The W. F. Albright Institute of Archaeological Research in Jerusalem (AIAR) was originally established as the principal overseas center of the American Schools of Oriental Research (ASOR), founded in 1900. In 1970, AIAR was incorporated as an independent institution and renamed after its most distinguished director, W. F. Albright. Since then, AIAR, one of ASOR’s three affiliated centers, has continued the American Schools’ tradition of promoting and supporting resident doctoral and post-doctoral research in Near Eastern studies from pre-history through the early Islamic period in archaeology, anthropology, art history, Bible, epigraphy, historical geography, history, language, literature, philology and religion and related disciplines.
The Albright Institute, located near the Old City of Jerusalem, includes a research library, workshops, computer facilities, and a residence with a hostel and apartments. The living accommodations provide rooms for thirty people, a served dinner, self-service breakfast, and a garden area for tea and coffee, which is also used for receptions. The library, dedicated to ancient Near Eastern studies, contains more than 28,500 volumes, over 600 journal titles, and significant map and artifact collections. In addition to administrative and library computers, the fellows have access to a wide range of hardware and software programs, and the hostel rooms are wired for web access and e-mail communications.
The Albright’s annual program is composed of a series of more than 85 lectures, reports, seminars, workshops, field trips, and social events organized according to its fellows’ interests. More than fifty-three fellows from the United States, Europe, and around the world—as well as those from the Israeli and Palestinian academic communities—participate mainly as long-term research appointees. AIAR also serves as a support base for numerous short-term scholars and visitors and for a large number of staff, student, and volunteer participants in the twenty-four annual excavation and publication projects affiliated with ASOR. AIAR conducts, with the Hebrew University, a joint excavation and publication project on the Philistine site of Tel Miqne-Ekron. It is also the organizing institution for an international research project, The Neo-Assyrian Empire in the 7th Century BC: A Study of the Interaction between Center and Periphery. This project, under the aegis of the Council of American Overseas Research Centers (CAORC), involves 50 scholars working in Bahrain, Cyprus, Egypt, Greece, Iran, Iraq, Israel, Jordan, Spain, Syria, Tunisia, and Turkey. The Albright annually awards up to four NEH fellowships, for periods ranging from four to twelve months, with a maximum grant of $40,000 for 12 months and $20,000 for 6 months.
Application deadline: October 1, 2007
Contact:
AIAR/NEH Fellowship Program
Professor Joan R. Branham
Chair, Albright Fellowship Committee
Department of Art and Art History
Providence College
Providence RI 02918
Telephone:401/865-1789
Fax: 401/865-1036
E-Mail: jbranham@providence.edu
Website: http://www.aiar.org
Friday, September 14, 2007
Student Fellowship: Folger Shakespeare Library
Known internationally for its preeminent collections of Shakespearean and Elizabethan writings, the Folger Shakespeare Library is also a center for research on virtually every aspect of social, cultural, and political life from the medieval period to the mid-eighteenth century. The Folger holds the largest collection outside Britain of early English books, with about 50,000 volumes from the period 1475-1700 and 30,000 eighteenth-century imprints. Its early Continental imprint collection of 35,000 volumes includes 450 incunables, a 2,000-volume Reformation collection, and significant holdings in French and Dutch political pamphlets.
The manuscript collection, which numbers 55,000, is especially strong in early correspondence and commonplace books and is extended by such microfilm holdings as the State Papers Domestic from Edward VI through Charles I and papers from the Cecil, Loseley, Harleian, and Lansdowne collections. In secondary materials, the Library holds approximately 100,000 titles. Fellows also have easy access to the Library of Congress. Three NEH fellowships carrying stipends of up to $40,000 are available for 2008-2009.
Application deadline: November 1, 2007
Contact:
Gail Kern Paster, Director
Folger Shakespeare Library
201 East Capitol Street, S.E.
Washington, D.C. 20003
Telephone: 202/675-0348
E-Mail: cbrobeck@folger.edu
Website: http://www.folger.edu/
The manuscript collection, which numbers 55,000, is especially strong in early correspondence and commonplace books and is extended by such microfilm holdings as the State Papers Domestic from Edward VI through Charles I and papers from the Cecil, Loseley, Harleian, and Lansdowne collections. In secondary materials, the Library holds approximately 100,000 titles. Fellows also have easy access to the Library of Congress. Three NEH fellowships carrying stipends of up to $40,000 are available for 2008-2009.
