Dream summer dream resource center

DREAM SUMMER APPLICATION – DEADLINE WAS APRIL 21, 2014

The Dream Summer National Internship Program is a project of the UCLA Labor Center’s Dream Resource Center. It is a national ten-week, full-time leadership development program run by and for immigrant youth leaders. Entering its fourth year, the program will continue to offer immigrant youth opportunities to develop their professional skills and further their involvement in social justice. Interns are eligible for a $5,000 leadership award with their participation in the program.

WHO SHOULD APPLY TO DREAM SUMMER?

The program is open to both highly involved immigrant rights organizers and those who wish to begin or strengthen their involvement with the immigrant rights movement. We welcome various types of leadership styles and value the diversity of roles that make a social justice movement possible. If you are an artist, grant-writing master, savvy researcher, or have any other skill that you want to incorporate into social justice work, this is the place for you. The Dream Summer internship program timeline is from June 16 – August 22, 2014. Opportunities will be offered in locations listed below.

Age Requirement: 18-30 yrs old by June 1st

Program Goals:

1. Provide leadership development and training for immigrant youth through internships with social justice organizations

2. Increase the capacity of social justice organizations by providing them with talented and capable immigrant youth activists

3. Strengthen the commitment within social justice organizations to advance the rights of immigrant youth

4. Strengthen multi-generational social justice movements

5. Provide financial awards for immigrant youth to pursue their educational goals

WHAT DID DREAM SUMMER DO LAST YEAR?

The year 2013 was marked by tangible national momentum toward Immigration Reform yet the federal government failed to produce legislation that would provide relief to the millions of undocumented immigrants currently living with the fear of deportation. In its third year, Dream Summer once again provided internship opportunities that address these and other pressing issues affecting immigrant youth. The 2013 leadership program exposed the Affordable Care Act’s exclusion of undocumented immigrants, increased the visibility of Asian Pacific Islander communities in the immigrant rights movement, and examined the Defense of Marriage Act’s impact on immigrant communities, among other accomplishments. Dream Summer 2013 trained and placed 96 immigrant youth at 57 organizations in 8 states.

WHAT IS NEW THIS YEAR?

This year we will disseminate theUndocumented and Uninsured research findings on the impact of healthcare exclusion of immigrant youth in California. The program will further explore the mental health needs of immigrant youth and look for solutions. At the same time, we will address the links between mass incarceration and mass deportation impacting communities of color. The program is committed to continue creating a narrative of inclusivity as part of the national immigration reform debate.

NOTIFICATION SCHEDULE

We received over 300 applications for Dream Summer 2014. Our selection committee has been working hard to read each application and is finalizing acceptance decisions city by city. We are almost done and are sending out notifications on a rolling basis starting with east coast cities and moving west until we finally reach Los Angeles.

Southern: Notifications by May 28, 2014 11:59 PM PST

What is education for sustainable living center for ecoliteracy

ecoliteracy.org

Through education for sustainable living, students gain knowledge, skills, and values to address the environmental and social challenges of the coming decades.

They learn to think ecologically, understand the interconnectedness of human and natural systems, and develop the capacity to apply this understanding so that human communities and natural ecosystems may thrive.

Sustainability

At the same time, sustainability as understood by the Center for Ecoliteracy is a far richer concept than simply meeting material needs, surviving, or trying to keep a degraded planet from getting worse.

A truly sustainable community is alive — fresh, vital, evolving, diverse, dynamic. It supports the health and quality of life of present and future generations while living within the limits of its social and natural systems. It recognizes the need for justice, and for physical, emotional, intellectual, cultural, and spiritual sustenance.

Fortunately, observes Center for Ecoliteracy cofounder Fritjof Capra,

We do not need to invent sustainable human communities. We can learn from societies that have lived sustainably for centuries. We can also model communities after nature’s ecosystems, which are sustainable communities of plants, animals, and microorganisms.

Since the outstanding characteristic of the biosphere is its inherent ability to sustain life, a sustainable human community must be designed in such a manner that its technologies and social institutions honor, support, and cooperate with nature’s inherent ability to sustain life.

Education for Sustainable Living

“All education is environmental education,” as Center board member David W. Orr has written. “By what is included or excluded, students are taught that they are part of or apart from the natural world.”

Schooling is everything the school does that leads to students’ learning — whether that learning is intended or not. Students learn from classroom lectures. They also learn from what the school offers in the lunchroom, by how it uses resources and manages waste, by who is included in decisions, by how the school relates to the surrounding community.

