educational and public service providers and end users for essential
educational and information services;
 
- a commitment to create services that are as "barrier-free," and as
accessible as possible: to novice users (in general ease of use and
absence of technical jargon); to persons with disabilities, and to
non-English speakers (as appropriate for the local community served);
 
- a commitment to full cooperation in capturing and sharing detailed
information about project activities from deliberations over
principles of operation through successes and failures in achieving
specific objectives; and
 
- a commitment to conduct all essential business of the project,
whenever possible, via Internet mail and other forms of electronic
communications as appropriate.
 
 
PAGE 4
------------------------------------------------------------------------
Selection Criteria
 
To ensure that the lessons learned are as useful as possible in
different communities and different circumstances, the selection
criteria will include geographic diversity, and both rural and urban
communities. To the extent possible with a relatively small number of
funded services, we expect to learn the advantages of different
community partnerships, different technologies, different information
and communication services, and different approaches to integrating
education and other public service needs. We expect the funded
services to reflect different station roles and degrees of
involvement, ranging from a central role in several key areas (e.g.,
technical, information provider services, user services, publicity,
development, etc.) to a more limited and concentrated role in one or
two areas.
 
CPB has a special interest in ways that these services can become
high-quality educational resources in their communities. While we
expect each applicant to respond to local needs and interests
differently, there are some needs that are common to most, if not all
communities. In line with our specific interest in helping achieve our
national education goal for math and science achievement, and in order
to have at least one educational service area in which we may study
different approaches across all funded services, we will be looking
for creative implementations of a "math homework service" in all
successful proposals.  Applications which seek to demonstrate the
value of strong links among the station(s), schools, and
community/parent groups will he given the highest consideration. [See
Q&A below for an example.]
 
While the primary focus of this Initiative is clearly on creating local
community partnerships and local education and information services,
we expect all successful applicants to have some relationship with
relevant statewide and regional entities and initiatives involved in
developing public telecommunications and information infrastructure.
Statewide and regional entities may or may not play a direct role as
partners in the CWEIS proposal, but in all cases the CWEIS development
plan should be Rin synchS with, and complement other levels of
infrastructure development in the geographic area of the proposed
CWEIS.
 
No award is final until the formal execution of CPB's standard
contract. CPB reserves the right to withdraw this request for
proposals at any time with no financial, legal or other obligation to
any applicant responding to this solicitation.
 
 
 
PAGE 5
------------------------------------------------------------------------
 
Questions and Answers
 
Q: What exactly is a "community-wide education and information
service?"
 
A: The technical answer is that, in its most elementary form, a
community-wide education and information service (CWEIS) includes
information and communications services provided on a RhostS computer
to which several modems and telephone lines have been connected. CWEIS
software supports basic functions like electronic mail and
conferencing, information file management, and the execution of other
special purpose programs, all under a simple menu-driven interface.
Individuals in the community can connect to the host computer, using a
personal computer or terminal connected to a telephone line through a
modern, to access information stored on a host computer, and to
 
   ||   The range of technical possibilities continues to grow as new
   ||   networking and telecommunications technologies become widely
   ||   available.
 
send and receive electronic mail and participate in conferences. Host
computers of different community-wide education and information
services are interconnected through the Internet. The range of
possibilities for a community-wide information service continues to
grow as new networking and telecommunications technologies become
widely available. These possibilities will soon include providing
audio and video programming as well as textual information, and
providing alternative media access systems for persons with
disabilities.
 
The content answer is that a Community wide Education and Information
service is where a school, the public library, city hall, the
hospital, and a host of other community service organizations and
services can provide information and a
 
   ||   It is people, communicating, learning, sharing information. It
   ||   is the local community, "online."
 
channel of communication to the public and to each other, 24 hours a
day, seven days a week. It can include forums for public discussion,
community resource directories, a place to collaborate on community
projects, a library reference desk, knowledge and expertise
volunteered by citizens in the community, a path to specialized
resources on distant networks, a public information kiosk and a
convenient way to conduct an endless variety of transactions with local
government. It is people, communicating, learning, sharing
information. It is the local community, Ronline.S
 
PAGE 6
------------------------------------------------------------------------
 
The organizational answer is that, in most cases, a community-wide
education and information service is an organization created by
volunteers in the local
 
   ||   It is an organization created by volunteers in the local
   ||   community who act as individuals or representatives of local
   ||   organizations and institutions.
 
community who act as individuals or representatives of local
organizations and institutions. Some form non-profit corporations,
others remain informal association. The key to a CWEIS organization is
inclusion. Typically a governance structure is established with a
board of directors and/or advisors, a council of representatives from
different education and public service sectors, and from different
geographic areas served. While a small core of paid staff is essential
to coordinate activity, most work gets done by several working
committees of volunteers focused on areas like user services and
training, recruitment of volunteer information providers and service
managers, publicity, funding, administration, policies and procedures,
and technical services.
 
 
Q: Why would a public radio or television station want to participate
in this Initiative?
 
