Airplanes and civil aviation have played a central role in the economics, politics, and cultures of the twentieth century. They have been crucial in both twentieth century nationalism and internationalism, and in the politics of independent nation-state building and the construction of colonial empires. Aeromobility and airmindedness have been essential for shaping a vivid, material imagination of a globally connected world, and the development of civil aviation has emerged as a key goal of states, rich and poor.    Histories of civil aviation have traditionally followed internist contours, with a focus on the history of airline development or linear approaches to technical innovations and progress. In recent years however new historiographical and methodological approaches have opened up new vistas by bringing in broader geographical, cultural, political, economic, and social currents.    This workshop seeks to bring together these new perspectives to explore aviation in relation to the Global South. It looks to bring these new historiographical and methodological currents in the history of aviation into conversation with developments in other fields of history and further afield in the social sciences and humanities.We invite historians, sociologists, anthropologists, political scientists, geographers, and scholars from other interested disciplines to reflect on all aspects of civil aviation, aerial mobility, and aerial infrastructure in the Global South, including but not limited to airlines, airports, air routes, agreements and other legislation, navigation, maintenance and repair, aircraft, staff, and labour. We invite scholars who can explore the intersections of civil aviation with military aviation and other aspects of state action and governance at regional, national, and international levels through micro and macro case-studies and other interventions. This would include the role of civil aviation, aeromobility and flying sovereignty in shaping international relations, and colonial and postcolonial political, social and economic development. We welcome connections with recent literatures on race, gender, mobility, space and spatiality, infrastructures, governance and governmentality, imperialism, capitalism, international relations, security studies, and science and technology studies. The workshop is hosted jointly by Waqar Zaidi (Lahore University of Management and Sciences) and Marie Huber (Humboldt Universität zu Berlin), and will take place online, 28 - 30 June 2022. In order to foster debate and discussion during the workshop, we will request participants to submit short-form papers a few weeks in advance.  Please send a short abstract (c. 250 words) and a short CV / bionote (1 to 2 pages, in a single pdf), until March 25, to:   Dr. Marie Huber (marie.huber@hu-berlin.de),Department of History,Humboldt Universität zu Berlin, Germany AND Dr. Waqar Zaidi (waqar.zaidi@lums.edu.pk),Department of Humanities and Social Sciences,Lahore University of Management Sciences,Pakistan     Contact Info:  Dr. Marie Huber (marie.huber@hu-berlin.de),Department of History,Humboldt Universität zu Berlin, Germany AND Dr. Waqar Zaidi (waqar.zaidi@lums.edu.pk),Department of Humanities and Social Sciences,Lahore University of Management Sciences,Pakistan   Contact Email:  marie.huber@hu-berlin.de Read more

The African Studies Review invites expressions of interest for new Book Review Editors to join the editorial team. The ASR is committed to inclusivity and diversity. We are seeking to appoint new editors beginning March 2022. The ASR is a bilingual multidisciplinary journal publishing in English and French. Ideal candidates should have a PhD in their respective field or discipline or interdisciplinary area, be published scholars, either tenured associate professors or higher in rank, or lecturers with workplace security, comfortable reading and engaging with scholarship beyond their areas and regions of expertise. Bilingual candidates are particularly welcome. Editors should have a working command of scholarly English; a familiarity with French modes of scholarship would be a significant asset. Applicants may reside in any part of the world. Applicants working in East Africa, the Horn of Africa, and North Africa, or arabophone Africa are particularly welcome. Applicants from the African continent are especially welcome. The position of Book Review Editor is entirely voluntary and comes with no remuneration. Current Book Review Editors incorporate the position within their annual plans-of-work at their home institutions.   Book Review Editors report directly to the Editor-in-Chief (EIC) and Senior Book Review Editor. The chief responsibilities of the Book Review Editor are to regularly consult the log of books received maintained by the Managing Editor and suggest possible names of reviewers for potential invitation. The Book Review Editors will further be asked to assess book reviews once they are received, and provide feedback for these reviews. Expressions of interest in the form a single-page letter and complete curriculum vitae should be sent by email to Kathryn Salucka kathryn@africanstudies.org at your earliest convenience. Review of applications will commence February 1, 2022. Individual applicants will be invited to meet with current editors to discuss joining the team as part of the application review process. Read more

