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in evaluating applications for selection under this subpart:

(1) The extent of the alcohol and drug abuse problem in the local community to be served;

(2) The extent to which team membership includes persons who have demonstrated leadership capabilities;

(3) The extent to which the proposed program activities address unmet alcohol and drug abuse prevention needs in the local community to be served;

(4) The extent to which alcohol and drug abuse prevention efforts by the applicant will be coordinated with related efforts in the schools and communities served by the applicant;

(5) The degree of the applicant's commitment to support and facilitate the alcohol and drug abuse education activities of the team after training is completed as demonstrated by the applicant's stated intent to support these activities administratively and financially; and

(6) The extent and manner in which the team will be utilized after training in the development and administration of drug abuse prevention programs in the community.

(21 U.S.C. 1002)

§ 182a.26 Composition of teams.

(a) Teams to receive training at regional training centers supported by the U.S. Office of Education shall be composed of five to seven members representing a variety of professions and experience, who are representatives of the community and are capable of functioning together as a team within the community.

(b) In the selection of team members, priority should be given to persons who have demonstrated leadership within their community prior to selection and who, in the past, have demonstrated concern for or interest in alcohol and drug abuse problems.

(c) Each team selected shall have: (1) One member who is directly involved with elementary and secondary education, preferably in a decisionmaking capacity; and

(2) At least one but no more than two youth representatives, who are not less than 18 years of age.

(d) The applicant organization is responsible for the selection of team members and alternate team members. If a person selected as a team member is unable to undergo training, his or her place shall be taken by an alternate with similar attributes and experiences.

(e) Each person selected by the applicant organization shall be available to work with the leadership team in the development and administration of an alcohol and drug abuse education program upon returning from the training sessions.

(f) The applicant organization shall designate one member of the team as liaison between the applicant organization and the regional training developmental resource center, and between the applicant organization and the Office of Education.

(21 U.S.C. 1002)

§ 182a.27 Team activities.

After training, teams shall develop and carry out alcohol and drug abuse prevention programs to meet local needs in their communities. The following types of activities may be carried out: Community education workshops, drop-in centers, group and individual counseling, parent workshops, alternatives to alcohol and drug abuse, communication skills and problemsolving workshops, court diversion, teacher training, interagency coordination, student training, referral services, fund raising and resource mobilization.

(21 U.S.C. 1002)

§ 182a.28 Allowable costs.

The Commissioner will pay the following costs through the regional training centers:

(a) Travel of team members to and from the regional training centers; and

(b) Hardship expenses for individual team members deemed to be reasonable by the Commissioner; i.e., expenses which, if not reimbursed, would prevent a team member from participating, such as baby sitting expenses.

(21 U.S.C. 1002)

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§ 183.1 Scope and purpose.

(a) The Environmental Education Act, as amended (20 U.S.C. 1531-1536) authorizes a program of grants and contracts to support research, demonstration and pilot projects designed to educate the public on the problems of environmental quality and ecological balance while giving due consideration to economic factors related thereto. Such projects shall support the development of educational processes dealing with man's relationship with his natural and man-made surroundings, and include the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology, economic impact, and urban and rural planning to the total

human environment. Such project shall support the development of educational processes dealing with man's relationship with his natural and manmade surroundings, and include the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology, and urban and rural planning to the total human environment. These processes would be designed to help the learner both to perceive and understand the concepts of "environment" and environmental principles and problems and to be able to identify and evaluate alternative solutions to environmental problems. Emphasis shall be placed on the development of skills and insights needed to understand the structure, requirements, and impact within and among various environmental entities, systems and subsystems.

(b) In accordance with this purpose, financial assistance will be provided for projects involving participants in inquiries into both the specific and general environmental implications of human activities and their short and long range effect on societal resources and general public policy. Thus the environmental education process is multifaceted, multidisciplinary, and issue- or problem-oriented. Otherwise worthwhile but specialized and narrowly defined educational approaches, such as traditional learning approaches to such areas as conservation and resource use, environmental science, nature study, outdoor education, or sex education, which normally tend to exclude consideration of mutually reinforcing social, physical, cultural, economic, and policy implications of these concerns do not adequately meet the scope and purposes of the act. Areas of participant inquiry should encompass or fall within one or more of the following:

(1) The import of the application of scientific and technological findings (e.g., the impact of "inventions" on social and environmental quality and resources).