A; Public radio and television stations provide high-quality public
telecommunications services of value to particular audiences and to
American society as a whole. In the past, public telecommunications
services meant, for all practical purposes, one-way broadcasts of
radio and television programming.  The nature and scope of public
telecommunications services is changing as new computer networking and
telecommunications technologies become widely available, and as all
communications and information technologies - including radio and
tv--are transformed from analog to digital technologies. These new
technologies permit
 
   ||   Public telecommunications services are changing as new computer
   ||   networking and telecommunications technologies became widely
   ||   available, and as radio and tv are transformed from analog to
   ||   digital technologies.
 
two-way, or multi-way, interactive communications and information
sharing. This Initiative is a door to that future. Most, if not all,
stations eventually will embrace and incorporate the new technologies
in their operations. For those that are ready to pursue this
inevitable integration now, participation in this Initiative will
afford a position of leadership in creating the new public
telecommunications services of tomorrow.
 
To participate in this Initiative, a station need not be at the
"cutting edge,S appropriating the latest digital and interactive
technologies at every opportunity.
 
High on our list of selection criteria is diversity of models of
participation by existing public radio and television stations. In
every case, the broadcasting station must be the applicant on behalf
of a community partnership, and the fiscal agent for the CPB contract.
But the other roles of the station will vary from case to case. A
station could be the central agent in virtually every aspect
(administrative, technical, financial, administrative, user services,
information services, etc.). In another, the station might play a key
role only in specific areas, such as technical support and
information-services.  In yet another case, the station might be
participating in all areas, but focusing most of its effort on one or
two programmatic areas in which a special effort Is being made to
integrate broadcast programming with interactive services on the
community network.
 
Whatever the station's present stage of assimilation of new
technologies, or its initial role in the community partnership,
participation in this Initiative will help solidify and extend the
station's base of support in, and perceived usefulness to, its local
community.
 
 
Q: How do you define "local community" for this Initiative? Are
proposals for statewide or regional communities eligible, for example?
 
A: Local communities are geographical communities of people that share
common public infrastructures, such as local telephone systems, public
transportation systems, utility systems, etc. Proposals that were
statewide or regional in reach would qualify so long as the proposed
services were addressing needs of local communities in the state or
region in question. Statewide, regional, and national organizations
might be especially valuable
 
   ||   This Initiative is about using new media technologies to
   ||   improve the general well-being of "communities of place."
 
partners in such proposals, but applications must be sponsored by
eligible public broadcasting entities as in all other cases. The
development of computer networks and other telecommunications systems
have often been driven by a need or desire to connect so-called
communities of interests for whom time and space are obstacles to be
overcome.
 
This Initiative is about using these same technologies to improve the
general well-being of communities of place. Geographical communities
contain diverse interests but common needs for essential education and
public information services. Community-wide education and information
services built by and for geographical communities --by and for
communities of place-will inform, connect, involve, and engage all
citizens. Such communities typically include racially, economically,
politically, socially, occupationally, and educationally diverse
constituencies, and the CWEIS development must explicitly encourage
all the constituencies of a community to participate and contribute.
 
 
 
PAGE 8
 
------------------------------------------------------------------------
 
Q: Give me an example incorporating a math homework service in a
community-wide education and information service.
 
A: An example would be a service in which the station and community
partnership would engage education faculty of a local college or
university (to effect curriculum changes, or to encourage student
participation as math tutors), local math teachers and district-level
math education administrators, and community/parent groups, in a
collaborative working relationship designed to assist children 25 they
work on mathematics homework. The station could have several roles in
such a service, including but not limited to, providing: on-air
publicity and recruitment of volunteer tutors from the community
through news and public affairs programming, and public service
announcements; relevant educational programming in both broadcast and
non-broadcast forms; facilities for students and volunteer tutors to
hook into the community network; and overall administrative support
and management of the service on the community network.
 
 
Q: Can you give me an example of a functioning community-wide
information service?
 
A: There are several such services beginning to operate around the
country. One of the best known is the Cleveland Free-Net. One of many
services inspired by the Cleveland Free-Net, the National Capital Area
Public Access Network, or CapAccess, was recently begun in Washington,
D.C. with funding from the Annenberg / CPB Projects and the
Corporation for Public Broadcasting. Dozens of other services are in
operation or in various stages of planning. Of special significance
for this Initiative, is that very few of these services include public
broadcasters as partners.
 
 
Q: What does it really cost to create a community-wide information
service, "from scratch?"
 