Application deadline: November 1, 2007
Contact:
Gail Kern Paster, Director
Folger Shakespeare Library
201 East Capitol Street, S.E.
Washington, D.C. 20003
Telephone: 202/675-0348
E-Mail: cbrobeck@folger.edu
Website: http://www.folger.edu/
Student Admission: All Students are Not Created Equal
Scenario: What If Every Student Went Directly to College, What Then?
The rhetoric is that education is important, but is our economy really prepared for the scenario in which every student does choose to attend a four-year college? First responses are “Sure, no problem.” But if you take up a strong cup of coffee and sit down with some friends to jaw over it, it’s likely you’ll dig up some pretty big reasons why this scenario could backfire, economically.
If everyone suddenly chose to go to a four-year college and earn a degree—Utopian at best, but a mind-bending what-if….
* Would we lose employees in the McDonald’s down the street?
* Would Ford and Chrysler be forced to move operations to countries where there was still a manufacturing work force?
* Would there be builders to make houses with hammers and nails?
* Would asphalt be laid for new super highways?
* Would there be someone to tow your car when it breaks down?
Let’s ease up just a bit on this farfetched concept and try this one: What if every graduating high school student next year entered college right out of high school; just one class of graduating seniors? (Again, Utopian because as rumpled as secondary schools are, too many seniors fail to graduate or be adequately prepared to enroll in college). Right now there is a population that does, in fact, graduate and go directly to school, but there is also a population that divides work with school, and a population that enters the work force. Without the population of high school students that foregoes college to enter the work force, how many jobs would go unfilled?
Get a Technical or Trade Education–Millions of Skilled Jobs to Fill
According to the Bureau of Labor Statistics, by 2012 there will be an upsetting shortage of laborers in a number of key sectors: healthcare, IT, and manufacturing and production, are among them. The reasons are multi-pronged. Since education has re-routed students to college, as opposed to trades, there are fewer and fewer skilled laborers entering the work force. By 2012 more workers in these sectors will retire, leaving jobs unfilled.
Doesn’t sound so competitive, does it?
Since jobs will be unfilled because students are heading to college or dropping out of high school—leaving them totally unprepared for anything but unskilled jobs—then it’s necessary to see the numbers associated. The BLS reports that, between new job creations and retiring workers, over 56 million new and existing jobs will possibly sit vacant! Some of these will require two or four-year degrees, but plenty of them only require career or “on-the-job” training. Are we encouraging well qualified technical students? Is anyone in education brave enough to counsel students, perhaps underachieving in academics, to consider a skilled and well-paying trade as opposed to the alternative—dropping out?
Scholarships Available for Trade/Professional Programs
There has been some recent excitement in some types of career programs: cosmetology (notice increasing number of Aveda Institutes, for example), massage therapy (a high-demand skill), and HVAC, which goes hand in hand with the construction industry. All of these professional trades require a term of specialized schooling and increasing numbers of sources are funding scholarships and grants for interested students.
Lack of Vocational Choices
Once upon a time vocational schools were innately partnered with many public high schools. Students with a drive for auto mechanics, agriculture, and carpentry and construction could spend part of their high school careers learning a trade—a well-paying one, at that. In the 90s, though, in Education’s zeal to see every student remade into a robotic scholar, vocational schools were severed from the public systems and most are defunct, non-existent.
Political Waffling
In 2006, President Bush signed back into action the Carl D. Perkins Vocational and Technical Education Act. The act is designed to allow for increased support for technical and vocational education programs. Currently there is some buzz on the Presidential campaign trail that favors cutting budget spending on technical education. So what’s it going to be?
Education’s One-Track Mind
But as much as one might try to force a square peg into a round hole, there are some students failing out of school simply because they are not the next great academicians. Twenty years ago, he or she had the option to pursue farming or auto repair or welding or computer repair and networking versus so called college prep, but most have no such choice. A growing chorus of career counselors and educators is brave enough at least to suggest we explore steering some students into trade schools versus four-year liberal arts colleges, inspire them to success as opposed to failure. In fact, in surveys, some high school drop-outs cite “boredom” and lack of challenge as significant factors in their decisions to part ways with academia.
Maybe if some of these students had had options for careers, they might have felt less pressure to vacate a one-track system.