(2) Human settlements-urban, suburban, and rural (e.g., impact of urban, suburban, and rural balance on ecology of an area and the human condition).

(3) Food production; energy production; population dynamics; transportation; planning-urban, suburban, and rural (e.g., implication of selected interrelated human life support activities).

(4) Air; water-fresh, estuarine, marine; land use; and other resource utilization, allocation, depletion, and conservation; and environmental pollution (e.g., use, depletion, and destruction of life support resources). Thus the environmental education process is multifaceted, multidisciplinary, and issue or problem-oriented. Otherwise worthwhile but specialized and narrowly defined educational approaches, such as traditional learning approaches to such areas as conservation and resource use, environmental science, nature study, outdoor education, or sex education, which normally tend to exclude consideration of mutually reinforcing social, physical, cultural, and policy implications of these concerns do not adequately meet the scope and purposes of the act. While an environmental education project supported under this part could draw upon some of the ideas and materials of these traditional subject areas, it could do so only in synthesis with ideas and materials from a number of other subject areas, including social sciences, technology, arts and humanities as appropriate and needed for the area of inquiry.

(20 U.S.C. 1532(a)(2))

[39 FR 17842, May 29, 1974, as amended at 40 FR 12990, Mar. 24, 1975]

§ 183.2 Definitions.

As used in this part:

"Act" means the Environmental Education Act, as amended. (20 U.S.C. 1531-1536)

"Formal education sectors" means State or local educational agencies or institutions and accredited nonprofit educational institutions;

"Citizen's group or volunteer organization," as referred to in § 183.21 means a nonprofit organization, association, foundation, or society which has been organized and active for at least 1 year;

(20 U.S.C. 1534(c))

"Nonformal education sectors" means public or nonprofit private agencies or organizations which contribute, directly or indirectly, to the education of citizens, such as libraries, museums, community centers, organized citizens' groups, etc.;

"Nonprofit organization or agency” means an organization or institution owned or operated by one or more non-profit corporations or associations no part of the net earnings of which inures, or may lawfully inure, to the benefit of any private shareholder or individual.

(20 U.S.C. 1531)

[39 FR 17842, May 29, 1974, as amended at 40 FR 12990, Mar. 24, 1975]

§ 183.3 Categories of assistance.

Applications for financial assistance may be submitted for one of two basic project categories denominated as "General Projects" and "Minigrant (Workshop) Projects." These two basic project categories are distinguished as to purpose and type of activity.

(a) General projects. Under this category financial assistance may be awarded for: (1) Projects designed to assist the development of effective environmental education practices and materials suitable for use by formal and/or nonformal education sectors, and (2) projects designed to assist utilization of effective environmental education practices and materials. (20 U.S.C. 1532)

(b) Minigrant (workshop) projects. Under this category, grants in amounts not to exceed $10,000 may be made for the conduct of workshops, seminars, symposiums, and conferences (especially for adults and community groups other than the group funded). The projects must be designed to assist communities in acquiring an understanding of the causes, effects, issues and options surrounding a local environmental problem.

(20 U.S.C. 1534)

§ 183.4 Applications.

(a) Applications shall contain, in the case of minigrant (workshop) project applications, documentary evidence that the applicant organization or

group has been organized and active for 1 or more years prior to the submission of the application.

(20 U.S.C. 1532(b)(3)(A)(1))

(b) In addition, applications for assistance under this part must: (1) Provide that the activities for which assistance is sought will be administered by, or set forth the method by which the applicant proposes to supervise the administration of these activities;

(2) Set forth such policies and procedures that assure that the applicant will adequately evaluate activities to be carried out under the application; and

(20 U.S.C. 1532(b)(3)(A)(iii); 1534)

(3) Provide assurance that the applicant will comply with the requirements of the act, the regulations in this part, and general terms and conditions as have been made generally applicable to Office of Education grants. (20 U.S.C. 1532(b), 1534)

§ 183.5 Level of support.

(a) Except with respect to general projects for evaluation, dissemination (including national demonstration projects), curriculum development, and minigrant (workshop) projects which are eligible for 100 percent funding, the Federal dollar contribution to any project will not exceed the following ceilings:

(1) 80 percent of the project cost for the first year; and

(2) an amount for second and third year funding, not in excess of 60 and 40 percent respectively of the first year project cost.