A: The economic feasibility of these services is predicated on
extensive volunteer effort and in-kind contributions of participating
organizations. Based on the actual experiences of pioneers in the
field, an
 
   ||   The cash outlay might be $100,000 to $200,000 per year above
   ||   and beyond volunteer effort and in-kind contributions -
   ||   primarily the costs of core paid staff to manage and
   ||   coordinate volunteer efforts, and communications costs. .
 
elementary and customary form of service might cost $100,000 to
$200,000 per year above and beyond volunteer effort and in-kind
contributions. These figures
 
Page 9
------------------------------------------------------------------------
 
represent primarily the costs of core paid staff to manage and
coordinate volunteer efforts, and communications costs not received as
in-kind contributions. These cash requirements might be met through a
variety of funding channels: user donations; grants and contracts from
state and local government, foundations and businesses; and cash
payments from participating service providers. Hardware and software
costs are usually obtained as an include contribution of one or more
partners. The vast majority of the work needed to create and maintain
the services is done by volunteers from the community. Next to
personnel expenses, the other major cost item would be communications
expenses. In a best case scenario, these expenses, like the required
hardware and software, are in-kind contributions of local partners.
Should the community partnership have to pay its own communications
costs, these costs may range from only a few thousand dollars per year
to thirty or forty thousand, depending upon the type of services
desired.
 
 
Q: What is the maximum amount that can be requested from CPB?
 
A: We expect the average CPB grant to be in the neighborhood of
$100,000 for the two year contract period. That does not exclude the
possibility of making a larger grant to a station that might, for
example, be Rstarting from scratchS or that has a particularly
compelling plan for services integration. It also does not rule out
the possibility of a smaller grant request by a station that may, for
example, be joining an established community partnership.
 
 
Q: Can the service charge user fees to recoup some costs?
 
A: User fees can be employed for a wide variety of special services
made available over the community network, but there should be no
access fee for basic education and public information services.
Different workable approaches to RtiersS of service, and to paying for
basic services for which there is no access fee, are among the things
we hope to learn from this Initiative.
 
 
Q: What kinds of costs can the grant money be used for other than
staff and communications? Can it be used to buy hardware and software
if necessary?
 
A: Hardware and software costs may be included, but special
consideration will be given to proposals that have obtained
commitments for basic equipment expenses as in-kind contributions of
partners. Overhead costs that are directly related to fulfillment of
the contract can be included also, but all such expenses must be
detailed as line items. It is not permissible to enter one sum for
indirect costs as a percentage of total direct costs.
 
 
PAGE 10
------------------------------------------------------------------------
 
Q: Can organizations other than public radio and television stations
apply for grants?
 
A: No. A public radio or tv station must apply on behalf of a community
partnership. The partnership can and should include a variety of
organizations from the local education and public service community.
Grants will be awarded only to public radio and tv stations applying
on behalf of community partnerships.
 
 
Q: What if there is already a community-wide information service under
development in our community? Can we still apply?
 
A: Yes. There are many areas of the country where community networks
are already in development, but without significant involvement from
local public broadcasters. This is an opportunity for organizers of
new community networks and local public broadcasters to link up and
begin to take advantage of the many ways broadcast and interactive
technologies can be used together to extend and enhance education and
community services.
 
 
Q: Our station already operates a computer bulletin board service for
teachers.  Can we apply for funds to broaden our services to the whole
community?
 
A: Yes, as long as other educational and service organizations in the
community also become partners in the effort, and some new and
innovative approaches to merging technologies and services are
proposed. Several public television stations, for example, already
operate Learning Link computer bulletin board services, and PBS is now
designing services for PBS ONLINE, a national network that will link
all public television stations through a VSAT (very small aperture
technology) satellite system. Such services could become integral parts
of a broader local community-wide service through the participation of
the local public television station. Or a station, in collaboration
with its community partners, could expand its local Learning Link/PBS
ONLINE service into a broader community-wide service. The station
could offer to make the station based platform the main hub, or the
station platform could be one of several nodes of the community
network, creating a two-way gateway relationship between the local
CWEIS and the Learning Link/PBS ONLINE network and its services.
 
 
 
Proposal Format
 
Proposals should be submitted in electronic and paper form. The full
proposal should not exceed 35 pages, including any appendices (except
letter) of support, which are not included in the page limit). Provide
20 copies of the proposal, stapled or in soft binders. The electronic
form must be in ASCII text or another format readable by Word for
Windows or Word for Macintosh. The electronic version may be sent to
[log in to unmask] or mailed on a 3.5 DOS or Macintosh formatted
diskette.
 
Proposal Outline
 
1. Fact Sheet (form attached)
 
2. One-page summary
 
3. Descriptions of the organizations that are partners in this
proposal, what resources (B.9., financial, tangible, human, etc.) each
brings to this, and a brief history of the partnership. For a new
partnership less than one year old, please include documentation of
the meetings held and agreements reached to form the partnership in
preparation for submitting this proposal.
 
4. Brief narrative descriptions or one-page resumes of key leadership
(professional staff and/or volunteer), and advisory committee members,
emphasizing what in their experience makes them appropriate for
leadership in this effort.
 