The Center for Ecoliteracy has identified four broad areas — food, the campus, community, and teaching and learning — which are explored in depth in its book, Smart by Nature: Schooling for Sustainability. Each of these areas offers multiple avenues for educators, students, parents, and citizens wanting to engage in the transformative work of schooling for sustainability.

Emory continuing education moved atlanta ga yelp

Recommended Reviews

I recently took another class at the Emory Center for Lifelong Learning.

The listing/map was not clear and just said Main Campus. I thought that the Lifelong Learning Main Campus was the Briarcliff campus, but it turns out they were referencing the Main Emory Campus. This is the 2nd time the location of the class has not been 100% clear, so if there's any question I'd make sure you know where to drive to. The people at the office at the Briarcliff campus were unable to give me good directions to the main Emory Campus, but once you pass Emory on Clifton it's super easy to find your way around.

Was this review …?

I've taken lots of classes here and do sometimes look for additional opportunities (perhaps a… I've taken lots of classes here and do sometimes look for additional opportunities (perhaps a drawing class in the near future). The were so helpful when we had a family death in the office and I had to reschedule my class on the day the class started, so I appreciate the amazing customer service. Alumni also get a discount on future classes.

I took several management courses for work, but didn't end up with my certificate (transferred out of management before I completed the program). It looks like they've made it easier to sign up for the whole certificate program now instead of on a class by class basis.

The best management courses were by Merle Strangway. He's very engaging and a fun teacher, even after repeating a couple of exercises in multiple classes.

My least favorite was "Executive Presence for the Non-Executive". It felt very dated and not at all in tune with the current rise of the creative professional/executive. It was supposed to be held in a cushy conference room to set the tone, but the A/V situation was bad that day and we moved to a regular classroom.

The campuses were wildly different when I took my classes and I much preferred the Briarcliff campus. On the Briarcliff campus the classrooms were comfortable and coffee, tea and lunch were provided. At lunch you can sit with the people in your class and get to know them or continue discussions at lunch. The Alpharetta campus is in a boring office building with no coffee and you have to drive for lunch and no one really goes together. Parking was abundant in both locations, though you do on occasion have to walk a couple of blocks uphill on the Briarcliff campus.

My husband and I took a swing dance class, which was off campus at a dance studio near Monroe and 85. I'm looking over the website now and it doesn't appear that the location is noted and I believe it was not noted when I registered. I didn't like having to drive across town to take a class when there's the assumption that it's on the Briarcliff campus.

Overall I think this is a great continuing education program and would recommend it for both personal and professional learning. Read more

Was this review …?

Scholarships and financial support educationuk global

Scholarships and financial support

Scholarships, grants, bursaries, financial awards, loans… there are many financial support options for international students who wish to study on a UK course. Demand for scholarships is always greater than supply; to maximise your chances, apply as early as you can.

Where to look for scholarships

Please go to these websites for full details.

Other sources of funding

  • There are a number of scholarship schemes run by governments, charities and other organisations. Ask your Ministry of Education, your local British Council office or your teachers if they know of any schemes for students in your country. Here are a few global schemes you may want to have a look at:
    • Chevening UK government scholarships ,
    • Erasmus Scholarships. and
    • Royal Society grants .
  • In 2012, around 33% of pupils at UK independent schools received financial assistance. Visit the Scholarship Search tool at the Independent Schools Yearbook to get searching.

    Depending on your nationality, you may be eligible for a loan or financial support from the UK government. Visit the UKCISA website for more details.

    Postgraduate studentships can be found via a number of websites, including Postgraduate Studentships and Prospects .

    Have a look at the websites for the schools, colleges and universities you are interested in. They may have a scheme that is not listed here.

    Evaluating costs

    Even with financial support, it is likely that you will have to pay some costs yourself. You may have to pay for travel, accommodation and part of the course fee yourself. Find out what is and isn’t covered by your scholarship or financial support scheme.

    Financial difficulties

    The right time to look for financial support is before you enrol on your course. It can be very hard to find funding, particularly mid-way through the academic year.

    If you experience financial difficulties during your course, please visit the UKCISA website. They offer lots of detailed information and a student advice telephone service.

Chicagohistoryfair org

The Chicago Metro History Education Center (CMHEC) inspires students’ interest in history and works to improve history education in middle grades and high school classrooms in Chicago and suburban Cook, Lake, Kane, and DuPage counties. The Chicago Metro History Fair, CMHEC’s signature program, is an annual competition in which local students present their own historical research projects on topics related to Chicago. (Watch this video to learn more about the impact of History Fair on students.) CMHEC also offers programs throughout the year for teachers and students that support project-based, inquiry methods of learning history. Since its founding in 1977, the Chicago Metro History Education Center has earned a nationwide reputation for leadership in the field of history education.