(b) Within the ceilings set out under paragraph (a) of this section the amount to be awarded for the conduct of a project will be an amount determined by the Commissioner, on the basis of the following factors:

(1) The cost of the project in relation to the total cost of all similar projects;

(2) The availability of funds in the light of the number of approvable projects;

(3) The need for reasonable distribution of funds among the various categories of projects; and

(4) The ability of the applicant to obtain funds from sources other than pursuant to this part.

(c) Funds awarded may be expended only to the extent consistent with the assurance given under § 183.41 and in accordance with Subpart G of Part 100a of this chapter (cost principles). (20 U.S.C. 1532(b)(4))

Subpart B-General Projects

§ 183.10 General projects.

(a) Awards for general projects, as authorized by section 3 of the act, will be made by the Commissioner for research, demonstration or pilot project activities, including but not limited to such activities as:

(1) The development of curricula (including interdisciplinary curricula) in the preservation and enhancement of environmental quality and ecological balance;

(2) Dissemination of information relating to such curricula and to environmental education generally;

(3) In the case of grants to State and local educational agencies, for the support of environmental education programs at the elementary and secondary education levels;

(4) Preservice and inservice training programs and projects (including fellowship programs, institutes, workshops, symposia, and seminars) for educational personnel to prepare them to teach in subject matter areas associated with environmental quality and ecology, and for public service personnel, Government employees, and business, labor and industrial leaders and employees;

(5) Planning of outdoor ecological study centers;

(6) Community education programs on environmental quality, including special programs for adults;

(7) Preparation and distribution of materials suitable for use by the mass media in dealing with the environment and ecology; and

(8) Demonstration, testing, and evaluation of activities, whether or not assisted under this section.

(b) In carrying out the purposes of section 3 of the act, the Commissioner may from time to time establish prior

ities among activities to be funded in any given year.

(20 U.S.C. 1532(b)(2))

§ 183.11 Applicants.

(a) Applicants for general project awards may be institutions of higher education, State or local educational agencies, and other public and nonprofit private agencies, organizations and institutions including libraries and museums.

(b) The Commissioner reserves the right to make contracts to either profit-making or nonprofit agencies, organizations, or institutions to carry out the purposes of this subpart. Proposals for such contracts will be entertained by the Commissioner on invitation only and in accordance with such specifications as are developed by him. (20 U.S.C. 1532(b)(1))

Subpart C-Minigrant (Workshop) Projects

§ 183.20 Minigrant (workshop) projects.

The Commissioner is authorized to make grants of $10,000 or less for projects intended to assist communities in acquiring an understanding of the causes, effects, issues and options surrounding a local environmental problem. Such grants will be available for community workshops, conferences, symposia, or seminars on a community/local environmental problem.

(20 U.S.C. 1534)

§ 183.21 Applicants.

(a) An applicant for a minigrant (workshop) project may be any public or nonprofit private organization. However, preference will be given to local citizens groups and volunteer organizations working in the environmental field.

(20 U.S.C. 1534(a) and House Report 911362, p. 9)

(b) An applicant group or organization must have been organized and active for at least 1 year before making application for a grant.

(20 U.S.C. 1534(c))

Subpart D-Standards for Awards

§ 183.30 Review of applications.

An application for either a general project or a minigrant (workshop) project under Subpart B or Subpart C of this part will be reviewed twice. The first basis for review will be for the technical eligibility of the application. The second will be a competitive evaluation of the merit of the proposed project.

(20 U.S.C. 1532(b)(c))

§ 183.31 Requirement for technical eligibility.

An application for an award under either Subpart B or Subpart C of this part will be initially considered by the Commissioner if the following conditions are met:

(a) The proposed project activity falls within the scope and meets the purposes described in § 183.1;

(b) The applicant qualified as an eligible applicant under § 183.11 § 183.21;

or

(c) In the case of applications by local school systems, the applicant indicates that the State education agency has received a copy of the proposal for review and comments; and (20 U.S.C. 1532(b)(3)(B))

(d) The application, whether or not submitted with respect to a project funded in a previous year, complies with the provisions in § 183.4. (20 U.S.C. 1532(b)(c))

§ 183.32 Criteria for awards.

Applications which have met the requirements listed in § 183.31 will be further evaluated by the Commissioner in addition to the criteria set forth in § 100a.26(b) of this chapter on the extent to which they meet the following criteria as reflected by the particular factors indicated under each criterion, as appropriate.

(a) The project is well designed:

(1) The objective, approach (methodology), and primary content areas/ materials to be used or developed by the project are justified in light of target group characteristics and information needs;

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