5. A brief but precise description of the computer and communications
platform and provisions for technical support. The Rplatform" must
include one or more host computers, operating system and
communications software, modems, telephone lines, and network
environment providing Internet access. The proposal must clearly
identify the partner or partners assuming responsibility for providing
the core platform and technical support. [lf the core platform and
technical support are not already in place, but committed contingent
upon receipt of a CPB grant, the applicant must be able to point to a
working system, identical in all critical respects, to the one
committed.]
 
6. A full description of the specific information services development
activities being proposed for the two years of CPB funding. Be sure to
include your plan for implementation of a math homework service within
your educational service development activities. All service
descriptions should include goals, target audiences, and a local
evaluation strategy. [Letters of support should be included with the
proposal from partners essential to the main development activities
described.]
 
7. Enumerate the specific value of the services described in #6 for (1
) teachers and students in school settings, and (2) other adults who
would benefit from expanded educational opportunities.
 
 
 
 
 
PAGE 12
------------------------------------------------------------------------
 
8. A detailed timeline for the activities described above, including
quarterly milestones and any external contingencies (e g, additional
funding, availability of personnel, facilities, equipment, etc )
prerequisite to their completion.
 
9. A description of the rights arrangements for any materials that are
to be created. [See Contractual Requirements below.]
 
10. A detailed budget plus a summary budget of the major cost
categories. [The budget should reflect the full costs of the computer
and communications platform and the activities proposed, whether from
in-kind or monetary sources of support. CPB funds may only be used for
direct costs, not for,unspecified overhead costs. CPB funds may be
used to pay overhead costs that relate directly to this project; all
such costs must be itemized as direct costs. Budgets should list all
funding expected from sources other than CPB, including in-kind
contributions.]
 
Contractual Requirements
 
Data Gathering and Reporting Requirement. For the Initiative to be of
maximum benefit as a research and development project, participating
partnerships will be required to maintain careful records - minutes
and / or electronically captured transcripts when possible - of key
organizational processes and products, including those dealing with
governance, administration systems development, service development,
user services and training, public relations, and funding.
 
Internet Communications Requirement. Our information gathering will be
greatly aided by maximizing use of network communications from the
very beginning of the Initiative. Partnerships interested in becoming
prospective applicants are strongly encouraged to communicate their
intent via Internet mail sent to [log in to unmask] Most
Initiative-related activities will be conducted via electronic mail to
help meet the Initiative's research and development objectives.
 
Rights in Data and copyright. Participating partnerships and/or the
original creators or copyright owners of all information resulting
from CPB-funded activity will retain ownership of all rights. CPB
requires only non-exclusive distribution rights: the right to use and
share the results of its funded activities for the benefit of all.
 
Use of Submitted Materials. By submitting a proposal in response to this
solicitation, each applicant warrants that CPB has the right to use and
duplicate the proposal for evolution, review, and research.
 
Contract Provisions. Successful applicants will be required to enter
into a binding agreement with CPB. Until an agreement is signed by
both parties. CPB makes no express or implied commitment to
financially support a project. No
 
 
 
PAGE 13
------------------------------------------------------------------------
 
oral or written statements other than the signed, written agreement
will govern or modify the relationship.
 
The applicant must guarantee that it has secured all rights and
clearances necessary to develop and disseminate the project, and that
the project is not defamatory and will not violate or infringe upon
the privacy, copyright, trademark, patent, trade secret or other
proprietary right of an third party by reason of distribution,
exhibition, or other uses. Other contract provisions include, but are
not limited to: -
 
Financial records and reports in a form acceptable to CPB,
 
- Compliance with equal opportunity and nondiscrimination laws and policies,
 
- A specific schedule of deliverables and payments,
 
- A demonstration of adequate financial support to complete and
deliver the project deliverables,
 
- Maintenance of a complete file of all subcontracts and other
agreements, licenses, and clearance forms related to the Contractors
activities under the contract, copies of which shall be available to
CPB upon request,
 
- Indemnification of CPB against any loss resulting from breach of any
of the warranties and/or guarantees contained in the contract,
 
- Funding credit to CPB in a manner to be approved by CPB,
 
- Prior approval by CPB of the copy, layout, format, and appearance of
all advertising and promotional material and elements.
 
The above is not intended to be a comprehensive list of CPB's contract
requirements. The specific terms and conditions will be set forth in
the CPB standard contract, which will be offered to the successful
applicant.
 
 
For further information, contact Michael J. Strait (202-879-9649) or
Kim Smith (202-879-9657). Fax: 202-783-1036 Electronic mail:
[log in to unmask]
 
Please address written correspondence to: CWEIS Initiative, c/o
Michael J.  Strait, The Annenberg/CPB Projects Corporation for Public
Broadcasting, 901 E Street, NW, Washington, DC 20004-2037
 
 
 
 
 
PAGE 14
------------------------------------------------------------------------
 
Corporation for Public Broadcasting Community wide Education and
Information Services Initiative Proposal Summary Fact Sheet
 
Project Title:
 
Applicant._
 
Project Director.
 
Address._
 
 
Telephone.
 