In some cases students may have options for scholarship funds to vocational schools—like the state of Kansas Vocational Scholarship—but without the proper guidance in high school many will not likely find these sources on their own.
The New Innovators—Trade and Technical Students Will Drive Economic Growth
If innovation and entrepreneurship will be key to worker success in the future, as many predict, then students with the hutzpah to step off the beaten path and machete a pathway to a vocational or technical career will be the most successful among the innovators and entrepreneurs. God knows they will have to be their own best advocates—no one else is at the helm.
::link source: http://www.collegescholarships.org/blog/
The rhetoric is that education is important, but is our economy really prepared for the scenario in which every student does choose to attend a four-year college? First responses are “Sure, no problem.” But if you take up a strong cup of coffee and sit down with some friends to jaw over it, it’s likely you’ll dig up some pretty big reasons why this scenario could backfire, economically.
If everyone suddenly chose to go to a four-year college and earn a degree—Utopian at best, but a mind-bending what-if….
* Would we lose employees in the McDonald’s down the street?
* Would Ford and Chrysler be forced to move operations to countries where there was still a manufacturing work force?
* Would there be builders to make houses with hammers and nails?
* Would asphalt be laid for new super highways?
* Would there be someone to tow your car when it breaks down?
Let’s ease up just a bit on this farfetched concept and try this one: What if every graduating high school student next year entered college right out of high school; just one class of graduating seniors? (Again, Utopian because as rumpled as secondary schools are, too many seniors fail to graduate or be adequately prepared to enroll in college). Right now there is a population that does, in fact, graduate and go directly to school, but there is also a population that divides work with school, and a population that enters the work force. Without the population of high school students that foregoes college to enter the work force, how many jobs would go unfilled?
Get a Technical or Trade Education–Millions of Skilled Jobs to Fill
According to the Bureau of Labor Statistics, by 2012 there will be an upsetting shortage of laborers in a number of key sectors: healthcare, IT, and manufacturing and production, are among them. The reasons are multi-pronged. Since education has re-routed students to college, as opposed to trades, there are fewer and fewer skilled laborers entering the work force. By 2012 more workers in these sectors will retire, leaving jobs unfilled.
Doesn’t sound so competitive, does it?
Since jobs will be unfilled because students are heading to college or dropping out of high school—leaving them totally unprepared for anything but unskilled jobs—then it’s necessary to see the numbers associated. The BLS reports that, between new job creations and retiring workers, over 56 million new and existing jobs will possibly sit vacant! Some of these will require two or four-year degrees, but plenty of them only require career or “on-the-job” training. Are we encouraging well qualified technical students? Is anyone in education brave enough to counsel students, perhaps underachieving in academics, to consider a skilled and well-paying trade as opposed to the alternative—dropping out?
Scholarships Available for Trade/Professional Programs
There has been some recent excitement in some types of career programs: cosmetology (notice increasing number of Aveda Institutes, for example), massage therapy (a high-demand skill), and HVAC, which goes hand in hand with the construction industry. All of these professional trades require a term of specialized schooling and increasing numbers of sources are funding scholarships and grants for interested students.
Lack of Vocational Choices
Once upon a time vocational schools were innately partnered with many public high schools. Students with a drive for auto mechanics, agriculture, and carpentry and construction could spend part of their high school careers learning a trade—a well-paying one, at that. In the 90s, though, in Education’s zeal to see every student remade into a robotic scholar, vocational schools were severed from the public systems and most are defunct, non-existent.
Political Waffling
In 2006, President Bush signed back into action the Carl D. Perkins Vocational and Technical Education Act. The act is designed to allow for increased support for technical and vocational education programs. Currently there is some buzz on the Presidential campaign trail that favors cutting budget spending on technical education. So what’s it going to be?
Education’s One-Track Mind
But as much as one might try to force a square peg into a round hole, there are some students failing out of school simply because they are not the next great academicians. Twenty years ago, he or she had the option to pursue farming or auto repair or welding or computer repair and networking versus so called college prep, but most have no such choice. A growing chorus of career counselors and educators is brave enough at least to suggest we explore steering some students into trade schools versus four-year liberal arts colleges, inspire them to success as opposed to failure. In fact, in surveys, some high school drop-outs cite “boredom” and lack of challenge as significant factors in their decisions to part ways with academia.
Maybe if some of these students had had options for careers, they might have felt less pressure to vacate a one-track system.