CMHEC works with teachers and students to “Make History . Each year, thousands of students and hundreds of teachers from public and private schools participate in History Fair at the school, regional, state, and national levels.  Students spend two to eight months working individually or in groups doing research and communicating their historical interpretations to the public through research papers, exhibits, documentaries, live performances, and websites. More than 500 people volunteer each year to serve as judges at History Fair competitions.

Participation in History Fair helps students improve their reading, writing, thinking, and presentation skills as they learn history. Students confront questions of significance, credibility, multiple perspectives, change over time, context, and impact. They learn how to research for and analyze authentic primary and quality secondary sources and how to build a solid argument based on evidence. Through the process, they also learn self-management, communication, and problem-solving skills. Chicago Metro History Education Center programs meet Common Core goals in History and in Reading and Writing Non-Fiction.

Through History Fair, students not only become historians; they also become better citizens. In conducting research, they extend the walls of the classroom into the community by visiting historical and cultural institutions, sites, and interviewing people who are experts or participants in a historic event. In studying the history of their community, they learn how decisions are made in the social, cultural, economic, and political realms that affect their lives.

Oer commons

OER Commons Tools

Open Author lets you combine text, pictures, sound, files and video. Saved as openly licensed educational resources, you can share them with friends, colleagues and educators from around the world.

Alignment Tool

The Common Core Alignment and OER Evaluation Tool is found on all Resource Pages in OER Commons. You may easily use the tool to align appropriate resources to the Common Core State Standards, and to evaluate the resource against certain aspects of quality.

Learner Options

The Learner Options feature allows you to change display of the site to meet your unique viewing preferences. It is found in the top right-hand corner of each OER Commons webpage.

Use Guidelines

Each resource has one of four conditions of use labels. These at-a-glance labels can help you quickly distinguish whether a resource can be changed or shared without further permission required. In addition, you can find the specific license or terms of permitted use for each resource.

News & Ideas

OER Commons

Connect with OER Commons

Human rights education and training

Human rights education and training

OHCHR briefing on human rights for police officers at the Abidjan Police Training School

© OHCHR

Human rights can only be achieved through an informed and continued demand by people for their protection. Human rights education promotes values, beliefs and attitudes that encourage all individuals to uphold their own rights and those of others. It develops an understanding of everyone’s common responsibility to make human rights a reality in each community.

Human rights education constitutes an essential contribution to the long-term prevention of human rights abuses and represents an important investment in the endeavour to achieve a just society in which all human rights of all persons are valued and respected.

The High Commissioner is the coordinator of United Nations education and public information programmes in the field of human rights (General Assembly Resolution 48/141 ).

OHCHR is working to promote human rights education by:

– Supporting national and local capacities for human rights education in the context of its Technical Cooperation Programme and through the ACT Project. which provides financial assistance to grass-roots initiatives;

More information on these and related activities is provided in the right column.

Education program hewlett foundation

Education Program

The Education Program makes grants to improve education by expanding the reach of openly available educational resources, improving California education policies, and by supporting “deeper learning” – a combination of the fundamental knowledge and practical basic skills all students will need to succeed.

Since 2002, the Education Program has concentrated on improving the conditions for education policy reform in California and fostering the spread of high-quality open educational resources (OER).

We are now building on this pioneering work by broadening our focus to include deeper learning, to help schools nationwide prepare a new generation of students to respond to the ever-increasing demands of a rapidly changing world.

With these grants, the Hewlett Foundation hopes to improve education for all students, with a particular focus on those from disadvantaged areas.

  • Increase economic opportunity and civic engagement by educating students to succeed in a changing world through deeper learning
  • Improve the conditions for education reform in California
  • Equalize access to knowledge for teachers and students around the globe through Open Educational Resources
  • Raise educational achievement in disadvantaged communities in the San Francisco Bay Area

The Education Program pursues these goals by investing in organizations that develop and advocate for innovation in ideas, practices, and tools, as well as those that participate in the public policy debate on these issues. The Education Program also reserves part of its grantmaking budget for organizations that do not neatly fit into one of the above goals.

The Foundation does not consider requests to fund student aid, individual scholarships, construction, equipment and computer purchases, health research, or health education programs.

The Education Program does not accept Letters of Inquiry for its grantmaking.

Iba legal internship programme

Legal Internship Programme

Intern positions are available for undergraduate law students, postgraduate law students, and newly qualified lawyers at the International Bar Association's offices in London, The Hague, and Washington DC.

More information can be found in the drop down boxes below. Click on the '+' to expand the box. If you have any further queries, contact us .

