Call for Papers, 17th IZA European Summer School

Accommodation and travel cost are covered !

Deadline : January 13, 2014

Buch/Ammersee, Germany
May 12 – May 18, 2014
Submission Deadline:
January 13, 2014
Event Manager:

Online Application Form

The IZA European Summer School in Labor Economics was created in 1998, as an annual event taking place at the conference center of Deutsche Post DHL at the Ammersee Lake (near Munich) in Bavaria, Germany. The Summer School is supported by the Centre for Economic Policy Research (CEPR), the European Economic Association (EEA), theEuropean Association of Labour Economists (EALE), and the European Society for Population Economics (ESPE).

The objective of the Summer School is to bring together a large number of PhD students and senior lecturers to study new areas in labor economics. Students have the opportunity to present their work and discuss ideas with established researchers in a relaxed and open atmosphere.

The School is open to advanced graduate students from European universities, or Europeans studying abroad, engaged in the preparation of a doctoral dissertation or approaching that stage. Around 35 students will be selected, based on their preparation to participate in advanced study on the subject.


Richard Blundell (University College London and IZA) “Advances in Modelling Labour Supply”

Mirjam van Praag (University of Amsterdam and IZA) “Entrepreneurship and Human Capital”


Accommodation and travel cost are covered conditional on attending the whole Summer School.


Applications to participate should be submitted by January 13, 2014, using the online submission form. Please submit your CV and an abstract for a potential presentation of your research work. A letter of support from your PhD supervisor must be sent before the deadline by regular mail to
Karina Doorley (IZA, Schaumburg-Lippe-Str. 5-9, 53113 Bonn, Germany) or by email to

The GLN Teaching Fellowship



We engage talented and committed individuals who wish to teach their language and share their culture with the DC community. Selected Fellows commit to a year (three semesters) of teaching with GLN. They receive comprehensive training, ongoing coaching and support to effectively apply GLN’s communicative approach in the classroom and build our learners’ communicative competence.

The goal of our Teaching Fellowship is to ensure high quality and consistency of our language offerings by recruiting, training and retaining highly capable and motivated volunteers. On the one hand, motivated and prepared Fellows deliver excellent classes and maximize student learning. On the other hand, Fellows receive invaluable professional development opportunities and real experience from teaching a diverse group of learners. This builds their confidence, skills and credentials and enables them to grow personally and professionally.

The Teaching Fellowship is a scalable and sustainable program that will allow us to grow our services and further our mission.



The GLN Teaching Fellowship is a rewarding opportunity, but also a serious commitment. GLN Fellows commit to a year of teaching their language and culture to the wider DC community.


  • 1-year teaching commitment = three semesters of teaching:
    • Spring: February 3rd – May 11th
    • Summer: June 2nd – July 20th
    • Fall : September 10th – December 7th
  • Attend all GLN training sessions:
    • Pre-Service Training:
      • 5-hr Workshop on Saturday, December 7th -OR- Sunday, December 8th
      • 4-hr Workshop II/Curriculum Training on Saturday, December 14th -OR- Sunday, December 15th
      • One-day long Fellowship Conference on Saturday, January 11th
      • 1- hr Administrative Webinar
    • In-service Trainings:
    • 3-hr mid-semester bootcamp each semester (except summer)
    • 3-hr Advanced Workshop before the start of the 2nd and 3rd semesters
    • Coaching circles and peer-coaching (twice per semester)
    • Other ongoing sessions and external opportunities
  • Create thorough lesson plans, adhering to GLN’s methodology and curriculum
  • Maintain timely and open communication with GLN at all times.
  • Commute to GLN class location (Note: Fellows may apply for a transportation stipend)
  • Perform administrative duties, such as marking attendance promptly
  • Represent GLN in and outside of the classroom
  • Between class preparation, teaching and participation in various trainings and functions, Fellows should expect to commit on average 25-35 hours a month to volunteering with GLN.