After the great success of the last HEAd conference, with 200 participants from more than 50 countries, we are pleased to announce the Eighth International Conference on Higher Education Advances (HEAd’22), as a virtual and face-to-face conference, simultaneously. This conference is a consolidated forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students, teaching/learning methodologies and the organization of educational systems. Topics of interest include, but are not limited to, the following topic areas: Innovative materials and new tools for teaching Teaching and learning experiences Educational technology (e.g., virtual labs, e-learning) Evaluation and assessment of student learning Emerging technologies in learning (e.g., MOOC, OER, gamification) Scientific and research education Experiences outside the classroom (e.g., practicums, mobility) New teaching/learning theories and models Globalization in education and education reforms Education economics Entrepreneurship and learning for employment Education accreditation, quality and assessment Competency-based learning and skill assessment Participants from all over the world are expected to present their latest and unpublished research findings. The program committee encourages the submission of articles that communicate applied and empirical findings of interest to higher education professionals. The HEAd’22 conference will be held on June 14-17, 2022 and hosted by the Faculty of Business Administration and Management of the Universitat Politècnica de València (UPV), which has been recently ranked as the best technical university in Spain by the Academic Ranking of World Universities (ARWU) 2021. Valencia is the third largest city in Spain and is located on the shore of the Mediterranean Sea. It is the capital city of the Comunitat Valenciana region, which is major tourist destination in summer, and we recommend the visit once the pandemic is over. The organizing committee looks forward to welcoming you all to a fruitful conference with open discussions and important networking to promote high quality education. In case of questions related to the conference, please contact us at headconf@upv.es Read more

  The Institute of International Education (IIE) is pleased to announce that the next round of competition for the CADFP is now open.Apply now or share this message with those who might be interested. What is the CADFP?The CADFP is a scholar exchange program for African higher education institutions to host a diaspora scholar for 14-90 days for projects in curriculum co-development, research collaboration and graduate student teaching and mentoring. Who is eligible? Accredited universities in Ghana, Kenya, Nigeria, South Africa, Tanzania and Uganda, and member institutions of the African Research Universities Alliance (ARUA) (including Addis Ababa University, Ethiopia; the University of Rwanda; Cheikh Anta Diop University, Senegal; and University of Mauritius) can submit a project request to host a scholar. Scholars born in Africa, who live in the United States or Canada and work in an accredited college or university in either of those two countries, can apply online to be placed on a roster of candidates for a fellowship. Scholars must hold a terminal degree in their field and may hold any academic rank.  How do I apply?Links and information about the African host institution project request application, scholar roster application and review guidelines are posted on the CADFP website.  Interested parties are invited to register for one of our informational webinars:  Information for Diaspora Scholars, Webinar #1: Thursday, January 13 at 11 AM Eastern US TimeInformation for Potential Hosts: Wednesday, January 19 at 10 AM South Africa Standard TimeInformation for Diaspora Scholars, Webinar #2: Thursday, January 27 at 12 noon Eastern US Time After the webinars, we will post a recording on our YouTube Channel. TimelineThe deadline for project requests from host universities and scholar applications for diaspora scholars is February 28, 2022 at 11:59 pm EST. Selection decisions will be made in March-April 2022; project visits can begin as early as June 1, 2022 and must be completed by November 30, 2023. BenefitsSelected fellows receive a $150/day stipend, visa costs, limited health insurance, round-trip international air travel and ground transportation costs to and from home and the U.S./Canadian airport. Selected Host Fellows and Diaspora Fellows can apply for supplemental funds to be used for fieldwork, publication costs and workshops. The CADFP Team manages the fellowships and payments to fellows. Host institutions are encouraged to provide cost-share for the fellow’s meals, lodging and in-country transportation.For more information on the fellowship program and application process, as well as the projects of current fellows, please write to us at AfricanDiaspora@iie.org visit our website and our communities on Facebook and Twitter.   Read more

