Usajobs pathways recent graduates 2017-18 folder lock.Opportunities for Students and Recent Graduates

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Posting Komentar. Work Schedule. Full Time – Recent Graduates. Applicant Call Center. Phone: TDD: Consumer Financial Protection Bureau. PO Box Employee may be visual view to a probationary period. The client economic coverage Bureau will publish on their web page when they will be using the fresh Graduates Program to recruit and rent for the following positions:. This position is located in the Consumer Financial Protection Bureau. You may be assigned to various organizations within CFPB and will perform assignments under the close supervision of a higher level analyst.

Must be a U. Current Students may apply up to 9 months prior to their graduation date. Must meet the eligibility requirements for the Recent Graduate Program. Recent Graduates will enter a formal training program with a mentor and execute an Individual Development Plan outlining training requirements and program expectations.

Recent Graduates must receive at least 40 hours of formal training directly linked to their employment field. Recent Graduates serve a trial period for the duration of their excepted service appointment. Applicants must provide documentation of completion within the previous 2 years of a qualifying associates, bachelors, masters, professional, doctorate, degree or certificate from a qualifying educational institution.

Applicants who completed their educational program requirements after December 27, will have a full 2 years of eligibility beginning on the date the final regulations are effective July 10, When making use of to this assertion on CFPB online page, you will be required to post transcripts and evidence of enrollment.

The categories of the contemporary Graduate positions collection and grade will depend upon the box of look at and degree of course work of the candidate. Many CFPB positions have precise academic necessities, so we inspire you to provide a complete description of your academic achievements.

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(8) [Pathways Programs for Students and Recent Graduates]. This source yields [employees] who tend to be more immediately productive as they. For BC students to participate in summer bowling activity. 06/27/ 07/11/ AMF Lanes. California Career Pathway Grant- AG Camp. Every year I meet new graduate students who are trying to She highlighted the new AAPM events harassment policy published by the Ethics.

 

– Assessment Update Webcast – ppt download

 

Braille science and ELPA21 forms also need to have an accommodation set to Braille, in the sections shown on the slide. From Braille into another medium. After student testing is complete, many of our paper-pencil tests require some type of transcription of student responses.

Some student responses will go from one type of booklet to another, some will be entered into the DEI, and Braille responses will need to be transcribed into either another booklet or into the DEI. Please be sure that anyone who serves as a transcriber reads that for all the details, and also goes through all the TA training. Students have both a test booklet and an answer booklet. Now to the details. I am going to start with Smarter Balanced since it is the easy one.

The Math script is for all parts of the test; the ELA script is for sessions 2 and 3. Students test using the test booklet to see all the stimuli and questions, and then record their responses in the answer booklet. All Spanish answer booklets and standard-print answer booklets shipped back to MI as scorable. Make sure all booklets have pre-ID label attached.

After testing, the large-print and Braille responses need to be transcribed into standard-print answer booklets. Be sure that a pre-ID label for the student gets put onto this new booklet. Then, all the Spanish answer booklets and standard-print answer booklets get shipped back to MI as scorable.

TA uses the secure Directions for Administration to administer the writing supplement section after the online writing is complete. Students write in a test booklet. All test booklets get shipped back to MI as scorable. Moving on to ELPA21…. The items in the writing supplement are combined with the online writing items to generate the student Writing domain score.

These writing supplement booklets will come with their own secure, Directions for Administration. The students write their answers directly in their test booklet, and all of these booklets get shipped back to MI as scorable. Students have a test booklet. K and 1 tests include all writing items in booklet.

The accommodated ELPA21paper-pencil test is available in standard-print, large-print, and Braille, and again is only available to a small population of students with IEPs or plans. There is a secure DFA that comes with the booklets. TAs use this to administer the test. Students only have a test booklet. Students record their answers to the Listening, Reading and Writing sections of the test directly into the test booklet. This includes, for the Kindergarten and 1st grade students, the writing supplement questions.

The student answers to the Speaking section get recorded directly into the DEI. This is why this part of the test needs to be one student per one TA. There are many ways to go about this recording, depending on the student, but basically the TA controls the technology and the student just needs to answer into the microphone.

Constructed response writing items are not available to transcribe into DEI: Any item where online students use the keyboard to respond. Student responses to the constructed-response writing items in large-print or Braille booklets need to be transcribed into a standard-print sized booklet. This needs to be done for all of the Listening and Reading questions, and most of the Writing questions. The Writing items that use drag-and-drop or drop-down menus will be entered into DEI.

The constructed response writing items will not be available in DEI. These are the items where students taking the online version of the test would need to use the full keyboard to respond. Just enter as many items as you can into DEI. After all the transcribing has been done, all the used, standard-print test booklets get shipped back to MI as scorable.

Again, be sure that pre-ID labels are attached to all the booklets. Chrome and Firefox work best with the items. Pause the test if you have issues. But, I highly recommend that all users print and read the DEI User Guide that was posted in January of this year, for the most up to date screenshots and information. The biggest trouble we run into with DEI is getting the tests to be available for the particular student.

After you verify the student information, the Available Tests Page should display all 4 domain tests for the student unless they have a domain exemption, and that one should NOT show up. Chrome and Firefox are the best browsers to use with DEI. If you have other issues while entering responses, please write down the session ID number and pause the test, then reach out to AIR for help.

And remember, the items in DEI need to be treated just as securely as test items in the secure browser. TAs must monitor to ensure Locking Items are not changed after student moves on in the booklet. Now for the science test. TAs must use this secure document to administer the test. Students record their answers directly into the test booklet. The maximum of 3 students to 1 TA is because the TAs must monitor the students closely, and make sure that students only answer the Locking Items one time.