Overview +

Intern positions are available for undergraduate law students, postgraduate law students, and newly qualified lawyers at the International Bar Association's offices in London, The Hague, and Washington DC.

Founded in 1947, the International Bar Association (IBA) is the world's largest organisation of law societies, bar associations, law firms and individual lawyers. The IBA is involved with cutting edge issues affecting the international legal community and as an intern you can become involved in the work of the Association.

The IBA plays an active role in:

  • promoting the status and independence of the profession
  • bringing lawyers together to exchange information and to discuss matters of mutual concern
  • promoting the administration of justice under the rule of law
  • promoting human rights
  • promoting commercial and economic law reform

Intern role:

Selected interns will assist the IBA in developing academic papers and research on key legal topics of both local and international relevance. Interns will have an opportunity to become involved in the work of the following aspects of the Association:

  • supporting the IBA's Human Rights Institute
  • supporting the IBA's Legal Projects Team (commercial and business law)
  • supporting the IBA's International Criminal Court (ICC) Programme
  • supporting the IBA’s Washington DC Office.

Interns will be able to draft policy papers on substantive legal issues as well as assisting in preparing background research for grant proposals. Interns will also be able to assist in implementing technical assistance programmes in developing countries.

The IBA and interns' work:

The IBA's Human Rights Institute (London) +

Established by the IBA in 1995, the International Bar Association’s Human Rights Institute (IBAHRI) works with the global legal community to promote and protect human rights and the independence of the legal profession worldwide.

Our core activities include: human rights training and technical assistance for legal practitioners and institutions; international fact-finding, delivering timely and reliable information on human rights and the legal profession; and supporting lawyers and judges who are arbitrarily harassed, intimidated or arrested through advocacy and trial monitoring. A focus on pertinent human rights issues, including the abolition of the death penalty, poverty, and sexual orientation forms the basis of targeted capacity building and advocacy projects.

IBAHRI interns are invaluable to the work of the Institute. Typical tasks undertaken by interns include:

  • researching and drafting country background reports for IBAHRI missions;
  • conducting legal research in thematic areas;
  • drafting intervention letters;
  • researching and drafting project briefing notes;
  • trial monitoring;
  • media monitoring and press summaries;
  • researching the independence of the judiciary and the legal profession; and
  • supporting IBAHRI events.

Skills and experience required:

  • advanced studies in international human rights and/or humanitarian law;
  • excellent legal research and analysis skills;
  • experience of legal writing and drafting;
  • strong interpersonal oral and written skills;
  • familiarity with internet- based research; and
  • fluency in Spanish, French or Arabic an asset.

Location and contact

Ms Helen Ugwu

Intern Programme Manager

International Bar Association

4th Floor, 10 St Bride Street

New york times internships nytimes com

Summer Internship

The New York Times offers 10-week summer internships to undergraduate and graduate college students who have decided on careers in journalism. Some internships are limited to seniors or graduate students; others also accept juniors. Applicants must be authorized to work in the U.S.

The Times began the program in 1984. In its first 17 years, it was aimed at members of minority groups who, because of race or ethnicity, had been historically excluded from opportunities in America’s newspaper industry. While the internships are now open to all applicants, the program remains an integral part of The Times’s commitment to recruit and hire as diverse and as highly qualified a staff as possible.

The salary for all internships is about $960 a week. Housing is available on the New York University campus for about $1,000 monthly. The program will begin on Monday, June 2, with a week of orientation to The Times in New York City.

Applications for the 2014 summer internship are accepted beginning June 1, 2013. The deadline to submit an application is 11:59 p.m. New York time on Oct. 31, 2013

The program provides a summer of demanding work and high journalistic standards, with individual internships in reporting, in visual and interactive journalism and in video, and it offers copy-editing internships with placement by the Dow Jones News Fund.

The reporting internship in New York is called the James Reston Reporting Fellowship, and the reporting internship in Washington, D.C. is named the David Rosenbaum Reporting Fellowship. Both are limited to college seniors and graduate students.

The visual journalism program, covering graphics, art design, page design and photography, is called the Thomas Morgan Internship and is open to those in their junior year in college or higher.

The copy editing internship program is coordinated through the Dow Jones News Fund Copy Editing program and is open to juniors and higher.

The digital internship is in the newsroom, working with producers and editors on NYTimes.com, and is open to juniors and higher.

The interactive internship, for those who are familiar with one or two front-end or back-end languages and frameworks, involves working alongside developers, designers, and other journalists of The New York Times to build Web applications for coverage of special projects, as well as breaking news. Juniors and higher are eligible to apply.

The video internship offers the opportunity to work with the award-winning journalists of the Times’s video unit of The Times. Juniors and higher are eligible.