Locate internships in new york state internships com

Find Internships in New York State

Are you looking for an internship in New York State? Internship opportunities bridge the gap between the educational and professional worlds, making it easier to transition from academic life into a career. In fact, 7 out of 10 internships result in a full time job offer, which means interning in New York State can also serve as the foundation to landing a full time job after graduation. Many students find internships in their hometown, but they can also search for internship opportunities based primarily on location. There are tons of internship opportunities available in New York State, so it’s important to think about what kind of experience you’re looking for and what you’re hoping to get out of the internship as you’re beginning your search.

Thinking about moving to a new city after graduation? An internship in a new or unfamiliar city can provide hands on experience living in a city that captures your interest and will help you decide if launching a career in New York State is the right choice for you.

Being an intern in New York State can be an exciting and rewarding experience. Students can build a valuable network of colleagues and professional references that can help them get an internship or job in the future. If you’re not certain about where you want to live after graduation, then landing an internship in New York State offers an opportunity for you to test drive the area before officially moving.

Ready to get started? Search for internships in New York State below.

Early childhood education programs at ontario colleges ontariocolleges ca

Early Childhood Education Programs at Ontario Colleges

What to expect from a career as an Early Childhood Educator

Teaching at any level is a rewarding career, but early childhood teachers have a special opportunity to help children in their earliest stages. Early childhood education programs at Ontario colleges teach students the skills they need to get children started on a successful journey through the education system.

If you have a keen interest in childhood development and are interested in early childhood education (ECE) as a career, here’s what you need to know. More

Early Childhood Education Courses

Early childhood education training is structured to teach both the theoretical and practical sides of early childhood development (children 12 and under).

You will learn about basic health, safety and behaviour as well as how to understand children’s environments and early learning mechanisms. You will also learn to plan early childhood education curriculums for a variety of levels, and will develop your writing and communication skills to work with children, parents, and members of the education and teaching system.

ECE programs have extensive field placement opportunities, placing students in preschools, child care programs, hospitals and kindergartens for real-world experience.

General Early Childhood Education Program Requirements

Many colleges offer this program at an entry level, meaning requirements include only an Ontario Secondary School Diploma (OSSD) or equivalent, with a grade 12 English credit (additional academic requirements may be added by specific institutions).

Other Ontario colleges structure the course as a continued education program, requiring you to have completed an undergraduate degree. This program will often be accelerated to three semesters, rather than the traditional four-semester program.

Additional requirements to both programs could include health certificates and immunizations, Police Record Checks and admissions testing. Experience working with young children will be seen as a definite asset, and may be required by many institutions.

Early Childhood Education Jobs and Salaries

Early childhood education careers could lead into a number of positions, including (but not limited to):

  • Early childhood educator / education assistant
  • Home child-care provider
  • Child-care consulting
  • Camp counselors
  • Transition homes for abused women and children

Salaries for early childhood education professionals vary depending on the position, but generally start from $27,000 per year on the low end and $33,000 per year on the high end.

Ontario Colleges Offering Early Childhood Education Programs

Use the left-column navigation to refine your search by College, Program Availability, Program Start Date and more, or see the table below for a complete list of early childhood education programs at Ontario colleges. Less

Part i b what is human rights education

PART I

Human rights education is all learning that develops the

knowledge, skills, and values of human rights.

A history lesson on the women’s suffrage movement, the civil rights movement, or the Holocaust can be a human rights lesson if the teacher encourages students to see universal principles of dignity and equality at stake in these events. An advocacy group’s efforts to address hunger in the community through outreach and legislation can become human rights lessons. A shelter’s provision of protection to the homeless or victims of domestic violence can also educate both those who offer services and those who need them. Any day care facility, classroom, or nonprofit organization that promotes respect, fairness, and dignity is instilling human rights values, even if they are not identified as such.

Efforts to define human rights education in the 1950s and 60s emphasized cognitive learning for young people in a formal school setting. By the 1970s, most educators had extended the concept to include critical thinking skills and concern or empathy for those who have experienced violation of their rights. However, the focus remained on school-based education for youth with little or no attention to personal responsibility or action to promote and defend rights or effect social change.