Serving as a GLN Teaching Fellow is an excellent opportunity to teach your language and culture, develop professional skills and experience, and make a positive impact in our multilingual community. Here are the main Fellowship benefits:

  • The opportunity to teach your language and share your culture with the DC community
  • Excellent professional development opportunities:
    • GLN teacher and leadership training
    • GLN-sponsored opportunities for external training and certification
  • Relevant and transferable professional experience and skills:
    • Teaching experience
    • Leadership
    • Management
    • Interpersonal skills
    • Public speaking / presentation skills
    • Flexible schedule: we will schedule your class time according to your availability (Classes take place on evenings and weekends)
  • Invitations to exclusive GLN Teacher and Leadership get togethers
  • Networking opportunities within our vast community of learners, partners, supporters and fellow teachers and other volunteers
  • Priority registration and fee waiver for GLN language classes
  • Membership in the GLN Fellowship Alumni Society upon completion of Fellowship which includes exclusive networking and career development opportunities

Note: This is an unpaid fellowship.

How to apply ?


The GLN Teaching Fellowship 2014 application is now open. Apply today!

Application Process

The Teaching Fellowship is open to everyone and we do not require previous teaching experience. We are looking for capable and motivated individuals who are passionate about GLN’s mission and learning approach, committed to teaching and education, and driven to make a positive impact in our community. The ideal Fellow is someone eager to learn, a team player with demonstrated leadership skills, teaching potential, and motivation to improve and grow as a person, leader and educator.

The Fellowship application and selection process consists of three rounds:

  • Candidates submit an ONLINE APPLICATION and their resume
  • Strong applicants are invited to an interview
  • Selected candidates are confirmed as Fellows upon completion of pre-service training

Selection Criteria

  • Passion about GLN’s mission and learning approach
  • Commitment to teaching and education
  • Teaching potential and prowess
  • Motivation to grow and develop as an individual and as a leader
  • Demonstrated leadership ability/potential
  • Team work and the ability to work in a collaborative environment

Fellowship 2014 Timeline

  • Applications currently accepted on a rolling basis.
  • Fellowship interviews: October & November 2013
  • Fellowship Selection: October 28th – November 15th, 2013
  • Pre-Service Training: December, 2013
  • Annual Fellowship Conference and inauguration: January 11th, 2014
  • Class of 2014 Fellowship: January, 2014 – December 2014

Please contact us at with any questions.

Internships with the Cold War International History Project

Feb 15, 2013 to Dec 31, 2016

Spring Semester Application Deadline is 15 November 2013.


The Cold War International History Project (CWIHP) at the Woodrow Wilson Center is currently accepting internship applications for the Spring 2014 academic semester.

The Project supports the full and prompt release of historical materials by governments on all sides of the Cold War, and seeks to accelerate the process of integrating new sources, materials and perspectives from the former “communist bloc” with the historiography of the Cold War which has been written over the past few decades largely by Western scholars reliant on Western archival sources. It also seeks to transcend barriers of language, geography, and regional specialization to create new links among scholars interested in Cold War history.

Interns at the Project will assist with research at archives and libraries, editing document manuscripts, publishing, translating, and disseminating CWIHP bulletins and working papers, coordinating scholarly conferences, and answering various information requests. Interns will also assist with digitizing, describing and uploading historical documents to the CWIHP Digital Archive. Interns at CWIHP are at the forefront of the debate and research over the historiography of the Cold War and will gain valuable knowledge from interaction with CWIHP staff, Woodrow Wilson Center Fellows as well as visiting scholars.

CWIHP’s internship appointments are generally consistent with academic semesters (i.e. Fall, Spring, Summer / three to four months); although appointments are made throughout the year for periods of varying length. No internship will exceed one year in duration.


Successful applicants should have strong research and/or administrative skills; be extremely attentive to detail; be able to work independently and as part of group; be enrolled in a degree program, have graduated, and/or have been accepted to enter an advanced degree program within the next year. Knowledge of a foreign language(especially Albanian, Bulgarian, Czech, German, Hungarian, Korean, Mandarin Chinese, Modern Hebrew, Polish, Romanian, Russian, Serbo-Croatian or Vietnamese), is helpful.

This internship with the Cold War International History Project is unpaid, though we do offer interns the opportunity to earn academic credit in accordance with their programs’ requirements. As a general rule, our office is looking for individuals who can work between 14 and 35 hours/week.