In some cases students may have options for scholarship funds to vocational schools—like the state of Kansas Vocational Scholarship—but without the proper guidance in high school many will not likely find these sources on their own.
The New Innovators—Trade and Technical Students Will Drive Economic Growth
If innovation and entrepreneurship will be key to worker success in the future, as many predict, then students with the hutzpah to step off the beaten path and machete a pathway to a vocational or technical career will be the most successful among the innovators and entrepreneurs. God knows they will have to be their own best advocates—no one else is at the helm.
::link source: http://www.collegescholarships.org/blog/
[Italy] PhD Scholarships in Various Fields at Scuola Interpolitecnica
The Scuola Interpolitecnica di Dottorato (Inter-Polytechnic Doctorate School) is managed jointly by the three Italian polytechnic schools (Institutes of Technology) –of Torino (PoliTO), Bari (PoliBA) and Milano (PoliMI), to realize a joint project of high qualification doctorate focused on the following scientific areas:
* Information and Communication Technologies (ICT)
* Biomedical and Biomechanical Engineering (BBE)
* Environmental and Territorial Safety and Control (ETSC)
* Innovation Management and Product Development (INN.PROD)
* Nanotechnology and Nanostructured Innovative Materials (NANO)
All the awarded positions are granted by specific scholarships; at least half of the scholarships are reserved to graduates from other universities, whether Italian or foreign
Participation in the competitive examination is open to candidates in possession of a Master of Science degree or of an analogous degree obtained abroad; participation is also open to students who will obtain their Master of Science degree by and not later than 31 December 2007.
There are no restrictions in terms of age and nationality. Participation in the selection is open to research grants holders; in case of admission they shall withdraw from the grant before their
enrollment in the school.
Students already enrolled in a Doctorate course and Research Doctors cannot participate to the selection for the S.I.P.D.
Further information about the selection procedure and the presentation of your documents may be found at the page F.A.Q. – section “Admission to S.I.P.D.” See the official announcement link below.
Via: official announcement
Deadline: 28 th September 2007
* Information and Communication Technologies (ICT)
* Biomedical and Biomechanical Engineering (BBE)
* Environmental and Territorial Safety and Control (ETSC)
* Innovation Management and Product Development (INN.PROD)
* Nanotechnology and Nanostructured Innovative Materials (NANO)
All the awarded positions are granted by specific scholarships; at least half of the scholarships are reserved to graduates from other universities, whether Italian or foreign
Participation in the competitive examination is open to candidates in possession of a Master of Science degree or of an analogous degree obtained abroad; participation is also open to students who will obtain their Master of Science degree by and not later than 31 December 2007.
There are no restrictions in terms of age and nationality. Participation in the selection is open to research grants holders; in case of admission they shall withdraw from the grant before their
enrollment in the school.
Students already enrolled in a Doctorate course and Research Doctors cannot participate to the selection for the S.I.P.D.
Further information about the selection procedure and the presentation of your documents may be found at the page F.A.Q. – section “Admission to S.I.P.D.” See the official announcement link below.
Via: official announcement
Deadline: 28 th September 2007
Tuesday, September 11, 2007
UMass Leaders in the Making Scholarships
Award: Four scholarships will be awarded in the amount of $2,000 each.
Eligibility:
* Be a full time student in the Sophomore or Junior class of the UMass Amherst campus in good standing;
* Demonstrate distinctive character, leadership and motivation particularly through active University, community or civic service;
* Present a 500 word essay (details on application);
* Verification of Financial Need form, which can be obtained through the Financial Aid Office;
* Provide one letter of reference from a faculty or staff member;
* Furnish an unofficial academic transcript; and Provide a resume.
Advisor: Wesley J. Dunham, UMass Amherst Alumni Association, Memorial Hall
Campus Deadline: February 23, 2008 at 5 p.m.
Eligibility:
* Be a full time student in the Sophomore or Junior class of the UMass Amherst campus in good standing;
* Demonstrate distinctive character, leadership and motivation particularly through active University, community or civic service;
* Present a 500 word essay (details on application);
* Verification of Financial Need form, which can be obtained through the Financial Aid Office;
* Provide one letter of reference from a faculty or staff member;
* Furnish an unofficial academic transcript; and Provide a resume.
Advisor: Wesley J. Dunham, UMass Amherst Alumni Association, Memorial Hall
Campus Deadline: February 23, 2008 at 5 p.m.
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