Fax:
 
 
 
 
Federal ID #:
 
Project Summary: _
 
 
 
 
 
Amount Requested from CPB: Amount from Applicant: In-kind contribution
from Applicant: Amount from Other Sources: In-kind contribution from
Other Sources:  Total Budget:
 
Chief Executive Officer;

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February 2017, Week 4
March 2016, Week 4
March 2016, Week 2
January 2015, Week 2
June 2011, Week 3
March 2011, Week 5
March 2011, Week 4
January 2011, Week 1
October 2010, Week 1
July 2010, Week 3
October 2008, Week 5
October 2008, Week 3
July 2008, Week 5
July 2008, Week 3
May 2008, Week 1
January 2008, Week 3
January 2008, Week 1
November 2007, Week 5
November 2007, Week 1
October 2007, Week 4
August 2007, Week 1
July 2007, Week 3
July 2007, Week 1
June 2007, Week 3
June 2007, Week 2
June 2007, Week 1
May 2007, Week 5
May 2007, Week 1
April 2007, Week 2
April 2007, Week 1
March 2007, Week 3
February 2007, Week 4
February 2007, Week 3
January 2007, Week 1
December 2006, Week 1
October 2006, Week 3
October 2006, Week 2
October 2006, Week 1
September 2006, Week 5
September 2006, Week 2
August 2006, Week 5
August 2006, Week 4
August 2006, Week 3
August 2006, Week 1
July 2006, Week 5
July 2006, Week 3
July 2006, Week 2
June 2006, Week 4
June 2006, Week 3
May 2006, Week 3
May 2006, Week 1
April 2006, Week 3
April 2006, Week 2
March 2006, Week 4
March 2006, Week 2
March 2006, Week 1
February 2006, Week 4
February 2006, Week 3
February 2006, Week 1
January 2006, Week 5
January 2006, Week 4
January 2006, Week 2
December 2005, Week 5
December 2005, Week 3
December 2005, Week 1
November 2005, Week 5
November 2005, Week 4
November 2005, Week 3
November 2005, Week 2
November 2005, Week 1
October 2005, Week 5
October 2005, Week 4
October 2005, Week 3
October 2005, Week 2
October 2005, Week 1
September 2005, Week 5
September 2005, Week 4
September 2005, Week 3
September 2005, Week 2
September 2005, Week 1
August 2005, Week 5
August 2005, Week 4
August 2005, Week 3
August 2005, Week 2
August 2005, Week 1
July 2005, Week 5
July 2005, Week 4
July 2005, Week 3
July 2005, Week 2
July 2005, Week 1
June 2005, Week 5
June 2005, Week 4
June 2005, Week 3
June 2005, Week 2
June 2005, Week 1
May 2005, Week 5
May 2005, Week 4
May 2005, Week 3
May 2005, Week 2
May 2005, Week 1
April 2005, Week 5
April 2005, Week 4
April 2005, Week 3
April 2005, Week 2
April 2005, Week 1
March 2005, Week 5
March 2005, Week 4
March 2005, Week 3
March 2005, Week 2
March 2005, Week 1
February 2005, Week 4
February 2005, Week 3
February 2005, Week 2
February 2005, Week 1
January 2005, Week 5
January 2005, Week 4
January 2005, Week 3
January 2005, Week 2
January 2005, Week 1
December 2004, Week 3
December 2004, Week 2
December 2004, Week 1
November 2004, Week 5
November 2004, Week 4
November 2004, Week 3
November 2004, Week 2
October 2004, Week 5
October 2004, Week 4
October 2004, Week 3
October 2004, Week 2
October 2004, Week 1
September 2004, Week 4
September 2004, Week 2
August 2004, Week 2
August 2004, Week 1
July 2004, Week 3
July 2004, Week 2
July 2004, Week 1
June 2004, Week 4
June 2004, Week 3
June 2004, Week 2
June 2004, Week 1
May 2004, Week 5
May 2004, Week 4
May 2004, Week 3
May 2004, Week 2
May 2004, Week 1
April 2004, Week 5
April 2004, Week 4
April 2004, Week 3
March 2004, Week 2
March 2004, Week 1
February 2004, Week 4
February 2004, Week 2
February 2004, Week 1
January 2004, Week 5
January 2004, Week 4
January 2004, Week 3
January 2004, Week 2
January 2004, Week 1
December 2003, Week 4
December 2003, Week 3
December 2003, Week 2
December 2003, Week 1
November 2003, Week 5
November 2003, Week 4
November 2003, Week 3
November 2003, Week 2
November 2003, Week 1
October 2003, Week 5
October 2003, Week 4
October 2003, Week 3
October 2003, Week 2
October 2003, Week 1
September 2003, Week 5
September 2003, Week 4
September 2003, Week 2
September 2003, Week 1
August 2003, Week 4
August 2003, Week 3
August 2003, Week 2
August 2003, Week 1
July 2003, Week 5