CALL FOR PAPERS CLOSES FEBRUARY 15TH   SEND SUBMISSIONS TO UFAHAMU@GMAIL.COM     CALL FOR PAPERS FOR UFAHAMU DUE FEB. 15, 2022   The editors of Ufahamu: A Journal of African Studies are currently accepting submissions for Volume 43, Issue 2.  In honor of the journal’s recent 50th anniversary of publication, this special retrospective issue will include republished essays from the back catalog alongside new submissions including, but not limited to:   Essays Poems Book reviews Visual arts   This call gives special consideration to those submissions which directly engage with the themes covered in the first decades of Ufahamu’s publication.  Examples include direct engagement with a previously published article in Ufahamu, a paper written through citations of past Ufahamu writings, or any submission addressing themes such as:   Anti-colonialism National liberation Consciousness Pan-Africanism Black Marxisms Diaspora Activist-intellectualism and much more!   The editors are also soliciting articles concerning contemporary political issues in Africa and the diaspora in the spirit of Ufahamu’s original activist-academic ethos.   Ufahamu’s full catalog is freely available and digitized at https://escholarship.org/uc/international_asc_ufahamu/1/1   For more information about Ufahamu, please visit https://international.ucla.edu/asc/ufahamu   ----------------   Information forwarded by the UCLA African Studies Center – www.international.ucla.edu/africa     Read more

Indiana University is accepting applications for fellowships and scholarships to support study in its intensive summer programs in Akan, Swahili or Wolof in summer 2022. Courses are offered in an in-person/online hybrid format or a fully online format.   Participants may also join a 1-credit African Studies course in English: "Military Engagement and Global Power Competition in Africa." All participants pay in-state tuition and earn 6-10 credits. Several scholarship and fellowship programs are available. Funding and priority admission application deadline is January 29, 2022.   See http://languageworkshop.indiana.edu for course-by-course details and application forms. Questions? Write to us at languageworkshop@indiana.edu Read more or reply Read more

The U.S. Mission in Uganda’s Public Affairs Office is pleased to announce that funding is available through the Public Diplomacy Grant Program for projects ranging in value from $5,000 to $40,000. Projects for greater values will be considered on a case-by-case basis.    Grants are intended for committed and organized civil-society organizations, local representatives of civil society, think tanks, non-governmental organizations, cultural institutions, and academic institutions. Awards to individuals will also be considered on a case-by-case basis. All grantees must have a non-profit status.    Notice: For Fiscal Year 2022 all proposals submitted in response to this Annual Program Statement must include a contingency plan describing how the proposed activity would be implemented in the event that COVID-19 related health restrictions are in place during the anticipated period of performance.    Objectives and Project Outcomes:  The objectives of the Public Diplomacy Grant Program are to promote positive relations between the people of Uganda and the United States; reinforce shared values; and connect high potential Ugandan youth and young professionals (aged 16 to 35) as well as established professional leaders to the American people through projects that:  Help Ugandan youth aged 16 – 35, especially young women, explore and discover their potential through innovative science, technology, engineering, and math (STEM) programs, as well as entrepreneurship programs.  Encourage Ugandan youth aged 16 – 35 to participate in civic life through social entrepreneurship, volunteerism, and community engagement.  Strengthen understanding of U.S. values and institutions; highlight U.S. culture, including American Studies; and support diversity, inclusion, and equality.  Utilize the power of the arts to promote positive self-expression, social change, and economic opportunity among Ugandan youth aged 16 – 35.  Equip emerging community leaders (e.g., sports coaches, arts instructors, and cultural professionals) aged 22 – 35 with the skills and knowledge necessary to grow their organizations or to enhance their engagement with youth audiences.  Promote the development and application of new technologies and innovative solutions to economic, environmental, and social challenges. Projects could connect U.S. technology or public policy experts with Ugandan peers or foster the application of American technology and innovations to address challenges in Ugandan communities.  Support civil society organizations (CSOs) in developing a vibrant and prosperous democratic society through programs that strengthen NGO management, enhance the skills of early to mid-career NGO/CSO professionals, strengthen networks between NGO/CSO professionals in the United States and Uganda, or demonstrate to the public the positive role CSOs play in advancing a prosperous, healthy, and informed society.      U.S. Content  In order to be eligible for funding consideration, proposals must demonstrate significant U.S. content.  U.S. content can include, for example, the substantial participation of U.S. experts or alumni of U.S. government exchange programs, partnership with U.S. organizations or educational institutions, the involvement of U.S. companies present in Uganda, the application or adaptation of U.S. models and best practices, or learning materials related to American history, society, culture, government, or institutions. Initiatives that promote sustained cooperation between the people of the United States and Uganda even after program funding has concluded are encouraged.  Proposals without significant U.S. content will not be considered for funding.    Activities that are typically funded include, but are not limited to:  Programs that reinforce and amplify lessons learned by alumni of State Department-funded exchange programs (both American and Ugandan alumni);  Youth engagement and leadership programs;  Workshops, seminars, trainings, and master classes on American themes or issues of mutual interest mentioned in the above goals of the Program;  Programs to empower young women;  Radio, television, and social media training and programming in support of the above program objectives;  Programs designed as a partnership between a Ugandan and U.S. organization;  Initiatives in support of the above program objectives that make creative use of the Mission’s American Center in Kampala or Nile Explorer bus, a mobile classroom that provides extracurricular learning opportunities in STEM and other subjects through visits to underserved communities across Uganda.    Activities that are not typically funded include, but are not limited to:  Social welfare, community development, or vocational skilling projects,  Fees and travel costs to attend conferences in the United States,  Ongoing salary costs and office equipment,  Paying to complete activities begun with other funds,  Projects that are inherently political in nature or that contain the appearance of partisanship/support to individual or single party electoral campaigns,  Political party activities,  Projects that support specific religious activities,  Trade activities; fundraising campaigns; commercial projects; scientific research; construction projects; or projects whose primary aim is the institutional development of the organization itself.  For more information or to apply, please visit grants.gov Read more