A New Tool for Learning, Action, and Change

The limited initial application of human rights education excluded the majority of the population: adults who had finished school or those who had never had the opportunity to attend. However, the rise of human rights activism in the 1960s and 1970s brought with it a growing recognition of the potential of the human rights framework to effect social change and the importance of human rights awareness for all segments of society. Furthermore, as economic integration and advancement in communications have brought all parts of the world closer together, human rights are increasingly recognized as a unifying moral force that transcends national boundaries and empowers ordinary people everywhere to demand that their governments be account able for the protection and promotion of their human rights. This new awareness is not limited to educated elites or developed countries. Around the globe, grass-roots organizations of all kinds are using the human rights framework to advocate for social change, for example opposing violence against women, toxic dumping, child labor, and lack of housing or health care as human rights violations. As a result, these groups are providing innovative human rights education to the communities they serve&#151the poor, refugees and immigrants, indigenous peoples, gays and lesbians, rural and migrant peoples, and minorities of all kinds. They have effectively redefined human rights education in the process.

The Right to Know Your Rights

The mandate for human rights education is unequivocal: you have a human right to know your rights. The Preamble to the Universal Declaration of Human Rights (UDHR) exhorts "every individual and every organ of society" to "strive by teaching and education to promote respect for these rights and freedoms." Article 30 of the UDHR declares that one goal of education should be "the strengthening of respect for human rights and fundamental freedoms." According to the International Covenant on Civil and Political Rights (ICCPR), a government "may not stand in the way of people’s learning about [their rights]."

Human Rights Education in the United States

Using the older, schools-only conception, many countries established human rights as an essential component of the school curriculum decades ago. As a result their current populations have a high level of understanding about human rights. However, in the United States human rights education is still in its beginning stages. Although virtually every high school in the country requires a course on the US Constitution and Bill of Rights, very few people study human rights in schools or even at the university or graduate level.

The National Council for the Social Studies (NCSS) brought human rights education to national attention for the first time in September 1985 with a groundbreaking issue of its periodical Social Education dedicated to the topic of human rights. Articles stressed the human rights dimension of traditional social studies topics like the civil rights movement, the Holocaust, and the Emancipation Movement. In an influential article, "Human Rights: An Essential Part of the Social Studies Curriculum," Carole L. Hahn, then national president of the NCSS, argued for the global perspective and democratic attitudes fostered by human rights education.

In the same year, Amnesty International USA organized its Human Rights Educators’ Network and in 1989 began producing Human Rights Education: The 4th R, the first US periodical in this new field. In 1991 the Human Rights Educators’ Network of Amnesty International USA published a defining rationale for human rights education that reflected the expanding definition of the field:

HUMAN RIGHTS EDUCATION declares a commitment to those human rights expressed in the Universal Declaration of Human Rights of 1948, the UN Covenants, and the United States Bill of Rights. It asserts the responsibility to respect, protect, and promote the rights of all people.

HUMAN RIGHTS EDUCATION promotes democratic principles. It examines human rights issues without bias and from diverse perspectives through a variety of educational practices.

HUMAN RIGHTS EDUCATION helps to develop the communication skills and informed critical thinking essential to a democracy. It provides multicultural and historical perspectives on the universal struggle for justice and dignity.

HUMAN RIGHTS EDUCATION engages the heart as well as the mind. It challenges students to ask what human rights mean to them personally and encourages them to translate caring into informed, nonviolent action.