There are specific instructions in the TA Script for what to say to students if they are not following the item directions. Locking items do not lock in DEI. Items can be left blank. There is specific guidance in the secure TA Script to help with this transcription.

We had a few hurdles with transcription last year, so we made a few adjustments to how DEI works this year. Then, we realized that no matter how much we try, some kids will leave items blank, or not fill in the correct number of circles or boxes. There are specific instructions in the secure TA Script about when and how to leave a response blank or incomplete.

All Spanish test booklets shipped back to MI as scorable. After all the transcribing has been done, all the booklets that were entered into DEI get shipped back to MI as non-scorable. The secure TA script also needs to be shipped back as non-scorable The Spanish booklets get shipped back to MI as scorable.

Do not use Internet Explorer—there are definite issues. But, again I highly recommend that all users print and read the DEI User Guide that was posted in January of this year, for the most up to date screenshots and correct information about locking items.

Unless you were grandfathered in prior to October 31, , you will not be board eligible at the time you apply for a CAMPEP residency. When should I apply for a job? Your strategy for applying will be di erent in the early and late stages. It is wise to begin looking at job ads 6 – 9 months before you will be available to start.

At that early stage, you can be very targeted in applying to positions that are exactly what you want. Be aware that some positions need to be lled soon after the ads are posted, and good applicants might be rejected simply because of timing. Spending a few years at a job that would provide good experience or connections will help you move towards your dream job. There are many stages to a career, and you may have to spend time in your second or third choice before your rst-choice job is available.

How do I network or make connections prior to applying for jobs? Maybe at local meetings. How do I know whether to submit a resume or CV? When and how should I query receipt of job application? How many jobs should I apply to? All of them! What do I do if I am rejected? Ostyn, M. Riblett, M. Wagar and S. Cunningham, A. Doemer, J. Dolan, X. Liu, S. Rusu and Q. Wu , and William Beaumont C.

Known spatial and dosimetric perturbations were added to model 1D geometric cases and clinical 2D cases, which were then analyzed through conventional gamma analysis. The authors argue that because the IOA indices are purely dosimetric measures, they are a more realistic measure of quality of deliverability of a given plan compared to gamma analysis, and that the indices could be easily added to existing patient-speci c QA work ows.

An IOA value of 1. The conventional adaptive plans redrew contours for the 13th— 22nd and 25th—35th fractions with 0-mm and 3-mm PTV margins based on diagnostic scans acquired at the 10th and 22nd fractions, respectively.

In this analysis, the group performs an in-depth Monte Carlo dose calculation method as a veri cation tool for VMAT treatment plans. The ability of the Monte Carlo method to property model the dosimetric properties of the Agility MLC were evaluated my comparing to a combination of lm and chamber measurements. While the dose distributions di ered expectedly, with IMRT plan result in a larger low dose bath of V5 to the lung and the proton plans having greater mid to high dose to the lung, there was minimal di erence in the perceived dose response between the two di erent modalities.

While it was con rmed that higher MLD and slope of SUV are indicators or development of radiation pneumonitis, this occurred in both cohorts without any notable correlation to modality. Two of the eleven treatment plans were simple brain cases; nine were head and neck treatments with higher complexity and low gamma-pass rates.

All tested cases were delivered at 6MV with a attening lter. For each delivered plan, machine log les LF were recorded and used to reconstruct a delivered dose using one of the two dose algorithms. The researchers concluded that LF-based QA which incorporates MCbased dose reconstruction is a viable method of performing patient-speci c QA without additional physical measurement. The quality of these treatment plans, developed on Oncentra External Beam for an Elekta Synergy accelerator operating at 6MV, was evaluated through the comparison of corresponding DVHs.

Treatment plans were shot on a 2D ionization chamber array for dose veri cation. Excess absolute risk EAR of secondary brain malignancies was computed for each treatment plan. Additionally, FFF plans resulted in a reduction in overall treatment time compared to their attening ltered counterparts.

Deep-inspiration breath-hold intensity modulated radiation therapy to the mediastinum for lymphoma patients: setup uncertainties and margins Aristophanous et al. The setup errors were retrospectively measured, using autoregistration software, for the total PTV and 6 anatomic subregions in 3 directions. Large di erences were found among various subregions and directions, most noticeably in the lower heart, neck, and axilla regions and in the superoinferior direction.

Intensity modulated radiation therapy and second cancer risk in adults Commentary Filippi et al. The article also addresses the need for more clinical data in order to gain further insights. Heijmen et al. The apriorMCO optimization created a single Paerto-optimal plan per patient. The automated plans showed dosimetric improvements in bladder and rectum metrics and were preferred by physicians over the manual plans. The authors noted the improvements were very center and patient speci c, suggesting the automated planning may have been overcoming inconsistencies in manual planning.

Optimized radiotherapy to improve clinical outcomes for locally advanced lung cancer Jaksic et al. Seventy-three patients were consecutively treated with IMRT. No signi cant di erences were observed in the toxicity rates associated with each of the RT schedules. Moderate hypo fractionated radiotherapy, by decreasing the total treatment time, may be promising in improving clinical outcomes.

The clinical target distribution: a probabilistic alternative to the clinical target volume Shusharina et al. Their paper discusses the incorporation of the CTD into treatment plan optimization algorithms, the exibility it provides in optimizing the therapeutic ratio, and the reduction observed in inter-user variability of the CTV delineation.

Increased conformality in radiation treatments via IMRT has increased the signi cance of the binary decisions made when contouring the CTV. The CTD concept proposes a continuous probabilistic portrayal of the CTV where each voxel is given a probability of containing tumor cells. The authors suggest a few approaches to the development of the CTD and focus on its inclusion in plan optimization and plan quality.