    We are pleased to announce the Eighth International Conference on Higher Education Advances (HEAd’22), as a hybrid conference (in-person and virtual conference, simultaneously). Every year, HEAd brings together around 250 participants from more than 50 countries to exchange ideas, experiences and research results related to the preparation of students, teaching/learning methodologies and the organization of educational systems.      The HEAd'22 conference will be held on June 14-17, 2022 on the Faculty of Business Administration and Management of the Universitat Politècnica de València (UPV), which has been recently ranked as the best technical university in Spain by the Academic Ranking of World Universities (ARWU) 2021.   The program committee encourages the submission of articles that communicate applied and empirical findings of interest to higher education professionals. Topics of interest include, but are not limited to, the following topic areas: Innovative materials and new tools for teaching Educational technology (e.g., virtual labs, e-learning) Evaluation and assessment of student learning Emerging technologies in learning (e.g., MOOC, OER, gamification) Scientific and research education Experiences outside the classroom (e.g., practicums, mobility) New teaching/learning theories and models Globalization in education and education reforms Education economics Teaching and learning experiences Entrepreneurship and learning for employment Education accreditation, quality and assessment Competency-based learning and skill assessment Important Dates Submission deadline: February 4, 2022Acceptance notification: April 6, 2022Camera ready due: April 25, 2022Conference dates: June 14-17, 2022 Publications All accepted papers will appear in the conference proceedings with a DOI and ISBN number. They will be published in open access by UPV Press and submitted to be indexed in major international bibliographic databases. Previous editions are indexed in Scopus and the Thomson-Reuters Conference Proceedings Citation Index - Web of Science Core Collection (former ISI Proceedings). Awards The Program Committee will select the winners for the Best Paper and Best Student Paper awards. To be eligible for the best student paper award, the presenting author of the paper must be a full-time student. Submission guidelines Authors from all over the world are invited to submit original and unpublished papers, which are not under review in any other conference or journal. All papers will be peer reviewed by the program committee based on their originality, significance, methodological soundness, and clarity of exposition.   Submitted papers must be written in English and should be in PDF format. They must follow the instructions in the template file, available in Microsoft Word format at: http://www.headconf.org/template.docx   Paper length must be between 4 and 8 pages, incorporating all text, references, figures and tables. Submissions imply the willingness of at least one author to register, attend the conference, and present the paper.   HEAd'22 is using the OCS platform of UPV Press to manage the submissions. This platform provides you with a submissions homepage where you can register your paper submission and make appropriate changes. The submission website is: http://www.headconf.org/submission-instructions/   The organizing committee looks forward to welcoming you all to a fruitful conference with open discussions and important networking to promote high quality education. Read more