HUMAN RIGHTS EDUCATION affirms the interdependence of the human family. It promotes understanding of the complex global forces that create abuses, as well as the ways in which abuses can be abolished and avoided.1

In 1986 David Shiman had published the first human rights curriculum in the United States, Teaching about Human Rights,2 which has been followed by a steady stream of new resources in the field, notably Betty Reardon’s Teaching for Human Dignity (1995)3 and the establishment of the University of Minnesota Human Rights Education Series in 1998. Another significant stimulus was the 1992 meeting of human rights educators sponsored by the Columbia University Center for the Study of Human Rights with the support of the Organizing Committee of the People’s Decade of Human Rights. Many US human rights educators met for the first time at this seminal meeting and formed working alliances that have resulted in significant projects such as Human Rights USA, a partnership of Amnesty International USA, the Center for Human Rights Education, the University of Minnesota Human Rights Center, and Street Law, Inc. Sponsored by the Ford Foundation, Human Rights USA sought to raise human rights awareness and celebrate the fiftieth anniversary of the Universal Declaration of Human Rights in 1998.

As a result of such efforts, human rights education in the United States has become a recognized educational force. However, it remains to find an established place in the mainstream educational system. Instead it has flourished in alternative settings: non-profit organizations, extracurricular groups like Amnesty International’s campus chapters, alternative educational settings, and communities of faith. See Part VII, "Human Rights Education Resources," p. 155, for a list of US organizations engaged in human rights education.

The UN Decade for Human Rights Education

Since the adoption of the Universal Declaration, the United Nations General Assembly has called on Member States and all segments of society to disseminate and educate about this fundamental document. In 1993 the World Conference on Human Rights in Vienna reaffirmed the importance of human rights education, training and public information, declaring it "essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace."4 In response to an appeal by this World Conference, the General Assembly proclaimed the period 1995 to 2004 the UN Decade for Human Rights Education.

In proclaiming the United Nations Decade for Human Rights Education in December 1994, the General Assembly defined human rights education as "a life-long process by which people at all levels of development and in all strata of society learn respect for the dignity of others and the means and methods of ensuring that respect in all societies."5 The Assembly emphasized that the responsibility for human rights education rested with all elements of society–government, nongovernmental organizations, professional associations, and all other sectors of civil society, as well as individuals.

The Plan of Action for the Decade further defines human rights education as "training, dissemination and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills and the molding of attitudes which are directed to:

a) The strengthening of respect for human rights and fundamental freedoms;

b) The full development of the human personality and the sense of its dignity;

c) The promotion of understanding, tolerance, gender equality, and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups;

d) The enabling of all persons to participate effectively in a free society;

e) The furtherance of the activities of the United Nations for the maintenance of peace."6

During this Decade, the UN is urging and supporting all its Member States to make information about human rights available to everyone through both the formal school system and popular and adult education. 1 Quoted in Human Rights Here and Now. Celebrating the Universal Declaration of Human Rights, ed. Nancy Flowers (Minneapolis: Human Rights Educators’ Network, Amnesty International USA, 1998) 20.

2 Shiman, David. Teachi ng Human Ri ght s (Denver: Center for Teaching International Relations, 1986; 2nd edition, Teaching about Human Rights, 1999).

3 Reardon, Betty A. Educat i ng f or Human Di gni t y. Learning about Rights and Responsibilities

(Philadelphia: Univ. of Pennsylvania Press, 1995).

4 Vienna Declaration and Programme of Action, Part I, pars 33-34 and Part II, pars. 78-82.

5 General Assembly Resolution 49/184, 23 December 1994.

6 Plan of Action of the United Nations Decade for Human Rights Education (1995-2004), para. 2.

Alberta education 2014 2015 funding manual

2014/2015 Funding Manual

The Funding Manual will assist school jurisdictions, charter schools, accredited funded private schools and private ECS operators in accessing and understanding Alberta Education funding. The Manual provides details on the funding available for the 2014/2015 school year including applicable formulas, funding rates, criteria and reporting requirements. Funding from Alberta Education supports the provision of approved education programs for students and children in ECS to Grade 12.

The complete Funding Manual is available in PDF for viewing or printing. Please see the Summary of Significant Changes on pages 3-4 (or the separate PDF link below) for information on what significant content changes were made.

If you wish to view and/or print specific sections or pages, you should open up the PDF and go the Table of Contents on pages 5-7 to locate the page # of the section you are looking for. Then either enter the page numbers at the top of the PDF, or use the Bookmark function from the left hand menu of the PDF to go to the page or section you want to view and/or print. When printing the entire manual, remember to set your printer to double-sided printing in order to minimize the size of the document.