Shells of de ned tumor probabilities were placed around the GTV and weighted according to those probabilities in the commercial TPS. Results are based on synthetic geometries and two clinical cases. The authors demonstrate dosimetric improvements from the CTD approach. Additionally, a sensitivity analysis of the dose distributions is performed where CTD parameter adjustment is compared to variations in CTV delineation, proving more robust distributions for the CTD approach.

Agility MLC transmission optimization in the Monaco treatment planning system This study performed by Roche et al concentrates on the optimization of the transmission probability lters TPF using measurements from the linear accelerator with an Agility multi-leaf collimator MLC. On the other hand, plans calculated with the default beam model had pass rates as low as For measured point doses, the most noticeable di erence was achieved in low dose regions.

Although it is possible to achieve good clinical results by randomly selecting TPF parameter values, it is recommended that the optimization process outlined in this study is followed so that the transmission through the TPF is characterized appropriately.

Comparison of two di erent EPID-based solutions performing pretreatment quality assurance: 2D portal dosimetry versus 3D forward projection method Bresciani et al. Perturbations of the reference plan were applied through systematic variations in dose values and micromultileaf collimator position. These ndings support the use of the 3D forward projection method for pretreatment QA and highlight the potential major advantages of visualizing the delivered dose distribution on patient anatomy versus traditional portal dosimetry QA systems.

Reports continue to be valuable resources for our membership as well as the international medical physics community. Our group has been making a series of changes in our review process. These changes include sharing all comments and responses with all reviewers as a report goes through review, using a standard cover sheet which summarizes any controversial items from earlier reviews, experimenting with combining di erent stages of reviews to minimize the overall time, and decreasing the time between review cycles.

Regular updates on our progress are shared with the Board of Directors. One of the key changes has been a public comment period for AAPM members. We appreciate the time spent by the Task Group chairs to incorporate the feedback in their revisions and we thank those members who took the time to comment on the report. The public comment period can provide critical feedback to the TG authors as well as to the parent committees which are responsible for the nal reviews.

By using the FRMS, we are able to have a service provide copy-editing and standardization of the format of reports. Those managing the reports will have a dashboard view of all submitted reports, be able to track the reviews, and will have a clear designation of nal le versions which are required for votes.

Finally, les will be able to be exported to Wiley to appear in one of the journals, as appropriate. Nancy Vazquez is our headquarters lead for this project. We appreciate the patience and commitment of our TG chairs and members who are working with us as we pilot these changes to our process. We look forward to using these changes to improve the quality and the timeliness of reports that reach our membership.

The multifaceted settings in which we are treating patients continue to grow in complexity each day. Because of these advancements, prospective approaches to risk management have become increasingly vital in ensuring safe and e cient treatment. The following is a brief summary of each presentation in case you missed it! University of Michigan Experience Dr. Kelly C. The rst project involved a failure mode and e ects analysis FMEA of a newly instituted microsphere brachytherapy technology 1.

The second was the implementation of a pre-treatment chart review by radiation therapists, driven by incident learning system data 2.

Paradis explained that FMEA is often ideal for a new program or a major change to an existing program because it allows the team to start from scratch on QA methods, is easier to generate momentum within the team, and helps with the identi cation of any newly created error pathways and areas where e ciency could be improved.

The major cost of this FMEA project was the amount of time involved to complete the project, similar to what has been reported in the literature for other FMEA ventures. Because of the signi cant upfront investment, it was important to be strategic about splitting up the project elements into group-based and individual work. Sharing the bene ts of such e orts, such as improved patient safety, sta safety, e ciency, and role awareness, can help motivate ongoing participation in such long-term projects.

Improved E ciency for Therapy Chart Checks For the second project, quantitative data from incident learning system reports were used to strategically design downstream QA performed by treatment therapists. In contrast to the rst project, the implementation of the therapist pre-treatment chart review constituted a major work ow change in a large department, and thus the primary hurdle was sta acceptance of the change. Keeping the entire team well-informed on behind-the-scenes e orts how errors were being addressed upstream with automation and additional work ow changes and giving the treatment team ownership of the new QA strategies were key to achieving acceptance.

Bene ts of this prospective risk management approach included signi cantly reduced treatment unit delays for patients and improved work ow e ciency. In both cases, Dr. Paradis noted that support from departmental leadership was crucial to achieving the initial goals set out by the project teams. Rather than focusing on how to perform FMEA, he discussed the subtleties and nuances his team found working through FMEA for the rst time as a small community practice, with the aim of helping other interested groups complete their own prospective risk management projects 3.

Buy-In from the Clinical Team His presentation started by highlighting the central problem for small clinics; since clinical process is equally complicated across various practice sizes, small clinics may have di culty performing prospective risk management given the time and e ort required to complete it. As a result, they dedicated considerable time toward buy-in, which included department education, team recruitment, and thorough training on how to perform FMEA.

The net e ect was a team consensus that prospective risk management should be made a priority. Meetings were di cult to schedule since the multidisciplinary team composed a large percentage of the available clinical sta. This impacted both process mapping and FMEA scoring meetings. Their solution was to schedule voluntary meetings for sta to attend as their schedules permitted, with the facilitator being present for every meeting. This allowed the team to make progress without requiring attendance to every meeting.

The level of detail contained in the process map directly impacts the amount of time required to complete the FMEA. The McKee group chose to provide enough detail such that another radiation oncology team could execute their SRS procedures. This minimized the risk of missing important failure modes due to lack of su cient detail in their process map. Finally, it was shown that simple mitigation steps were implemented to reduce patient risk following the FMEA.