The US Embassy Nairobi invites interested applicants to submit proposals from implementing partners for 2022 -2023 English Access Microscholarship Program (Access) in response to the reference Notice of Funding Announcement (NOFO). Due to the uncertain situation with the COVID19 pandemic in Kenya, the Program might be delayed or postponed. There might also be restrictions in numbers of people who can attend public gatherings, travels and curfews hours, which might affect the implementation of the program. In this regard the submitted proposal should have an innovative component to engage Access students both in person and virtually. For virtual programs, proposals should offer creative ideas for remote/online content delivery, online/virtual promotional activities, and virtual participant/audience follow-up.    Background Information  The English Access Microscholarship Program (Access) is a global program supported by the U.S Department of State. Access provides highly motivated economically disadvantaged youth with an opportunity to learn English language skills and enhance leadership through teaching the basics of American culture and values of democratic development and civic engagement. It gives participants skills that may lead to better jobs and educational prospects. The program targets 13 – 20 year old students from underprivileged families to participate in afterschool instructions and intensive sessions. Since its inception in 2004, approximately 198,408 students in more than 95 countries have participated in the Access Program. In Kenya, there are more than 780 Access alumni, many of who are studying at, or have graduated from, top-tier universities throughout the country. The Access program must provide two years of English study, consisting of at least 180 hours of instruction per year.   The goal of the Access Program is to equip bright, talented, economically deserving students with a range of global citizenship skills anchored by the core components of enhanced English language skills and a stronger Kenyan-U.S. cross-cultural understanding. The global citizenship skills aim to build individuals with stronger self-esteem and a keen sense of public service in an increasingly globalized world. Global citizenship skills include, but are not limited to, critical and creative thinking, leadership, information technology, civic outreach, and media literacy. Participants should commit to enroll in classes during the full two year program. Selected participants must be bright, economically-disadvantaged secondary school students with a beginning level of English, ideally in Form 2 at the beginning of the program in January 2022. Students will graduate with certificates of completion from the U.S. Embassy Nairobi at the end of their two-year program.     PROGRAM DESCRIPTION  The Public Diplomacy Section of the U.S. Embassy in Nairobi announces an open competition to equip bright, talented, economically deserving students to learn English, develop civic engagement and leadership skills and gain multicultural awareness through teaching the basis of American culture and vales. Project-based and task-based approaches should be employed in order to help learners to understand and work on authentic local and global challenges. The English language component should break from traditional models to deliver a more meaningful, interactive language learning experience centered on the learner. Project-based and experiential approaches should be employed in order to help the learner use English to understand, discuss, and resolve authentic local and global challenges. Enhancement and off-site immersion activities should help extend the language learning experience beyond the classroom walls. Access classrooms should serve as strong educational models for a community. Programs should, where possible, aim at sharing new and relevant practices with English teachers in other schools, especially those from which the Access students are chosen. Other members of the community, including interested administrators, content teachers, and future educators studying at nearby universities, can also be included in outreach efforts. The participants’ parents should also be made aware of what and how the students are learning, and appraised of what they can do at home to encourage their children to learn more effectively. Civic outreach activities should further cement the connection between the Access program and community.    Providers can submit proposals of varying size with a minimum of $50,000 USD and a maximum of $175,000 USD, depending on the Provider’s capability, infrastructure, and geographic spread. The grantee should work with students in Mombasa and/or Isiolo Counties. The project supports the Embassy’s strategic goal of sustaining Kenyan economy to achieve rapid economic growth. Program proposals should include using U.S. exchange program alumni, and the target region is Mombasa and/or Isiolo Counties. Ideal partners include Educational Institutions, non-profit organizations that use innovative methods to reach to economically disadvantaged youths in this region.    U.S. Embassy Nairobi reserves the right to split the project between two or more providers and may request providers to adjust their final proposals and budgets as necessary. All possible costs – instruction, books/materials, transportation, enhancement activities, administration, food and possible accommodation for intensive sessions – should be covered.   For more information about this opportunity or to apply, please visit grants.gov Read more