July 2003, Week 4
July 2003, Week 3
July 2003, Week 2
July 2003, Week 1
June 2003, Week 5
June 2003, Week 4
June 2003, Week 3
June 2003, Week 2
June 2003, Week 1
May 2003, Week 5
May 2003, Week 4
May 2003, Week 3
May 2003, Week 2
May 2003, Week 1
April 2003, Week 5
April 2003, Week 4
April 2003, Week 3
April 2003, Week 2
April 2003, Week 1
March 2003, Week 5
March 2003, Week 4
March 2003, Week 3
March 2003, Week 2
March 2003, Week 1
February 2003, Week 4
February 2003, Week 3
February 2003, Week 2
February 2003, Week 1
January 2003, Week 5
January 2003, Week 4
January 2003, Week 3
January 2003, Week 2
January 2003, Week 1
December 2002, Week 5
December 2002, Week 4
December 2002, Week 3
December 2002, Week 2
December 2002, Week 1
November 2002, Week 4
November 2002, Week 3
November 2002, Week 2
November 2002, Week 1
October 2002, Week 5
October 2002, Week 4
October 2002, Week 3
October 2002, Week 2
October 2002, Week 1
September 2002, Week 5
September 2002, Week 4
September 2002, Week 3
September 2002, Week 2
September 2002, Week 1
August 2002, Week 5
August 2002, Week 4
August 2002, Week 3
August 2002, Week 2
August 2002, Week 1
July 2002, Week 5
July 2002, Week 4
July 2002, Week 3
July 2002, Week 2
July 2002, Week 1
June 2002, Week 4
June 2002, Week 3
June 2002, Week 2
June 2002, Week 1
May 2002, Week 5
May 2002, Week 4
May 2002, Week 3
May 2002, Week 2
May 2002, Week 1
April 2002, Week 5
April 2002, Week 4
April 2002, Week 3
April 2002, Week 2
April 2002, Week 1
March 2002, Week 5
March 2002, Week 4
March 2002, Week 3
March 2002, Week 2
March 2002, Week 1
February 2002, Week 4
February 2002, Week 3
February 2002, Week 2
February 2002, Week 1
January 2002, Week 5
January 2002, Week 4
January 2002, Week 3
January 2002, Week 2
January 2002, Week 1
December 2001, Week 3
December 2001, Week 2
December 2001, Week 1
November 2001, Week 5
November 2001, Week 3
November 2001, Week 1
October 2001, Week 5
October 2001, Week 4
October 2001, Week 3
October 2001, Week 2
October 2001, Week 1
September 2001, Week 4
September 2001, Week 3
September 2001, Week 2
September 2001, Week 1
August 2001, Week 5
August 2001, Week 4
August 2001, Week 3
August 2001, Week 2
August 2001, Week 1
July 2001, Week 4
July 2001, Week 3
July 2001, Week 2
July 2001, Week 1
June 2001, Week 5
June 2001, Week 3
June 2001, Week 2
June 2001, Week 1
May 2001, Week 5
May 2001, Week 4
May 2001, Week 3
April 2001, Week 5
April 2001, Week 2
March 2001, Week 3
March 2001, Week 1
February 2001, Week 4
February 2001, Week 3
February 2001, Week 2
February 2001, Week 1
January 2001, Week 5
January 2001, Week 4
January 2001, Week 3
January 2001, Week 2
December 2000, Week 4
December 2000, Week 3
December 2000, Week 2
December 2000, Week 1
November 2000, Week 5
November 2000, Week 4
November 2000, Week 3
November 2000, Week 2
November 2000, Week 1
October 2000, Week 5
October 2000, Week 4
October 2000, Week 3
October 2000, Week 2
October 2000, Week 1
September 2000, Week 4
September 2000, Week 3
September 2000, Week 2
September 2000, Week 1
August 2000, Week 5
August 2000, Week 4
August 2000, Week 3
August 2000, Week 2
August 2000, Week 1
July 2000, Week 4
July 2000, Week 3
July 2000, Week 2
July 2000, Week 1
June 2000, Week 4
June 2000, Week 3
June 2000, Week 2
June 2000, Week 1
May 2000, Week 5
May 2000, Week 4
May 2000, Week 3
May 2000, Week 2
May 2000, Week 1
April 2000, Week 5
April 2000, Week 4
April 2000, Week 3
April 2000, Week 2
April 2000, Week 1
March 2000, Week 5
March 2000, Week 4
March 2000, Week 3
March 2000, Week 2
March 2000, Week 1
February 2000, Week 4
February 2000, Week 3
February 2000, Week 2
February 2000, Week 1
January 2000, Week 5
January 2000, Week 4
January 2000, Week 3
January 2000, Week 2
January 2000, Week 1
December 1999, Week 5
December 1999, Week 4
December 1999, Week 3
December 1999, Week 2
December 1999, Week 1
November 1999, Week 5
November 1999, Week 4
November 1999, Week 3
November 1999, Week 2
November 1999, Week 1
October 1999, Week 5