For their ten highest scoring failure modes, simple checklist additions or procedural changes had a large impact on risk reduction. Communication is Key A few unforeseen bene ts were identi ed to show the value of prospective risk management beyond generating an FMEA dataset.

Creating a process map resulted in a much more comprehensive understanding of the complexity of SRS for every involved team member. This resulted in better communication and more e cient clinical work ows. Spending time together as a multidisciplinary team in a di erent clinical context enabled discussions between disciplines that do not ordinarily interact in the normal work day.

Younge et al. Practical Radiation Oncology 6 6 Practical Radiation Oncology 7 5 Schuller et al. J Appl Clin Med Phys 18 6 : All other necessary quality assurance tasks are distributed among vendors, medical physicists and radiation therapy technicians.

The majority of medical physicists in China are bachelor degree academically prepared, and the depth and breadth of training are not enough to perform the latest requirements for medical physicists as in the United States.

Considering the recent advances in the eld, it is very necessary to share the latest quality assurance concepts both theoretical and practical aspects with the Chinese medical physicists in order to improve the quality of cancer treatment. In light of this idea, a Traveling Lecture Group was formed in April All of them are AAPM full members.

Yakov Pipman, D. In total, ten medical physicists are in the Traveling Lecture group. The travel expenses are provided by a company based in Beijing. He is the coordinator for the Chinese side and manages the contact with the hospitals and cancer centers. The group visited a total 14 institutions in di erent provinces of China on this round from September 11 – The tour was very welcomed by the local hospitals.

The Vice President of the hospital or the Chair of the Radiation Oncology Department usually hosted the meeting when the lectures were given. After the lectures, the people had discussion sessions and asked questions related to the lectures given or the clinical questions beyond the lectures. Suggestions were also given to the hospital for future quality improvements. All the events were well received with active discussions. The participants included physicians, medical physicists, radiation therapists and colleagues from other local hospitals.

The lectures were also broadcast through the web instantly for the whole country and audiences were also able to view the lectures later on, if they did not have time to attend.

In total, 39 lectures were given during the tours, which drew great attendance from the medical physicist communities in China. In summary, during the two weeks of the tour, 14 hospitals were visited and 39 lectures were given.

Following the tour, the positive feedback from the audiences and summaries for the speakers were gathered for future reference. Paul B. Part of the goal of the exercise was to identify where we would like medical physics to be in the future, the obstacles to overcome to get there and the important characteristics we need to overcome those obstacles.

The bottom line for this single exercise was that medical physics su ers from two very important failures: inadequate communication of what we do and our value and failure to think big enough. The gures below are samples of ipchart pages generated during the session. This is all part of the strategic planning AAPM needs to do. Much of that is what we already do — we have been a very e ective organization.

There is still much to do, and the plan is serving as a roadmap for us. The councils are working on indicators that would serve as milestones to evaluate our progress. There are many forces acting on our profession, few of them very positive. If we just react to these forces, we likely will nd ourselves in unfavorable situations in the future, as a discipline and as an organization. We need to try to change the playing eld, make adjustments in the environment and adapt ourselves so that the forces we encounter move us at least closer to where we want to be.

Figuring out what that place in the future looks like and what we need to do to arrive there is the deeper strategic planning in which we need to engage. The planning has to be continuous because the situation will always be changing, hopefully, in part, because of what we do. Knowing that it will take AAPM some time before we actually take steps, we should start thinking about this now, talking about it at chapter meetings, in the hallways and in the Boardroom.

The discussion needs to start now. As Paul B. Brown points out, beginning to make your future starts with taking steps. We need to take the rst steps soon. Or that the reference images used for IGRT are wrong in some way? Something went awry upstream, slipped through the checks, and wrong information made it to the machine? See screenshots below. For example, here are three: Pathway 1: Patient marked incorrectly in sim Pathway 3: IGRT reference images created from wrong dataset Pathway 5: Shift instructions manually calculated or transcribed incorrectly When you open one of the pathway postings, you see a more complete description: precipitating event, description of the normal work ow, how the event creates an error, and existing QC steps that failed.

We invite people to look though these pathways and if your clinic has seen one or something similar and have implemented a solution, then share that. How to share? We ask that you talk with one of the TG members by phone, have a conversation, to describe your experience and recommendation. The TG member will then post the response, extending the thread under the pathway. You can see an example under Pathway 1.

We chose to use this indirect approach for two reasons. One is to ensure that the information is complete and clear. The other is to provide anonymity to responders, which is a concern for some when sharing information about errors.

The contact information phone numbers and emails are in the rst posting in the BBS forum. We have TG members spanning the US. Also, if you have encountered a pathway not already described, you can contact a TG member and have that added to the forum. How will solutions be disseminated? You can be noti ed of new postings by subscribing to the forum via the Control Panel—see below. Candidates should propose an introductory, level course on some aspect of Central Asian studies, and an upper, level course on topics of contemporary relevance.

Mellon Fellowships are no longer restricted to citizens of the US and Canada; international applicants are welcome to apply. Applicants who will have received the Ph. Applicants who do not have the Ph. The following application materials must be submitted via Academic Jobs Online by November 1, Cover page with: a Full name and home institution b Date or expected date of Ph. Curriculum vitae 3. Detailed statement of research interests 4.

One writing sample [page limit] 5. Course proposals for the courses the Mellon Fellow will teach while in residence at Cornell: two courses during each year of the fellowship: one lower-level course and one upper, level course and a sample syllabus for each 6. Three letters of recommendation. Please ask referees to upload their letters directly through the link provided by Academic Jobs Online. Letters must be received on or before November 1, With the sponsorship of the Society for the Humanities, the Department of History invites applications for a two-year Mellon Postdoctoral Fellowship position beginning July 1, We are seeking applicants who are specialists in in the history of Central, Eastern or Southern Europe, to the present.