Background While mathematical modeling approaches have been used to understand malaria epidemiology and thepotential impact of antimalarial interventions for some time, National Malaria Control Programs (NMCPs)across sub-Saharan Africa are showing a growing interest in working with modeling units to shape theirNational Strategic Plans and Global Fund applications, as well to evaluate the ongoing impact of controlprograms. Furthermore, R&D partners in the malaria space are also increasingly working with modelers aspart of the product development process, using quantitative insights to shape target product profiles, plantrials, and understand the market for a given product.At present, many of the malaria modeling units contributing to these efforts are based in academic institutions in the Global North. At the Bill & Melinda Gates Foundation, we believe that having local modeling expertise embedded within or easily accessible to NMCPs will improve programs’ uptake of modeling as a strategic planning and evaluation tool, ultimately leading to improved data-driven decisionmaking by NMCPs. However, for this vision to be realized, the malaria modeling ecosystem across subSaharan Africa needs to be strengthened. The Challenge   This RFP seeks innovative approaches to building a stronger malaria mathematical modeling ecosystemin sub-Saharan Africa. We are looking for 1 to 3 years projects that will achieve one or more of the objectives below:• Increasing the number of Ph.D.-trained mathematical modelers with malaria expertise based atsub-Saharan African institutions• Improving NMCP’s understanding of and engagement with modeling approaches as a tool that cansupport strategic planning and/or evaluation work• Connecting malaria Product Development Partners (PDPs) with sub-Saharan African modelers• Bringing together discrete modeling units across sub-Saharan Africa to share expertise• Improving modelers’ access to timely, high-quality data   Funding level: up to USD $1,000,000 per year for each project, with a grant term of 1 to 3 years depending on the scope of the project.   For more information about the opportunity or to apply visit the Grand Global Challenges website. Read more

The purpose of this call for EOI is to identify projects to submit full proposals to develop open and accessible datasets for machine learning applications that will enable natural language processing for languages in sub-Saharan Africa. The ability to communicate and be understood in one’s own language is fundamental to digital and societal inclusion. Natural language processing techniques have enabled critical AI applications that facilitate digital inclusion and improvements in numerous fields, including: education, finance, healthcare, agriculture, communication, and disaster response, among others. Many advances in both fundamental and applied NLP have stemmed from openly licensed and publicly available datasets.However, such open, publicly available datasets are scarce to non-existent for many African languages, and this means the benefits of NLP are not accessible to speakers of these languages. Where relevant datasets do exist, they are often based on religious, missionary, or judiciary texts, leading to outmoded language and bias. There is a need for openly accessible text, speech, and other datasets to facilitate breakthroughs based on NLP technologies for African languages.Lacuna Fund seeks Expressions of Interest (EOIs) from qualified organizations to develop open and accessible training and evaluation datasets for ML applications for NLP in sub-Saharan Africa. The TAP recognizes the importance of datasets that would create significant impact regardless of the number of speakers of the included language, as well as the need for multi-lingual datasets.EOIs may include, but not limited to: Collecting and/or annotating new data; Annotating or releasing existing data; Augmentation of existing datasets in all areas to decrease bias (such as gender bias or other types of bias or discrimination) or increase the usability of NLP technology in low- and middle-income contexts; Creating small, higher-quality benchmark data for NLP tasks in low-resource African languages. While the focus of Lacuna Fund is primarily on dataset creation, annotation, augmentation, and maintenance, proposals may include the development of a baseline model to ensure the quality of the funded dataset and/or to facilitate the use of dataset for socially beneficial applications.   For more information about the opportunity, click here Read more

Nominations are now open for the Yidan Prize 2022 to create a better world through education. The Yidan Prize is the most significant accolade in education. Tell us about the individuals and teams with the greatest potential, and we could help them on their way.Each year, the Yidan Prize is awarded to individuals and teams in two areas: Education Research: The theories of learning—science, psychology, statistics—that can help educators understand different approaches with a methodical lens. Education Development Policy and practice in learning: new methods and ways to make education more widespread—so they can champion techniques that work. We see these prizes—and the events and networks surrounding them—as a way to bring bright minds together to exchange ideas. That’s why the two prizes work in harmony: to build a network of educational experts who’re as strong in research as they are in practical application, in classrooms across the world.For example: we awarded our first Education Research Prize to Professor Carol Dweck: her pioneering work in growth mindset underpins and inspires practice. And as our 2020 Education Development laureates at CAMFED (the Campaign for Female Education) work with marginalized girls in sub-Saharan Africa, they partner with research insitutes to track what’s most effective, who’s benefiting and the costs.Where any individual or team’s work covers both research and development, we welcome two submissions: one for research and one for development.Our prizes are open to teams of up to three. That could be a research group working on a project together, or even several people contributing to the same idea from separate organizations—they don’t have to work together. If you want to nominate a larger team, choose up to three representatives. If a team does win either award, they’ll each get their own individual medal and certificate, and split the cash prize and project fund.   For more information or to nominate someone, please visit the Yidan Prize website Read more