October 1999, Week 4
October 1999, Week 3
October 1999, Week 2
October 1999, Week 1
September 1999, Week 5
September 1999, Week 4
September 1999, Week 3
September 1999, Week 2
September 1999, Week 1
August 1999, Week 5
August 1999, Week 4
August 1999, Week 3
August 1999, Week 2
August 1999, Week 1
July 1999, Week 5
July 1999, Week 4
July 1999, Week 3
July 1999, Week 2
July 1999, Week 1
June 1999, Week 5
June 1999, Week 4
June 1999, Week 3
June 1999, Week 2
June 1999, Week 1
May 1999, Week 4
May 1999, Week 3
May 1999, Week 2
May 1999, Week 1
April 1999, Week 5
April 1999, Week 4
April 1999, Week 3
April 1999, Week 2
April 1999, Week 1
March 1999, Week 5
March 1999, Week 4
March 1999, Week 3
March 1999, Week 2
March 1999, Week 1
February 1999, Week 4
February 1999, Week 3
February 1999, Week 2
February 1999, Week 1
January 1999, Week 5
January 1999, Week 4
January 1999, Week 3
January 1999, Week 2
January 1999, Week 1
December 1998, Week 4
December 1998, Week 3
December 1998, Week 2
December 1998, Week 1
November 1998, Week 5
November 1998, Week 4
November 1998, Week 3
November 1998, Week 2
November 1998, Week 1
October 1998, Week 5
October 1998, Week 4
October 1998, Week 3
October 1998, Week 2
October 1998, Week 1
September 1998, Week 5
September 1998, Week 4
September 1998, Week 3
September 1998, Week 2
September 1998, Week 1
August 1998, Week 5
August 1998, Week 4
August 1998, Week 3
August 1998, Week 2
August 1998, Week 1
July 1998, Week 5
July 1998, Week 4
July 1998, Week 3
July 1998, Week 2
July 1998, Week 1
June 1998, Week 5
June 1998, Week 4
June 1998, Week 3
June 1998, Week 2
June 1998, Week 1
May 1998, Week 5
May 1998, Week 4
May 1998, Week 3
May 1998, Week 2
May 1998, Week 1
April 1998, Week 5
April 1998, Week 4
April 1998, Week 3
April 1998, Week 2
April 1998, Week 1
March 1998, Week 5
March 1998, Week 4
March 1998, Week 3
March 1998, Week 2
March 1998, Week 1
February 1998, Week 4
February 1998, Week 3
February 1998, Week 2
February 1998, Week 1
January 1998, Week 5
January 1998, Week 4
January 1998, Week 3
January 1998, Week 2
January 1998, Week 1
December 1997, Week 5
December 1997, Week 4
December 1997, Week 3
December 1997, Week 2
December 1997, Week 1
November 1997, Week 5
November 1997, Week 4
November 1997, Week 3
November 1997, Week 2
November 1997, Week 1
October 1997, Week 5
October 1997, Week 4
October 1997, Week 3
October 1997, Week 2
October 1997, Week 1
September 1997, Week 5
September 1997, Week 4
September 1997, Week 3
September 1997, Week 2
September 1997, Week 1
August 1997, Week 5
August 1997, Week 4
August 1997, Week 3
August 1997, Week 2
August 1997, Week 1
July 1997, Week 5
July 1997, Week 4
July 1997, Week 3
July 1997, Week 2
July 1997, Week 1
June 1997, Week 5
June 1997, Week 4
June 1997, Week 3
June 1997, Week 2
June 1997, Week 1
May 1997, Week 5
May 1997, Week 4
May 1997, Week 3
May 1997, Week 2
May 1997, Week 1
April 1997, Week 5
April 1997, Week 4
April 1997, Week 3
April 1997, Week 2
April 1997, Week 1
March 1997, Week 6
March 1997, Week 5
March 1997, Week 4
March 1997, Week 3
March 1997, Week 2
March 1997, Week 1
February 1997, Week 5
February 1997, Week 4
February 1997, Week 3
February 1997, Week 2
February 1997, Week 1
January 1997, Week 5
January 1997, Week 4
January 1997, Week 3
January 1997, Week 2
January 1997, Week 1
December 1996, Week 4
December 1996, Week 3
December 1996, Week 2
December 1996, Week 1
November 1996, Week 5
November 1996, Week 4
November 1996, Week 3
November 1996, Week 2
November 1996, Week 1
October 1996, Week 5
October 1996, Week 4
October 1996, Week 3
October 1996, Week 2
October 1996, Week 1
September 1996, Week 5
September 1996, Week 4
September 1996, Week 3
September 1996, Week 2
September 1996, Week 1
August 1996, Week 5
August 1996, Week 4
August 1996, Week 3
August 1996, Week 2
August 1996, Week 1
July 1996, Week 5
July 1996, Week 4
July 1996, Week 3
July 1996, Week 2
July 1996, Week 1
June 1996, Week 5
June 1996, Week 4
June 1996, Week 3