Funding application forms are available in electronic format on the Extranet at https://phoenix.edc.gov.ab.ca/login/default.asp. Please note that in order to access these forms you must have an Extranet ID and your Secretary-Treasurer must have given authorization to the Help Desk for you to access these forms. Only the Secretary-Treasurer may submit these funding application forms.

Having trouble viewing the PDF? Visit the Adobe Reader download page to obtain the latest free version.

Student internships u s agency for international development

Student Internships

USAID offers both paid and unpaid internships for qualified students during the academic year.

We draw enthusiastic and forward-thinking interns from a wide variety of fields of study.

Interns generally work in one of USAID’s offices in Washington, D.C. supporting programs in fields such as economic growth, agriculture, education, health, environment, democracy and governance, conflict prevention, and humanitarian assistance.

Work as an Intern at USAID

The work assigned to an intern typically includes:

  • Research
  • Writing program memoranda
  • Drafting documents
  • Facilitating meetings and special events
  • Attending program discussions in the Agency, at the Department of State, or on Capitol Hill
  •  Communicating about program issues with USAID field Missions abroad, and with USAID’s many stakeholders and the general public

Paid Internship Opportunities

USAID offers two types of paid internships:

The first type allows current students to explore Federal careers through the internship, which offers valuable work experience directly related to your academic field of study. You may be eligible for permanent employment after successfully completing your education and meeting work requirements.

The second type provides work experience for current students in temporary jobs that do not convert to permanent employment.

To qualify for either program, you must:

  • Be a U.S. citizen
  • Be currently enrolled in a high school, two or four-year college,  or university, vocational/technical school, or other certificate program, on at least a half time basis
  • Have a minimum grade point average of 3.0, (students with lower GPAs may be eligible on a case-by-case basis)
  • Have good academic standing at your academic institution
  • Provide an official transcript of your grades
  • Be eligible for a security clearance

Volunteer Opportunities

USAID also sponsors unpaid internships for college and graduate students, depending on the needs of our geographic bureaus and technical offices.

To qualify for an unpaid internship, you must:

  • Be a U.S. citizen
  • Be currently enrolled in a college or university
  • Have a minimum grade point average of 3.0
  • Meet other qualifications as stated in the application

Current Available Internships

NOTICE: Student vacancies are advertised as they become available. If no vacancies are listed, then there are no vacancies. Please continue to check the website for open vacancies.

Internships in the Bureau for Legislative and Public Affairs 

Information on internships with the Bureau for Legislative and Public Affairs is available at the LPA Internships page .

Internships in the Office of the General Counsel

Summer internship program in biomedical research sip training programs in the biomedical sciences office of intramural training education at the national institutes of health

Summer Internship Program in Biomedical Research (SIP)

JavaScript Required

This web site uses JavaScript to enable important functionality. Please enable JavaScript in your browser and reload this page before continuing.

The application for summer 2014 is now closed; the 2015 application will become available in mid-November.

Before you begin, take a look at the Applying Successfully Video

IMPORTANT NOTE: If you applied to SIP for summer 2014 and you are wondering things like: When will I hear if I am being offered a position? or Now that I have applied what should I do? or How can I find NIH investigators I might like to work with, PLEASE take a look at the SIP FAQs.

Program Description: Summer programs at the National Institutes of Health (NIH) provide an opportunity to spend a summer working at the NIH side-by-side with some of the leading scientists in the world, in an environment devoted exclusively to biomedical research. The NIH consists of the 240-bed Mark O. Hatfield Clinical Research Center and more than 1200 laboratories/research projects located on the main campus in Bethesda, MD and the surrounding area as well as in Baltimore and Frederick, MD; Research Triangle Park, NC; Hamilton, MT; Framingham, MA; and Detroit, MI. NOTE: the number of positions in Hamilton, Framingham, and Detroit is limited.