The Mellon Fellow will be expected to teach 2 courses per year 4 different courses total : one introductory, level course on a topic concerned with any aspect of the history of Central, Eastern or Southern Europe, and one upper, level undergraduate research seminar on a more specialized topic, designed for history majors.

The History Department places great emphasis on superlative teaching, as well as on innovative research. Mellon Fellowships are no longer restricted to citizens of the US and Canada; international applicants are welcome to apply, contingent upon visa eligibility. Six to eight Fellows will be appointed. The Society for the Humanities at Cornell University seeks interdisciplinary research projects for residencies in that reflect on the theme of corruption.

The Society is looking for scholarly approaches that seek to trace the consequences of corruption for humanistic and artistic thinking and practice, whether from philosophical, aesthetic, political, ecological, religious, legal, psychoanalytical or cultural perspectives. Considerations of corruption have a long lineage in philosophical, theological, critical, and political thought. We welcome global approaches to understanding corruption in political, legal, and institutional terms, as a symptom of disorder or, alternatively, a means of asserting order, such as in a government, university, or institution.

In what way does corruption affect standards of artistic or literary genre or form? A lively subject of representation across the broadest of artistic, literary, and musical traditions, corruption has been mobilized as an ambiguous force that either limits or liberates. Consider how the same antitheatrical traditions that denounce the moral corruption of theatre, the novel, opera, and cinema often serve as the most articulate indicators of the passions, gestures, sounds, and sights most fundamental to aesthetic production.

Conversely, how might the humanities appreciate the formal qualities of corruption that are inherent and essential features of transmission and form, from the production and recording of musical sound to the natural or evolutionary changes of artistic practice to avant-gardist corruptions of conventional forms of art and expression? How does the lens of corruption impact recent studies of the Anthropocene, ecological stability, preservation of cultural heritage, precarity, economic disparity or social injustice?

Applicants might consider the mobilization of social anxieties about pollution — miasma, infestation, poisoning, dissolution, and dissipation — to frame theories of race, sexuality, queer or trans gender, miscegenation, or ideologies and rhetorics of collective or ethnic purity. What about notions of the integrity of social units and systems, such as the family, the nation, the university or corporation? The Society for the Humanities welcomes applications from scholars and practitioners who are interested in investigating this topic from the broadest variety of international and disciplinary perspectives.

Atkinson Center for a Sustainable Future co-sponsors one fellowship to support scholarly work addressing corruption as it relates to intersections in the humanities with energy, the environment or economic development. Their approach to the humanities should be broad enough to appeal to students and scholars in several humanistic disciplines. Applicants must have received the Ph. The Society for the Humanities will not consider applications from scholars who received the Ph.

Applicants must also have one or more years of teaching experience, which may include teaching as a graduate student. Please submit the following application materials: 1. A curriculum vitae and a copy of one scholarly paper no more than 35 pages in length. A one-page abstract in addition to a detailed statement of the research project the applicant would like to pursue during the term of the fellowship 1, – 3, words.

Applicants are also encouraged to submit a working bibliography for their projects. Seminars meet two hours per week for one semester fourteen weeks and enrollment is limited to fifteen graduate students and qualified undergraduate students. Two letters of recommendation from senior colleagues to whom candidates should send their research proposal and teaching proposal.

Please ask referees to submit their letters directly through the application link. Letters must be submitted on or before October 1, Awards will be announced by the end of December Note: Extensions for applications will not be granted. The Society will consider only fully completed applications.

It is the responsibility of each applicant to ensure that all documentation is complete, and that referees submit their letters of recommendation to the Society before the closing date. With the generous support of the Andrew W. Mellon Foundation, Dartmouth is pleased to accept applications for two postdoctoral fellowship in the humanities and humanistic social sciences from Fall to the end of Spring These fellowships foster the academic careers of scholars who have recently received their Ph.

The program also benefits Dartmouth by complementing existing curricula with underrepresented fields. Applicants must focus on materials customarily associated with research in the humanities or employ methods common in humanistic research. Fellows are expected to teach two courses in their home department s or program s in each year of their residency. At least one of the four courses should contribute something new to the Dartmouth curriculum, and at least one should be an introductory lecture course.

Fellows will not, however, be asked to teach basic language courses. The terms for the fellows will be similar. Strong fellowship applications will be circulated to relevant departments and programs, which will then be invited to apply for one of the candidates.

Departments and programs will be expected to justify requests for a fellow by detailing the benefits expected from, and afforded to, that fellow, and by indicating how the fellow might contribute something new, or currently lacking, to the intellectual life of the college. There is no requirement that the fellows be U.

Candidates who do not yet hold a Ph. That deadline includes all supporting documentation and reference letters. Incomplete dossiers will not be reviewed. In addition to a completed application form, three confidential letters of reference, a CV, academic transcripts, candidates should submit a personal statement of no longer than 2, words outlining their completed research including dissertation , work in progress, professional goals and plans for publication, and any other information relevant to their candidacy.

Neukom Fellows are interdisciplinary positions for recent Ph. The successful candidate should have a history of collaborative work across disciplines, but still show good evidence of independence and initiative. The Fellowships are two- to three-year appointments, with the third year extension considered upon request after a review early in the second year.

Neukom Fellows will be mentored by faculty in two departments at Dartmouth College, take up residence in one department, and will teach one seminar course each year on a subject of their interest. Beyond that there are no additional duties.

Additional funds are available for equipment, travel, and research materials. Requirements: 1. Research interests that strongly intersect the theme of computation. A proven ability to work independently and collaboratively 4.