June 1996, Week 2
June 1996, Week 1
May 1996, Week 5
May 1996, Week 4
May 1996, Week 3
May 1996, Week 2
May 1996, Week 1
April 1996, Week 5
April 1996, Week 4
April 1996, Week 3
April 1996, Week 2
April 1996, Week 1
March 1996, Week 6
March 1996, Week 5
March 1996, Week 4
March 1996, Week 3
March 1996, Week 2
March 1996, Week 1
February 1996, Week 5
February 1996, Week 4
February 1996, Week 3
February 1996, Week 2
February 1996, Week 1
January 1996, Week 5
January 1996, Week 4
January 1996, Week 3
January 1996, Week 2
January 1996, Week 1
December 1995, Week 6
December 1995, Week 5
December 1995, Week 4
December 1995, Week 3
December 1995, Week 2
December 1995, Week 1
November 1995, Week 5
November 1995, Week 4
November 1995, Week 3
November 1995, Week 2
November 1995, Week 1
October 1995, Week 5
October 1995, Week 4
October 1995, Week 3
October 1995, Week 2
October 1995, Week 1
October 1995, Week -15
September 1995, Week 5
September 1995, Week 4
September 1995, Week 3
September 1995, Week 2
September 1995, Week 1
August 1995, Week 5
August 1995, Week 4
August 1995, Week 3
August 1995, Week 2
August 1995, Week 1
July 1995, Week 5
July 1995, Week 4
July 1995, Week 3
July 1995, Week 2
July 1995, Week 1
June 1995, Week 5
June 1995, Week 4
June 1995, Week 3
June 1995, Week 2
June 1995, Week 1
May 1995, Week 5
May 1995, Week 4
May 1995, Week 3
May 1995, Week 2
May 1995, Week 1
April 1995, Week 5
April 1995, Week 4
April 1995, Week 3
April 1995, Week 2
April 1995, Week 1
March 1995, Week 5
March 1995, Week 4
March 1995, Week 3
March 1995, Week 2
March 1995, Week 1
February 1995, Week 4
February 1995, Week 3
February 1995, Week 2
February 1995, Week 1
January 1995, Week 5
January 1995, Week 4
January 1995, Week 3
January 1995, Week 2
January 1995, Week 1
December 1994, Week 5
December 1994, Week 4
December 1994, Week 3
December 1994, Week 2
December 1994, Week 1
November 1994, Week 5
November 1994, Week 4
November 1994, Week 3
November 1994, Week 2
November 1994, Week 1
October 1994, Week 5
October 1994, Week 4
October 1994, Week 3
October 1994, Week 2
October 1994, Week 1
September 1994, Week 5
September 1994, Week 4
September 1994, Week 3
September 1994, Week 2
September 1994, Week 1
August 1994, Week 5
August 1994, Week 4
August 1994, Week 3
August 1994, Week 2
August 1994, Week 1
July 1994, Week 5
July 1994, Week 4
July 1994, Week 3
July 1994, Week 2
July 1994, Week 1
June 1994, Week 5
June 1994, Week 4
June 1994, Week 3
June 1994, Week 2
June 1994, Week 1
May 1994, Week 5
May 1994, Week 4
May 1994, Week 3
May 1994, Week 2
May 1994, Week 1
April 1994, Week 5
April 1994, Week 4
April 1994, Week 3
April 1994, Week 2
April 1994, Week 1
March 1994, Week 5
March 1994, Week 4
March 1994, Week 3
March 1994, Week 2
March 1994, Week 1
February 1994, Week 4
February 1994, Week 3
February 1994, Week 2
February 1994, Week 1
January 1994, Week 5
January 1994, Week 4
January 1994, Week 3
January 1994, Week 2
January 1994, Week 1
December 1993, Week 5
December 1993, Week 4
December 1993, Week 3
December 1993, Week 2
December 1993, Week 1
November 1993, Week 5
November 1993, Week 4
November 1993, Week 3
November 1993, Week 2
November 1993, Week 1
October 1993, Week 5
October 1993, Week 4
October 1993, Week 3
October 1993, Week 2
October 1993, Week 1
September 1993, Week 5
September 1993, Week 4
September 1993, Week 3
September 1993, Week 2
September 1993, Week 1
August 1993, Week 5
August 1993, Week 4
August 1993, Week 3
August 1993, Week 2
August 1993, Week 1
July 1993, Week 5
July 1993, Week 4
July 1993, Week 3
July 1993, Week 2
July 1993, Week 1
June 1993, Week 5
June 1993, Week 4
June 1993, Week 3
June 1993, Week 2
June 1993, Week 1
May 1993, Week 5
May 1993, Week 4
May 1993, Week 3
May 1993, Week 2
May 1993, Week 1
April 1993, Week 5
April 1993, Week 4
April 1993, Week 3
April 1993, Week 2
April 1993, Week 1
March 1993, Week 5
March 1993, Week 4
March 1993
February 1993

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