The Wilson Center is an equal opportunity employer and follows equal opportunity employment guidelines in the selection of its interns. Internships are open to all U.S. residents and qualified international students with F or J visas.

Application Instructions

Spring Semester Application Deadline is 15 November 2013.

To apply, email a resume and cover letter to the Cold War International History Project at by the application deadline.

Tips for the Personal Essay Options on the Common Application

Important Note: The Common Application is changing on August 1st, 2013! The tips and sample essays below will still provide useful guidance for the new Common Application, but be sure also to check out these Tips for the 5 New Common Application Essay Prompts.

The first step to writing a stellar personal essay on your college application is to understand your options. Below is a discussion of the six essay options from the Common Application. Also be sure to check out these 5 Application Essay Tips.

Option #1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.

Note the key word here: evaluate. You aren’t just describing something; the best essays will explore the complexity of the issue. When you examine the “impact on you,” you need to show the depth of your critical thinking abilities. Introspection, self-awareness and self-analysis are all important here. And be careful with essays about the winning touchdown or tie-breaking goal. These sometimes have an off-putting “look how great I am” tone and very little self-evaluation.

Option #2. Discuss some issue of personal, local, national, or international concern and its importance to you.

Be careful to keep the “importance to you” at the heart of your essay. It’s easy to get off track with this essay topic and start ranting about global warming, Darfur, or abortion. The admissions folks want to discover your character, passions and abilities in the essay; they want more than a political lecture.

Option #3. Indicate a person who has had a significant influence on you, and describe that influence.

I’m not a fan of this prompt because of the wording: “describe that influence.” A good essay on this topic does more than “describe.” Dig deep and “analyze.” And handle a “hero” essay with care. Your readers have probably seen a lot of essays talking about what a great role model Mom or Dad or Sis is. Also realize that the “influence” of this person doesn’t need to be positive.

Option #4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.

Here as in #3, be careful of that word “describe.” You should really be “analyzing” this character or creative work. What makes it so powerful and influential?

Option #5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.

Realize that this question defines “diversity” in broad terms. It’s not specifically about race or ethnicity (although it can be). Ideally, the admissions folks want every student they admit to contribute to the richness and breadth of the campus community. How do you contribute?

Option #6. Topic of your choice.

Sometimes you have a story to share that doesn’t quite fit into any of the options above. However, the first five topics are broad with a lot of flexibility, so make sure your topic really can’t be identified with one of them. Also, don’t equate “topic of your choice” with a license to write a comedy routine or poem (you can submit such things via the “Additional Info” option). Essays written for this prompt still need to have substance and tell your reader something about you.

If you’d like to receive weekly information on application essays, standardized tests, colleges, and the admissions process, be sure to sign up for my free College Admissions Newsletter.

A 3-step ”Action Plan” for Juniors Preparing for College

Dear College Made Simple Reader,

The junior year of high school is without question the most pivotal time for any college-bound student.

To colleges, it’s all about grades, the SAT/ACT, extracurricular activities, and finding out if your child is ready for the realities of the college curriculum.

For juniors themselves, it’s also about proper planning and preparation.

Here’s a checklist we’ve put together, broken down into 3 categories, to help your student be fully prepared…

– Scott

The High School Junior’s “Action Plan” for College

1. Plan Smartly for Testing

A great start for juniors is consulting with their guidance counselor – whether it’s the PSAT, SAT, or ACT (or all of them). That includes times and dates, how to register, and the costs associated with these tests.

Some tips for taking the PSAT:

  • Sign up to take the PSAT in early fall of junior year.
  • By December, students, parents and guidance counselor should plan to review PSAT scores.

Then comes the ACT, which is held every December, February, April, June, September and October.

If your student is taking the ACT, we recommend:

  • Signing up to take the ACT exam by November.
  • Taking the December or February ACT during the junior year.

Finally, the SAT…

SATs are held in only four months of the year – the last date this year is December 7, with absolute sign-up deadline of November 22.