A demonstrated interest in multidisciplinary research. Evidence of the ability to think outside traditional paradigms. Application Materials: Interested candidates are strongly encouraged to contact prospective mentors at Dartmouth College and must submit the following materials: 1 Curriculum vitae including publications list.

Applicants are strongly encouraged to seek out connections with and contact potential Dartmouth mentors as they draft their applications. Alberga dartmouth. In that spirit, we are particularly interested in receiving applications from a broad spectrum of people, including women, persons of color, persons with disabilities, veterans or any other legally protected group.

William H. Neukom, Class of Foreign Policy and International Security. This is a multidisciplinary program which brings together historians, political scientists, and scholars in other fields who are conducting research on problems pertaining to U.

While scholars at all stages of their careers will be considered, recent recipients of the Ph. D or equivalent degree are especially welcome to apply. Fellows must be in residence during their Fellowship and are asked to participate in Dickey Center seminars and events, participate in teaching a seminar with the other fellows and a faculty member , and are invited to take advantage of other Dartmouth activities.

The Dickey Center for International Understanding encompasses War and Peace Studies, the Global Heath Initiative, the Institute for Arctic Studies an interdisciplinary center for the study of the environment, climate change and policy implications , and new research foci in human development and gender. Researchers with projects that intersect any of these areas are particularly encouraged to apply.

Fellows receive competitive stipends, research support and benefits, comparable to those offered by other fellowship programs. Applications will be evaluated on the basis of the quality and significance of the proposed research and its relevance to U.

Applications will be accepted in the various fields of humanities, social sciences, interdisciplinary programs, sciences, engineering, business and medicine. Stipend and resources: Society Fellowships normally run for up to 34 months, beginning on September 1 and ending on June 30th of the final year.

The Society helps to assure the cooperation of departments in providing the requisite setting for the scholarly and creative work of each Fellow. Eligibility: Applicants for the — Society Fellowships must have completed a Ph. Applicants are expected to consult with a relevant faculty colleague at Dartmouth before submitting an application.

Incomplete or late dossiers will not be reviewed. The Fellowship may be used for post-doctoral studies Ph. Preference may be given to candidates whose presence on the Duke campus promises the greatest contribution to faculty, student and regional seminar interaction; for example, those whose research interests correspond to those of faculty and graduate students at Duke, or to those for whom the use of the Duke library and special collections would be most beneficial.

Candidates must agree to be in residence at Duke University for the tenure of their fellowship. A current CV; 3. A writing sample, not to exceed 20 pages ; 4. Three letters of recommendation, including one that speaks to applicant’s teaching ability, emailed directly to Duke in.

A teaching portfolio, including statement of teaching interests, syllabi, and evaluations as available; 6. An official transcript from the applicant’s doctoral-granting institution.

Duke welcomes applications from all qualified applicants without regard to race, color, creed, religion, disability, age, sex, national origin, marital status, veteran status, sexual orientation, gender identity or any other factors as prohibited by law.

Previous applicants are eligible to re-apply. Candidates from all American and foreign universities are welcome. All application materials, including letters of recommendation, must be PDF files and sent as email attachments to serena.

Please send any questions to serena. Through research, teaching, and service, the fellow will contribute to the overall work of the GSF Program.

Postdoctoral fellows are expected to design and teach an undergraduate course on transgender studies and to support the integration of transgender studies through a variety of potential activities across the fellowship year e. The fellowship includes a stipend, health insurance, and office space. In addition to your letter of application, please include a word project proposal with 1 page bibliography , a C. We anticipate offering several postdoctoral fellowships on a multidisciplinary faculty charged with teaching an innovative first-year course in Academic Writing.

We seek candidates with a Ph. Fellows are asked to draw on their disciplinary training and interests to design a seminar-style course introducing students to academic writing. Teaching load is five sections of Academic Writing per year, with each section limited to 12 students. Appointment is at a level of Lecturing Fellow non-tenure-track , starting July 1, Contract is for an initial three years, renewable after successful review for two more years.

Salary is competitive with a strong benefits package, and with opportunities for professional development. PhD required. Applicant must hold or anticipate receiving PhD before July 1, The Junior Research Fellowship JRF scheme is designed to attract the most talented researchers in Europe and beyond, and build international networks of scholars with a common passion for the deepest theoretical questions and most pressing practical problems facing humanity.

The JRF scheme is aimed at researchers with significant post-doctoral experience, but recent doctorands of exceptional ability and researchers who have followed non-traditional academic career paths such as in public corporations, NGOs or industry are also encouraged to apply.

JRFs will pursue new research ideas of their own design, undertaken in collaboration with academic researchers at Durham University. Applicants are encouraged to take advantage of the diverse spectrum of opportunities offered by the Institutes at Durham, which span the Sciences, Social Sciences and Humanities, and link their proposals to research programmes of the Institutes and their constituent research centres.

Applicants may, however, submit a research proposal that is independent of the Institutes or the Durham Business School, provided that they have a coherent and cogent reason why this research should be conducted in Durham: such ‘free-standing’ Junior Fellows will be affiliated to the Institute of Advanced Study. To be eligible, in line with the terms of funding set by Marie Curie, “researchers must not have resided or carried out their main activity work, studies, etc in the country of their host organisation for more than 12 months in the 3 years immediately prior to the reference date.

The reference date is 1 July There are no nationality restrictions, but the award of a Fellowship will be conditional on a visa and work permit being secured, if required, from the UK Border Agency. A member of the Durham academic staff will act as host and Mentor for each Fellow.

The host will help them to refine their research proposal and ensure that the appropriate facilities for the conduct of the research project are available in the University.