Internships cover a minimum of eight weeks, with students generally arriving at the NIH in May or June. The NIH Institutes and the Office of Intramural Training & Education sponsor a wide range of summer activities including lectures featuring distinguished NIH investigators, career/professional development workshops, and Summer Poster Day.

To increase your chances of being offered a position, please do four things: (1) Watch the new Applying Successfully Video by clicking on the link to the right. (2) Read the SIP FAQs carefully. (3) Read our suggestions for creating a successful application. (4) After submitting your application, contact NIH investigators with whom you would like to work and explain why you would be a good addition to their groups. You can identify NIH investigators with projects that interest you by searching the NIH Intramural Annual Reports. Use the text search feature to find project descriptions that contain the key words you enter. You can then find contact information for the investigators in the NIH Enterprise Directory .

2014 Community College Summer Enrichment Program (CCSEP): In summer 2014, the NIH will again offer a special SIP program designed to recruit community college students to the NIH. Students in CCSEP can take advantage of all the opportunities available to other SIP interns. In addition, they will make a commitment to completing an enrichment curriculum. If you are a community college student and interested, please read about CCSEP .

Eligibility: The Summer Internship Program is for students who are at least sixteen years of age or older at the time they begin the program. To be eligible, candidates must be U.S. citizens or permanent residents. U.S. citizens are eligible to apply if they are enrolled at least half-time in high school or an accredited college or university as undergraduate, graduate, or professional students. Students who have been accepted into an accredited college or university program may also apply. Permanent residents must be enrolled in or have been accepted into an accredited institution in the U.S. to be eligible.

Stipend Information: The stipends for trainees are adjusted yearly; the level depends on education completed prior to starting at the NIH. For details, see the Trainee Stipends page.

Application Procedure: Prospective candidates must apply online. The application is available from mid-November to March 1. It requires submission of

  • a curriculum vitae or resume,
  • a list of coursework and grades (please note: no transcripts need to be sent at this time),
  • a cover letter describing the applicant’s research interests and career goals, and
  • the names and contact information for two references.

Candidates may also specify the scientific methodologies or disease/organ systems that interest them.

Selection: The NIH Summer Internship Program is highly competitive. In 2013, more than 6300 completed applications were submitted, and about 1000 interns were selected. Applications are reviewed on a rolling basis from November through April by scientists in the Institutes and Centers of the NIH. Individual scientists select their own summer interns and provide their funding; there is no centralized selection process. For suggestions on how to increase your chances of being offered a position, please read the SIP Frequently Asked Questions .

Candidates will be informed of their selection by the hiring Institute, generally by May 1. Successful candidates will be required to submit the following documentation to their Institute or Center prior to beginning their training:

  • Official high school, college, or graduate school transcripts
  • Proof of U.S. citizenship or permanent resident status. U.S. citizens may submit a copy of their birth certificate or passport. Permanent residents will need to provide a copy of their alien registration card.
  • Apply Now!
  • Complete/Manage Your Application
  • For Current SIP Trainees

Building character 8 keys of excellence

A major study by Dr. Victor Battistich, an expert in the field who devoted much of his adult life to the study of character education, found only two factors showed a significant direct link to improving good character and effectively preventing bad behavior: positive relationships with one’s family and a sense of connectedness to school. 8 Keys of Excellence address both areas with its school character education program and family character development program.

“As students grow in character, they grow in their capacity and commitment to do their best work, do the right thing and lead lives of purpose. Character education done early and well, puts students toward successful life outcomes.” – Dr. Victor Battistich

For nearly 30 years in SuperCamp learning and life skills programs and Quantum Learning school training, the 8 Keys of Excellence have helped young people embody valuable life principles that lead to positive habitual behavior, added confidence and increased motivation.

8 Keys of Excellence School Program

The 8 Keys of Excellence school character education program can provide K-12 teachers with a full year of character education lesson plans, online resources, training and support. Already over five million students have been positively influenced by the 8 Keys.

"The 8 Keys of Excellence have had a very positive impact on morale, behavior and character education efforts at the elementary schools. Many teachers and parents continue to let me know how the language of the Keys is evident, not only throughout the school, but throughout the community as well." – Dan St. Romain, Alamo Heights Independent School District, San Antonio, Texas.