For 2014, the dates and deadlines are as follows:

  • January 25 (deadline January 10)
  • March 8 (deadline February 21)
  • May 3 (deadline April 18)
  • June 7 (deadline May 23)

By the end of February, your student should be registered to take a SAT exam and already studying for it.


2. Research Colleges Efficiently

Choosing the right college begins with gathering information about schools and programs. One of the most important tips I can give you is to stay organized.

Use separate folders for different schools. Label them. Try to organize their contents as identically as possible to compare information more easily.

Some other recommendations:

  • Attend a college fair by October or November at the latest.
  • Also by November, it’s a great idea to have scheduled a few campus visits. A campus tour is the best way to get a feel for what a school is like.
  • By January or February, narrow down ideal colleges. Among things to consider: Tuition costs, proximity to home, large or small school, public or private, academic curriculum, student-teacher ratio, and urban or rural location.
  • By the end of March, the list of schools should be trimmed down considerably (think 5 to 10).
  • By April, begin working on college applications and admission essays.
  • By the end of summer, your child should have visited most colleges they are seriously considering attending.

3. Know all the facts and options when it comes to paying for college

There is well over $150 billion available each year from the Federal Government, states, colleges, universities, as well as private foundations and organizations.

Getting your “fair share” is often just a matter of knowing how to get it.

Here are some of the most important things to do to financially prepare for college during the junior year…

  • In the fall, have a “family talk” about how you’re paying for college: Is your student going to contribute? And if so, what are they willing to help with? Are they expecting to take on loans? Are you expecting to take on loans? This is also the best time to get the know the Federal Application for Federal Student Aid (FAFSA); being familiar with it before applying will make the entire process much easier.
  • By the end of November, your student should have searched for and identified some scholarships they intend to apply for. It’s important to do this early because scholarships have different deadlines – some as early as the summer after the junior year.
  • During holiday break, learn about student loan options and eligibility requirements for student loans.
  • By March, as your child narrows down the list of desired schools to at most 10, estimate how much it will cost to attend each. Expand your search for scholarships to include local organizations in your community, organizations related to their desired fields of study, scholarships available only to students (or future students) of schools they wish to attend.
  • By April, contact each school’s financial aid office to see what kind of payment options they have – monthly, bi-monthly, quarterly, semesterly.
  • Also in April, as you work on college applications and essays, begin filling out scholarship applications. It is never a bad thing to be the first one in the door.

To your college admissions and funding success,

Scott Weingold
Co-founder, College Planning Network, LLC

Publisher, College Made Simple – The Free Educational Resource of College Planning Network, LLC

New media contest

Students, bloggers, artists and writers can submit their innovative storytelling.

The Media School at Bournemouth University is accepting entries for its New Media Writing Prize (NMWP).

NMWP is looking for innovative and interactive storytelling (fiction or non-fiction) written specifically for delivery and reading/viewing on a PC or Mac, the Web or a hand-held device such as an iPad or mobile phone. It could be a short story, novel, documentary or poem using words, images, film or animation with audience interaction.

The overall winner will receive GBP1,000 (US$1,616). The student winner will receive a three-month work placement at the leading e-learning company Unicorn Training, in Dorset, UK, with a weekly pay of GBP250 (US$404). The People’s Choice winner, voted for by the public, will be awarded with GBP250.

The deadline is Nov. 25. The deadline for students is Dec. 13.

For more information, click here.Students, bloggers, artists and writers can submit their innovative storytelling.

The Media School at Bournemouth University is accepting entries for its New Media Writing Prize (NMWP).

NMWP is looking for innovative and interactive storytelling (fiction or non-fiction) written specifically for delivery and reading/viewing on a PC or Mac, the Web or a hand-held device such as an iPad or mobile phone. It could be a short story, novel, documentary or poem using words, images, film or animation with audience interaction.

The overall winner will receive GBP1,000 (US$1,616). The student winner will receive a three-month work placement at the leading e-learning company Unicorn Training, in Dorset, UK, with a weekly pay of GBP250 (US$404). The People’s Choice winner, voted for by the public, will be awarded with GBP250.

The deadline is Nov. 25. The deadline for students is Dec. 13.

For more information, click here.