The host is required to complete a proforma below , which is a required part of the application documentation. The Fox Center for Humanistic Inquiry of Emory University is accepting applications for up to three Post-Doctoral fellowships for an academic year of study, teaching, and residence in the Center. The FCHI Fellows Program offers research opportunities to those trained in the humanities as traditionally defined and to others seriously interested in humanistic issues; research projects must be humanistic, but fellows may hold the Ph.

We especially seek applicants and projects that will benefit from and contribute to the interdisciplinary nature of the group of Fellows and the work of the FCHI. Post-Doctoral Fellows, who must have the Ph. Amongst the largest, most prestigious and successful post doctoral programmes in the historical and social sciences, and located in one of the most beautiful settings, with truly outstanding research facilities, we offer from fully funded 1 and 2 year post doctoral fellowships to applicants from anywhere in the world in the fields of economics, history, law and social and political sciences.

All areas and types of research within these fields are considered. The positions commence in August or September Recipients are expected to conduct an independent research project for the duration of the fellowship.

Pay will vary depending on familial circumstances; past median salary is CHF , plus social security contributions. Additionally, the positions can include generous conference participation and research funds, depending on the nature of the research proposal. Possible research areas include, but are not limited to, technology and public governance, transparency and corruption, institutional design, conflict mitigation and resolution, public financial management and leadership and management in the public sector.

A strong preference will be given to innovative projects that demonstrate the potential for achieving high impact within their field s. This is a pre-application process only. Applicants should work in the Environmental Humanities, broadly construed, but might come from any humanities discipline, including Anthropology, Archaeology, Cultural Geography, History, Literary and Cultural Studies, Philosophy, or Religious Studies.

The successful candidate will take a leading role in a year-long John E. Sawyer Seminar, funded by the Andrew W. Mellon Foundation, focusing on the role of the humanities in the context of ongoing climate change. The seminar is directed by Nathan K. The fellowship runs for the academic year. The fellow will be mentored by the seminar leaders and other Georgetown faculty as appropriate.

Candidates must have received their Ph. To apply, please submit: a a cover letter that includes summary of dissertation work; b a CV; c a 20 page writing sample; and d the names and contact information for three academic references, who may be prompted to provide letters after initial review of cover letter, sample, and CV.

GLACT positions are full-time and renewable for up to three years. Candidates with expertise in innovative teaching methodologies and interest in shaping cross-disciplinary language program development for the 21st Century are especially encouraged to apply. Position requirements include a PhD awarded no more than five years prior to appointment plus demonstrated research and teaching strengths.

The School of Modern Languages is especially interested in considering applications from minority candidates. Research topics may cover any period of Chinese history or contemporary China and involve any academic discipline. A strong working knowledge of Chinese and English is required. Each fellow will be expected to pursue his or her own research and contribute to Fairbank Center programs. Applicants must be able to provide evidence of successful completion of their Ph.

Harvard University doctoral degree recipients are not eligible for this fellowship. The Academy Scholars Program identifies and supports outstanding scholars at the start of their careers whose work combines disciplinary excellence in the social sciences including history and law with a command of the language, history, or culture of non-Western countries or regions.

Their scholarship may elucidate domestic, comparative, or transnational issues, past or present. The Academy Scholars are a select community of individuals with resourcefulness, initiative, curiosity, and originality, whose work in non-Western cultures or regions shows promise as a foundation for exceptional careers in major universities or international institutions.

Harvard Academy Scholarships are open only to recent PhD or comparable professional school degree recipients and doctoral candidates.

Those still pursuing a PhD should have completed their routine training and be well along in the writing of their theses before applying to become Academy Scholars; those in possession of a PhD longer than 3 years at the time of application are ineligible.

Academy Scholars are appointed for 2 years by the Harvard Academy for International and Area Studies and are provided time, guidance, and access to Harvard University facilities. Some teaching is permitted but not required. The Senior Scholars, a distinguished group of senior Harvard University faculty members, act as mentors to the Academy Scholars to help them achieve their intellectual potential.

Candidates are nominated for Junior Fellowships, generally by those under whom they have studied. Applications are not accepted from the candidates themselves. A letter of nomination should include an assessment of the candidate’s work and promise, i. Men and women interested in any field of study are eligible for these fellowships. Nominees should be of the highest calibre of intellectual achievement, i. Upon receipt of the mailed nomination, the Society will request letters of recommendation from the referees listed, and ask the candidate to submit samples of written work dissertation chapters, articles, papers along with a one or two-page proposal describing the studies he or she would like to pursue while a Junior Fellow:.

On the basis of the materials submitted, the Senior Fellows select a certain number of candidates for interview.

It is from this number that the final selection is made. The Society pays the traveling expenses of those candidates interviewed.

Please note: If still pursuing the Ph. If already a recipient of the degree, they should not be much more than a year past the Ph. Most Junior Fellows receive the Ph. Mellon Foundation seminar on the topic of migration and the humanities. Migration plays as critical a role in the moral imagination of the humanities as it does in shaping the activist vision of humanitarianism and human rights.

Too often, the humanities are summoned merely as witnesses to the spectacle of the significant currents and crises of contemporary life. Literature and the arts are viewed as iconic presences whose primary aesthetic and moral values lie in their illustrative powers of empathy and evocation.

Yet the intellectual formation of the humanities—their very conception of the nature of meaning, knowledge, and morals—is deeply resonant with the displacement of values and the revision of norms that shape the transitional and translational narratives of migrant lives. Built around pedagogies of representation and interpretation—textual, visual, digital, political, ethical, ecological, etc.

The ethics of citizenship in our time are defined as much by migration and resettlement as by indigenous belonging, as much by global governance as by national sovereignty. And the humanities play a central role in defining the terms and the territories of cultural citizenship as it creates innovative institutions and identities in the making of a civil society.