Building character in students through the 8 Keys of Excellence helps young people realize their greatness and enables schools to achieve better results.

For a free introductory lesson and tips on implementing this program, register your school or district in the 8 Keys character education program now, please complete the online registration form .

Learn more about our school character program or contact us by email or at 760-305-7317.

8 Keys of Excellence Family Program

The 8 Keys of Excellence family character development program gives parents a simple and engaging eight-week action plan for establishing core character principles in their kids, strengthening family relationships and deepening the feeling of belonging, safety and connectedness.

When you register for this free program, you gain login access to the family area of this website, which contains a wealth of 8 Keys resources, videos, a MyFamily page where you can keep notes throughout the program and a discussion board to interact with other families.

Each week for eight weeks, your family will receive an email that links to the Key-of-the-week’s web page. Each Key’s page leads your family through a 20-30 minute conversation and activity designed to give meaning and insights into that Key. When the eight weeks are over, we’ll continue to send you information periodically to reinforce and enhance your family’s learning and character development.

What’s more important than your kids’ future? Register for the 8 Keys of Excellence family program now! Want more information? Learn more about the eight-week program and the benefits to your family.

Training to be a nurse nhs careers

Training to be a nurse

To become a nurse you must hold a degree  in pre-registration nursing. This leads to registration with the Nursing and Midwifery Council (NMC). enabling you to practice. The nursing diploma in higher education has been phased out.

Branches of nursing

Pre-registration nursing degrees are offered in four branches:

You will need to decide which of the four branches of nursing you wish to train for, before applying for a programme. However, a small number of universities offer you the flexibility to choose your branch after having started the course. Our personality quiz may help you find the right one for you.

Some universities are approved to run dual branch pre-registration courses leading to registration in two branches of nursing. For example adult and mental health or adult and children’s.

Some courses also offer the chance to combine social work with learning disability or children’s nursing. However, you are strongly recommended to contact the universities that you are considering before making your application. Find all courses and universities.

Pre-registration programmes

Degree  programmes comprise 50% theory and 50% practice. Your time will be split between the university and practical placements.

At university, you will learn about the safe and effective delivery of nursing care through a variety of teaching and learning methods, including lectures, seminars, presentations and tutorials. This will include practising on lifelike models which provides a safe way in which you can develop, practise and gain confidence in your nursing skills.

You will study four main areas of competence:

Journal of computing in higher education incl option to publish open access

Invitation to Submit

  • Covers policies, issues, problems, and research associated with instructional technology and digital learning
  • Examines course management tools, new teaching methods and trends
  • Discusses all aspects of integrating technology with teaching and learning
  • Presents intervention research focusing on methods in higher education

Journal of Computing in Higher Education, JCHE, publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that contribute to our understanding of the issues, problems, and research associated with instructional technologies and educational environments. JCHE publishes well-documented articles and provides a comprehensive source of information on instructional technology integration. Priority is given to the publication of rigorous, original manuscripts concerning research and integration of instructional technology in higher education. JCHE provides perspectives on the research and integration of instructional technology in higher education.

Impact Factor: 0.409 (2012) *

Journal Citation Reports®, Thomson Reuters

Abstracted/Indexed in

Copyright information

Copyright Information

For Authors

Submission of a manuscript implies: that the work described has not been published before (except in form of an abstract or as part of a published lecture, review or thesis); that it is not under consideration for publication elsewhere; that its publication has been approved by all co-authors, if any, as well as – tacitly or explicitly – by the responsible authorities at the institution where the work was carried out.

Author warrants (i) that he/she is the sole owner or has been authorized by any additional copyright owner to assign the right, (ii) that the article does not infringe any third party rights and no license from or payments to a third party is required to publish the article and (iii) that the article has not been previously published or licensed. The author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. Transfer of copyright to Springer (respective to owner if other than Springer) becomes effective if and when a Copyright Transfer Statement is signed or transferred electronically by the corresponding author. After submission of the Copyright Transfer Statement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted by Springer.