We welcome applications from scholars in all fields whose work innovatively engages with migration and the humanities. Terms and Conditions: In addition to pursuing their own research projects, fellows will be core participants in the bi-weekly seminar meetings. Other participants will include faculty and graduate students from Harvard and other universities in the region, and occasional visiting speakers.

Fellows will be joined at the Center by postdoctoral fellows from Germany, who will be coming as part of a collaboration between the Mahindra Humanities Center and the Volkswagen Foundation. Fellows are expected to be in residence at Harvard for the term of the fellowship. Eligibility and Deadline Information: Applicants for fellowships must have received a doctorate or terminal degree in or after May Applicants without a doctorate or terminal degree must demonstrate that they will receive a doctorate or terminal degree in a related discipline in or before August In addition to biographical and professional information, we ask applicants to submit: 1.

A curriculum vitae. A detailed statement of the research project 1,, words that provides a detailed description of what the applicant proposes to do during the fellowship year. One chapter- or article-length writing sample no longer than 40 pages.

Three letters of recommendation are required, and the application is considered complete only when three letters have been received. Letters should be uploaded to the electronic application.

Please contact Andrea Volpe alvolpe fas. The John B. Candidates should have broad theoretical and interdisciplinary interests. During the first year of the program, the Mellon Postdoctoral Fellow will participate in a year-long faculty seminar, led by Professor Richard Freedman musicology , that will bring together faculty with a variety of disciplinary perspectives, including literary, musical, and visual studies, as well as the history of the emotions, cognition, and medicine.

Applicants should make clear the nature of their potential contributions to this seminar, which will use melancholia and how it has been explained as a focal point of inquiry into works of art: their modes of representation, their genesis, and their place in a broader scheme of cultural prestige. In the second year, the Mellon Postdoctoral Fellow will organize and present a spring symposium related to his or her scholarly field funded by the Hurford Center.

Applicants should submit two brief course proposals related to their area of interest, one for a broad-based introductory course and the other for a more specialized or advanced course. Eight to twelve fellowships will be awarded. Applications are due in Berlin on 15 September Candidates: We welcome candidates from various disciplines including history, anthropology, law, sociology, political sciences, geography, economics, and area studies.

Applicants should be at the postdoctoral level or senior scholars. We would like the proposed projects to employ a historical and transregional perspective.

Possible topic areas are, among others, the household, loss of work, the relationship between work and non-work, work and gender, free and unfree labour. We welcome proposals about all regions of the world and especially those that look at comparisons, conflicts, relations between different regions. A global history perspective is not required; keeping an open mind to such ideas, however, is highly desirable.

The fellowships will begin on 1 October and end on 31 July Shorter fellowship terms will be possible. Fellows will receive a monthly stipend to be determined. This is a residential fellowship. Fellows are obliged to work at the research center in Berlin. A fully equipped office will be provided as well as organizational help for visa, housing, etc. You will be asked to provide information regarding your biography, the research project you intend to work on during your fellowship as well as details on your current research.

Applicants should provide the names of two referees in addition to that. Please note that we can only accept electronically submitted applications! The International Teaching Fellowship is designed to assist recent doctoral students in their professional development by building a robust teaching portfolio, while at the same time affording them time and resources to pursue their own research.

The fellowship is open to candidates of all nationalities in any area of the Humanities who expect to receive their PhD by the time of the appointment or who have already received their PhD within two years of the application deadline. The term of the appointment is from September 1, – July 31, and may be renewed for a second year. These fellowships are designed to nurture the academic careers of new scholars by providing opportunities to pursue research while gaining teaching experience and mentoring from CRRES affiliates and faculty in host departments.

Strong applicants will demonstrate evidence of scholarship potentially competitive for tenure-track appointments at Indiana University and other research universities. Terms of Agreement Fellows are expected to pursue research, teach one course during each year of residency, and participate in CRRES as well as host department activities and seminars.

Application Process We invite applications from qualified candidates at the beginning of their academic careers who do not yet hold tenure-track academic positions. Candidates must have a Ph. All applicants must file their dissertations no later than June 30, Applicants should submit a cover letter, CV, research statement 3, words describing dissertation project, work in progress, professional goals, plans for publication, and proposed major field[s] of teaching , writing sample, and three letters of reference.

Applicants may also submit materials demonstrating their aptitude as teachers. Materials sent by mail or any questions regarding the position or application process can be directed to: Prof.

Third Street, Bloomington, IN or crres indiana. We are seeking a scholar in the Arts and Humanities with an interest in and commitment to interdisciplinarity in research and education and with a particular academic interest in History.

Working in a multidisciplinary team, which will include four other Fellows newly appointed as part of the Liberal Arts Early Career Development Fellowship scheme, the Fellow will contribute to teaching, leadership, and pastoral support for the Liberal Arts BA, while having the opportunity to pursue research in their field. This Fellowship is a career development post intended to provide a promising early-career academic with opportunities to develop as a teacher and researcher, and will include training and mentoring, and as such is non-renewable.

Funding permitting, there may be a continuing opportunity for the Fellow to continue onto a fixed-term research role as defined by any successful grant proposal after the Fellowship concludes. Applications are welcome from candidates whose research concentrates in any of the following areas: social movements, identity gender, ethnic, religious, etc. Successful candidates must have finished all requirements for the Ph. They will also demonstrate breadth and depth of cultural and Spanish language experience, and the ability to design and offer a Latin American and Latino Studies introductory course.

The teaching load is one course per semester. Lehigh University is a private, research-extensive institution in southeast Pennsylvania. The College of Arts and Sciences at Lehigh University is committed to increasing the diversity of the college community and curriculum.