The copyright to this article, including any graphic elements therein (e.g. illustrations, charts, moving images), is assigned for good and valuable consideration to Springer effective if and when the article is accepted for publication and to the extent assignable if assignability is restricted for by applicable law or regulations (e.g. for U.S. government or crown employees).

The copyright assignment includes without limitation the exclusive, assignable and sublicensable right, unlimited in time and territory, to reproduce, publish, distribute, transmit, make available and store the article, including abstracts thereof, in all forms of media of expression now known or developed in the future, including pre- and reprints, translations, photographic reproductions and microform. Springer may use the article in whole or in part in electronic form, such as use in databases or data networks for display, print or download to stationary or portable devices. This includes interactive and multimedia use and the right to alter the article to the extent necessary for such use.

Authors may self-archive the Author’s accepted manuscript of their articles on their own websites. Authors may also deposit this version of the article in any repository, provided it is only made publicly available 12 months after official publication or later. He/she may not use the publisher’s version (the final article), which is posted on SpringerLink and other Springer websites, for the purpose of self-archiving or deposit. Furthermore, the Author may only post his/her version provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer’s website. The link must be accompanied by the following text: “The final publication is available at link.springer.com”.

Prior versions of the article published on non-commercial pre-print servers like arXiv.org can remain on these servers and/or can be updated with Author’s accepted version. The final published version (in pdf or html/xml format) cannot be used for this purpose. Acknowledgement needs to be given to the final publication and a link must be inserted to the published article on Springer’s website, accompanied by the text “The final publication is available at link.springer.com”. Author retains the right to use his/her article for his/her further scientific career by including the final published journal article in other publications such as dissertations and postdoctoral qualifications provided acknowledgement is given to the original source of publication.

Author is requested to use the appropriate DOI for the article. Articles disseminated via link.springer.com are indexed, abstracted and referenced by many abstracting and information services, bibliographic networks, subscription agencies, library networks, and consortia.

For Readers

While the advice and information in this journal is believed to be true and accurate at the date of its publication, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may have been made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

All articles published in this journal are protected by copyright, which covers the exclusive rights to reproduce and distribute the article (e.g. as offprints), as well as all translation rights. No material published in this journal may be reproduced photographically or stored on microfilm, in electronic data bases, video disks, etc. without first obtaining written permission from the publisher (respective the copyright owner if other than Springer). The use of general descriptive names, trade names, trademarks, etc. in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

Springer has partnered with Copyright Clearance Center’s RightsLink service to offer a variety of options for reusing Springer content. For permission to reuse our content please locate the material that you wish to use on link.springer.com or on springerimages.com and click on the permissions link or go to copyright.com, then enter the title of the publication that you wish to use. For assistance in placing a permission request, Copyright Clearance Center can be connected directly via phone: +1-855-239-3415, fax: +1-978-646-8600, or e-mail: info@copyright.com.

© Springer Science+Business Media New York

Summer jobs service

Summer Jobs Service

What it is:

Free job-search and self-marketing support is available through Employment Ontario Summer Jobs Services agencies to help students find summer jobs. A $2-per-hour-per-student hiring incentive is available for eligible Ontario employers to create summer job placements.

Who can apply:

Students aged 15 to 30, planning to return to school in the fall. Businesses and farms as well as not-for-profit and other community organizations can apply to receive the hiring incentive.

More information on help for employers.

Duration of the work or the job services:

Free job-search and self-marketing support throughout the year. The hiring incentive for employers can last up to 16 weeks. It is available from April 1 to September 30.

When to apply:

Job search support is available year round. Summer job placements begin as early as April. Closing date for rural employers to apply for the hiring incentive applications to the Ministry of Rural Affairs is April 15th; for employers in northern Ontario to apply to the Ministry of Northern Development and Mines, it’s April 30th.

Where to apply:

Employers can contact the nearest Employment Ontario Summer Jobs Service agency, the Ministry of Rural Affairs resource centre, and offices of the Ministry of Northern Development and Mines .